Henderson High School

Performing Arts

The Year 9 Performing Arts programme consists of both Drama and Dance.

During their six week rotation, students are introduced to the techniques, elements and conventions of drama. They will apply their knowledge of drama techniques and elements to scripted work. Students will also have the opportunity to create, rehearse and perform their own original dramas.

Students will develop an understanding of the elements of dance and a range of choreographic devices. Students will learn how to manipulate movements to create, develop and refine original choreography.

There will be a focus on developing performance skills, stage presence and confidence.

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

It is expected that students in Māori Performing Arts are committed to being in Ngā Taiohi o Panuku, the kapa haka at Henderson High School.

This is a 6 week course, designed to develop the fundamental performance skills of Māori Performing Arts. This course is structured to enable students to build skills, such as wiri, pūkana, takahi, performing as well as build knowledge and skills to perform haka, mōteatea and waiata-ā-ringa.  

During this course, students will learn history and skills of haka, mōteatea and waiata-ā-ringa used at our kura. This knowledge will be the foundation for our mahi in kapa haka and will be extended on in the Polyfest and Ahurea campaigns.

Year 9 Te Ao Haka would suit a student with a strong interest in Te Ao Māori (the Māori world), performing and kapa haka.

Students will also be working toward gaining credits from Te Ao Haka, the Māori Performing Arts Achievement standards. 

Te Ao Haka continues right through to Level 3 and is also a University approved pathway subject. 

Why Learn a New Language?

When learning a new language, students will gain benefits such as better cognitive development, positive attitudes and appreciation towards other cultures, greater ability to connect and communicate, and give students a competitive edge in employability.

Learning a new language will improve decision making and give insights about other cultures. These qualities are sought for in the global market.

Why Learn Chinese?

The Chinese language is widely spoken not only in China. It is also widely used in Southeast Asia. 

Chinese language skills can help you better understand its culture. Being different from English, most Chinese characters are pictographs. The writing of characters using different strokes is fascinating. You would appreciate the artistic beauty of this ancient oriental language.

Year 10 Commerce is a course designed to provide students with a basic understanding of financial literacy and the basics of economics, preparing students for the study of Commerce in Year 11. Students will have the opportunity to learn about financial markets and share trading, the development of price points for e-commerce products and basic monetary and economic theory.

The Year 10 Dance course is designed for both beginners and more experienced dancers. Students new to dance will develop their technique and skills, and those with a dance background will be able to extend themselves and continue to develop and refine their technical and performance skills.

Students will learn about the elements of dance. They will examine a range of dance genres and understand the way the elements of dance are used in different genres. Students will be taught choreography and have the chance to develop their own, setting them up with the skills they will need at NCEA Level 1 Dance. Students will develop an understanding of the way in which choreographic devices can be used to make movement interesting, unique and engaging. There will be a focus on developing performance skills, stage presence and confidence.

Year 10 Design and Visual Communication

Design and Visual Communication (DVC), previously known as Graphics or Technical Drawing, focuses on developing students' creativity and problem-solving abilities.

 Through individual projects, students explore both Product Design and Architecture. Key skills include design principles, freehand sketching, and Computer-Aided Design (CAD). Students also create prototypes or models using both traditional methods and modern processes such as 3D printers and laser cutters.

Design and Visual Communication (DVC) is a highly regarded subject that prepares students for future studies in a wide range of design fields, including Architecture, Landscape Design, Product Design, Media Design, Graphic Design, and Engineering.

In 10 Digital Technology, you will learn basic digital design skills for modifying and creating vector based drawings. You will learn about the different styles and types of logos and how to integrate them into a small business website using HTML and CSS programming language.

You will learn the following:

• To modify existing vector-based drawings as well as create and design your own.
• The different types of images and their use in different situations.
• To use Adobe Illustrator to create and manipulate images.
• How creative logo solution for an imaginary computer company.
• To write your own brief.
• Digital devices represent data with binary digits and have ways of detecting errors in data storage and transmission.
• To make algorithms for a computer program using input, output, sequence and selection coding techniques.

Students will develop a fundamental understanding of the drama techniques, which are the building blocks of drama. They will develop convincing story-telling skills and the ability to convey their ideas effectively and with impact. Students will learn how to communicate the elements of drama and how to incorporate dramatic conventions. Students will have the opportunity to perform scripted work as well as create their own original devised dramas.

This course is designed to endow students with the knowledge they will need to succeed in NCEA Level 1 Drama. There will be a focus on developing effective performance skills, stage presence and confidence.

In 10 Food Technology, you will learn about four key areas of food, cooking and nutrition. Each project will build your foundational knowledge allowing you to plan, adapt and prepare a wide range of recipes in the kitchen. You will also learn the basics of nutrition and how to incorporate healthy eating while still enjoying the food you eat. This course gives you the foundational knowledge to continue into both Hospitality and Food Technology at Level 1

Skills you will learn:

• To prepare, cook and serve food safely in the kitchen. 

• To evaluate and refine recipes based on your own sensory experiences.

• To adapt recipes and replace unhealthy ingredients while maintaining the integrity of the food.     

• The nutritional makeup of sugar and unhealthy fats and the consequences of eating too much sugar for our health.

• To prepare foods from and identify key components of different world cuisines.

Year 10 Media Studies at Henderson High School

In Year 10 Media Studies, you’ll dive into the world of film and media, exploring how stories are told, how audiences respond, and how media shapes the way we see the world. This course gives you the tools and skills you’ll need for senior Media Studies – while also letting you get creative and hands-on.

You’ll get to:

• Explore a wide range of media, from past to present, across different cultures.
• Discover how media connects creators, audiences, and the messages we see every day.
• Learn how and why media is designed to have a certain impact.
• Develop useful research skills to back up your ideas.
• Build the skills to create your own media that is creative, effective, and technically sharp.

Year 10 Music

Do you have an interest in recording or performing music? Do you want to learn how to create your own sound? Have you been learning an instrument online although don’t have an outlet to play or sing? Do you have a love of music but never tried to learn an instrument? Are you interested in becoming a sound engineer or producer? Do you want to improve your confidence? 

If you relate to the above questions then taking Music in year 10 is a perfect opportunity to begin your musical journey.

This course provides students with essential knowledge and experience in the fundamentals of performance, theory, and composition. A combination of group projects will develop effective self-management and collaborative skills.

It is vital for students to begin or to continue learning at least one instrument in the School Itinerant program (or privately) and maintain attendance to lessons throughout the whole school year. If students have a strong interest in taking Music and don’t have the ability to participate in regular lessons, they can still opt-in, however, it will need to be in negotiation with the teacher. 

To build musicianship and community, students are encouraged to get involved in extracurricular groups. These include the Stage Band, Choir, and cultural performance groups.

In 10 Product Design: Technology, you will complete three short design projects, each focussing on a different aspect of technology and resistant materials. You will develop your knowledge of the design process, Explore-Design-Make-Evaluate, and learn new manufacturing methods. You would usually undertake a woodwork project, a CAD/CAM (laser cutting, 3D printing) project and an Electronics project.

You will learn:

• How to design and develop ideas.
• How to critique design ideas.
• To use CAD (computer-aided design) tools to design parts and products.
• To use CAM (computer-aided manufacturing) techniques to control the laser cutter.
• Basic woodworking techniques.
• Electronic manufacturing

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

It is expected that students in Māori Performing Arts are committed to being in Ngā Taiohi o Panuku, the kapa haka at Henderson High School.

This is a semester course, designed to develop the fundamental performance and research skills Māori Performing Arts. This course is structured to enable students to build skills, such as wiri, pūkana, takahi, performing, teaching and composing.

During this semester, students will learn waiata, mōteatea, poi, mau rākau and haka from different iwi. The research of these compositions will form the foundation for our annual senior haerenga (trip) where we travel to a different iwi to learn the history and mita (dialect) in Year 11 - Year 13.

Year 10 Te Ao Haka would suit a student with a strong interest in Te Ao Māori (the Māori world), performing and kapa haka.

Students will also be working toward gaining credits from Te Ao Haka, the new Māori Performing Arts Achievement standards. 

This is also a University approved pathway subject. 

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This is a semester course that is designed to develop year 10 students in Te Reo Māori. This course is structured to enable students to build some basic language skills in Te Reo Māori, such as whakarongo (listening), kōrero (speaking), tuhituhi (writing) and pānui (reading) and has a strong tikanga (cultural practice) component. 

During this semester, students will be encouraged to learn and practice Te Reo Māori every day in, and out of class. Students will explore familiar settings such as marae, whānau and kura. These will form the foundation for our annual  senior haerenga (trip) where we travel to a different iwi to learn the history and mita (dialect) in Year 11 - Year 13.

Students will also be working toward gaining credits from Field Māori for the following kaupapa: whakapapa, manaaki manuhiri and Māori tourism. 

Year 10 Te Reo Māori would suit a student with a strong interest in Te Ao Māori (the Māori world). 

Te Reo Māori is also a University approved subject.

Visual Art - Year 10 Option

This is a half year course where students will learn the fundamentals of art through a range of art making genres which can include drawing, painting, printmaking, sculpture and design. Students will study a range of international and New Zealand Artists and use this to inform their own ideas to arrive at creative solutions. The aim is to provide students with a broad course that offers a way to extend their art making skills into mediums they may not have previously experienced, such as printmaking, stencil making and spray painting, photography and design.

Topics covered in the course will include drawing, painting, design, colour theory with a digital artwork explored through the use of a laser cutter or digital camera. 

This is an introductory foundational course that leads into Level 1 Visual Art Painting and Level 1 Visual Art Design & Photography.

Esol

Chinese Language Level One

What is Chinese?

Chinese is not only one of the oldest living languages, but it is also a major world language spoken across the globe by over one billion people. As the New Zealand population diversifies, Chinese is becoming a major language in this country while remaining highly important for trade and tourism. For some students, the history and very look of its written characters are fascinating, while for others it is a chance to stay in touch with their own family background. It also explores the culture of Chinese-speaking countries.

This course builds on language already covered in Beginners’ Chinese Year 10. Students are required to translate, listen and engage with the language as much as possible. Students develop their listening and speaking skills in modern standard Chinese (Mandarin) and their reading and writing of simplified characters. They also learn using Pinyin as a means of expanding their range of language.

Students will work towards 14 internal credits and 10 external credits.  The pre-requisite for Chinese Language Level One is Year 10 Chinese Option.

Level One Commerce

Commerce 100 is designed to give students a foundational understanding of how businesses operate in both New Zealand and global contexts. Students will also have the opportunity to gain experience that they can take with them into their jobs, trades, and tertiary study. Topics covered include human resources, marketing analysis, business operations, global interdependance, financial decision making as well as understanding the factors required for price determination for a commercial organisation. Students will be required to incorporate and integrate the use of Māori business concepts. 

General Information:

The internal assessments for this course will be undertaken both in class and in the students' own time. Reliable access to the internet, while not essential, is recommended. Students are encouraged to use the public library in their own time to access digital information as well as make use of the many resources available.

A good grasp of English as a language is helpful, as there are aspects of the course that can be quite text heavy. Reading and writing are an unavoidable aspect of Commerce, and students are encouraged to read widely in their own time to support their study.

This course has a substantial and compulsory field trip component. Field trips are essential support for assessments in Commerce. All field trips will be free for students to attend.

Students will find it beneficial to take History 100 or Geography 100 alongside Commerce 100.

Level One Dance

Level One is the senior entrance course into the world of Dance. Students develop their choreography and performance skills as well as literacy skills, as a written report is now a requirement of one of the new external assessment standards.

Students will complete a number of smaller briefs, which then get averaged out to obtain their overall grade. Students will be working in groups and pairs and have the option of presenting solo work also. The course suits students who have a strong interest in dance and requires a high level of self-discipline and commitment. Students must be able to contribute to and participate effectively in group work and have the ability to consistently maintain focus on set tasks. 

It is recommended that those taking Level 1 Dance have some background knowledge of dance techniques and styles, though this is not essential. Students will undertake two internal assessments and one written external assessment, totaling 16 credits.

Leadership and choreography roles for school troupes and shows may also be on offer.

This course requires students to undertake technological practice to create ‘fit for purpose’ digital outcomes, and use a range of tools and enhancements.

Throughout this course, students will create, test, and assess functional models to generate and test their own design concepts and outcomes, which will then be evaluated against the outcome requirements. Students will acquire the skills necessary to write code in a suitable programming language for a computer program that fulfils a specified task.

1. Computer Program - Internal Assessment

This standard involves writing a computer program in a suitable programming language that performs a specific task. The task should be of sufficient rigour to ensure the use of data stored in collections (e.g. lists, arrays, dictionaries) AND/OR user-defined methods, functions or procedures.

Documenting the program with requirements is important. Some code comments and a logical program structure are required at the achieved level.

For merit and excellence, the focus is on meaningful commenting and variable naming. Evidence of testing must be provided. Students must show an organised approach to testing and documenting. 

                                                   


2. Develop a digital technologies outcome - Internal Assessment

This standard expects students to identify the purpose, potential users, requirements and specifications of the outcome.

Students are expected to use appropriate tools and techniques of a digital technologies domain to produce an outcome that addresses the requirement and specification. 

At the achieved level testing the outcome to ensure basic functionality is a must.

For Merit and excellence, students must use information from trialling the outcome with others to improve its fitness for purpose.

Digital technology outcome could be a website or develop an electronic outcome that involves the combination of hardware and software using Micro: bit or Arduino or Lego Spike Prime or building a network.

3. Understanding of usability in human-computer interface - External Assessment

This standard expects students to demonstrate the purpose of human-computer interface, its usability principles and its use in human-computer interfaces.

For merit, students are expected to explain how usability principles have been applied in human-computer interfaces.

For excellence, students need to compare the usability of human-computer interfaces and apply usability principles to suggest improvements to human-computer interface usability.

4. Design a digital technologies outcome - External Assessment

This standard expects students to generate design ideas for the digital technology outcome that meet the identified requirements of the user.

The design ideas may be communicated using a range of methods, for example, sketches, mock-ups, models, annotations, descriptions, diagrams or schemas.  

Level One Drama

This course develops a range of knowledge, with a focus on students’ dramatic performance skills. It covers the following areas: developing the use of drama techniques, both devised and scripted drama performances, and a consideration of our own emergent and developing Theatre Aotearoa.

Students will be working in small groups throughout the year. The course suits students who have a strong interest in drama and theatre, and requires a high level of self-discipline and commitment. Students must be able to contribute to and participate effectively in group work, and have the ability to consistently maintain focus on set tasks.

Students will complete two internal assessments and one external assessment, totaling 15 credits.

Level 1 English is designed to help ākonga build confidence as readers, writers, and thinkers. You’ll explore a range of written and visual texts, engaging in tasks that encourage creative and critical thinking while helping you understand more about yourself and the world around you. Our courses aim to make learning relevant, challenging, inclusive, and fun.

In this course, you will:

• Engage in a rich study of written and visual texts to strengthen your Year 11 English skills.
• Develop your reading, writing, speaking, and listening skills across a variety of contexts.
• Prepare for academic success at Level 2 by aiming for Merit and Excellence.
• Build critical thinking skills and learn to apply them to unfamiliar texts and situations.

Level 1 English is compulsory.

This course is available to students who have worked with Supported Learning in English or ESOL during Year 9 and/or year 10. The course will be run by Mrs Grant.

Level 1 English Literature

This course is designed for ākonga who enjoy reading and want to challenge themselves with a deeper study of literature. It offers an extension pathway for students who are motivated to think critically, explore big ideas, and push themselves towards excellence. Through engaging with rich and complex texts, you’ll strengthen your confidence as a reader, writer, and thinker, while preparing for success at Level 2 and beyond.

In this course, you will:

• Explore literature in depth through close study of novels, short stories, and poetry.
• Develop your critical thinking skills and apply them to both familiar and unfamiliar contexts.
• Gain a strong understanding of how genres work and how they connect to the society they come from.
• Complete a mix of internal and external assessments, with a focus on aiming for achievement at the highest level.

This course is ideal for students who are passionate about reading, enjoy discussion and analysis, and want to extend themselves in English.

Food Technology helps students to acquire the skills and knowledge used in the field of Nutrition, Dietetics, Food Technology, Food Science, Product Design and Food sustainability. 

The course has three main areas of learning:

PROCESSING: Students learn a range of processing techniques to process a food product. These include base testing and trialling, ingredient experimentation and health and safety. 

BRIEF: Students explore a teacher directed context and issue. A need or opportunity is chosen from carrying out indepth research within the context. Students will seek feedback from stakeholders to develop a product. 

MATERIALS AND PROTOTYPING: Students will transform and combine materials to design, develop and make an outcome. 

Course content: Students will complete 3 projects during the year including:

Designing a snack for a client 

Preserving in season fruit

Design a culturally inspired burger  

Disclaimer: Standards for Food Technology are subject to the NCEA Level 1 change for 2024/2025

Level One Geography

Geography 100 is an academic subject designed to provide students with an understanding of human and physical geography topics, both within New Zealand and globally.  The physical geography topics include sustainability, plate tectonics, earthquakes and coastal processes.  Human geography topics include learning about where we build our cities and why we build there, the lasting impacts of these choices, and the ways in which we manage these impacts.  

Students will use geographic skills to investigate environments, complete geographic research about the use of an environment, and look at a contemporary New Zealand issue.   Geography 100 will develop research, essay writing and field work skills in students. 

General Information: 

The internal assessments for this course will be undertaken both in class and in the students' own time. Reliable access to the internet, while not essential, is recommended. Students are encouraged to use the public library in their own time to access digital information as well as make use of the very many resources available.

A good grasp of English as a language is helpful as there are aspects of the course that can be quite text heavy. Reading and writing are an unavoidable aspect of Geography, and students are encouraged to read widely in their own time to support their study.

This course has a substantial and compulsory field trip component.  Field trips are essential support for assessments in Geography.  All field trips will be free for students to attend.  

Students will find it beneficial to take History 100 or Commerce 100 alongside Geography 100.

Level 1 Health – Course Outline

In Year 11 Health, ākonga/students will work towards a range of achievement standards that contribute to the 60 NCEA credits required to pass Level 1.

This course provides students with the opportunity to deepen their understanding of the four key concepts that underpin the Health and Physical Education curriculum: the well-being of self, others, and society; health promotion; the socio-ecological perspective; and attitudes and values. Students will not only learn about these concepts but also apply them to a variety of real-world health issues.

Students may take both Level 1 Health and Level 1 Physical Education.

Ākonga/students must have met the following prerequisites:

• Good command of literacy for report writing.
• Proven participation and task completion in Year 10 Health.
• Positive attitude towards actively participating in group discussions and debates. 
• Willingness to complete research on real-world health issues.

Level One History

Level One History is an academic subject that requires students to examine and think critically about the world around them. This literacy rich subject covers key concepts and events of New Zealand and global history. This course covers the War in the Pacific and New Zealand’s Search for Security. It encompasses an analysis of movements, ideas, people and events which have shaped our lives.  Topics that are covered include the rise of Adolf Hitler, the political and economic consequences of Japan's Militarism, the interwar period 1918-39, the signing of the Treaty of Versailles, New Zealand's role in the Pacific, the Dawn Raids, the Erebus Disaster and the 1981 Springbok Tour.

Level One History would suit a student with a strong interest in the world around them.  Students would benefit strongly from taking Geography alongside History.  

General Information: 

The internal assessments for this course will be undertaken both in class and in the students' own time. Reliable access to the internet, while not essential, is recommended. Students are encouraged to use the public library in their own time to access digital information as well as make use of the very many resources available.

A good grasp of English as a language is helpful as there are aspects of the course that can be quite text heavy. Reading and writing are an unavoidable aspect of history, and students are encouraged to read widely in their own time to support their study.

This course has a substantial and compulsory field trip component.  Field trips are essential support for assessments in History.  All field trips will be free for students to attend.  

Hospitality 100 provides students with a basic introduction to the world of hospitality, with a strong focus on food preparation, kitchen practice, and personal safety.

Students will work with a range of ingredients to prepare and present a variety of dishes, while being assessed on their ability to apply safe and effective food handling practices. Bookwork is just as important as practical lessons, and students are encouraged to follow cookery guidelines, teacher instructions, and demonstrations to support their learning and success.

Creativity is also an important part of this course. Students will have the opportunity to plan, prepare, cook, and present food not only in class but also for special events such as canapé functions and school open evenings.

Hospitality 100 is an excellent foundation cookery course that provides 21 unit standard credits, preparing students for further study in hospitality and giving them valuable life skills.

L1 MDT

Technology is intervention by design. In this course, you will learn ways to solve problems through design.  You will experience learning across all three curriculum strands to ensure you become designers of successful, fit for purpose outcomes.  In this course, you will make your products predominantly using Hard Materials such as wood and plastics.

This course is comprised of a single project which is studied in depth. Students investigate 'What is Good Design?' by looking at famous designs and designers, what made these so successful? Students then apply this knowledge by devising concepts using elements of 'Good Design' in their own work. The best solution is selected from a range. This best solution is presented to their client and this is developed in practical detail. The outcome is evaluated by the student and the client. Is it fit for purpose? Can it be improved?   

Projects culminate in the submission of a design portfolio and technical outcome/prototype.

In Year 11, you will be predominantly using design to develop outcomes.  You can explore design ideas using either CAD (Techsoft Design, Adobe Illustrator, Sketchup) or Drawing techniques (Sketching, Rendering, Instrumental Drawing). You will also learn how to use CAM processes such as Laser Cutting.

Mathematics is compulsory in Year 11. To accommodate the diverse needs of our learners, the Mathematics Department will provide two course options, allowing students to align their studies with their career pathways. These options are as follows:

1. MAT100 – Academic Mathematics: This academic course equips students for pathways leading to Calculus and/or Statistics. It focuses on algebra, graphs, trigonometry, statistics and probability.
   • Prerequisite: Successful completion of the Year 10 Numeracy external assessment. From 2024, Numeracy is a corequisite and a mandatory part of NCEA.
2. NUM100 – Numeracy: This course is designed to boost the confidence and problem-solving skills of students who may have faced challenges with mathematics in the past. It prepares students for the new Numeracy external assessment, which became a corequisite from 2024. The curriculum will emphasise the new corequisite standards for numeracy outlined by the Ministry of Education. Furthermore, it will apply mathematics and statistics concepts to real-life situations, enabling students to utilise these skills beyond the classroom.

We believe these two options will cater to the individual needs and aspirations of our students, ensuring a fulfilling and successful learning experience in mathematics.

For any queries regarding your Mathematics course selection for the upcoming year, we encourage you to discuss them with your Mathematics teacher in the first instance. Alternatively, if needed, feel free to reach out to Mr. Kumar, the Head of Department (HOD) for Mathematics.

Level One Mathematics

Mathematics is a compulsory subject in Year 11. To accommodate the diverse needs of our learners, the Mathematics Department will provide two course options: MAT100 - Academic and NUM100, allowing students to align their studies with their career pathways. 

NUM100 - Numeracy

This course is designed to boost the confidence and problem-solving skills of students who may have faced challenges with mathematics in the past. It prepares students for the new Numeracy external assessment, which becomes a co-requisite from 2024. The curriculum will emphasise the new corequisite standards for numeracy outlined by the Ministry of Education. Furthermore, it will apply mathematics and statistics concepts to real-life situations, enabling students to utilise these skills beyond the classroom. Successful completion of this course will lead students to MAT200B - Basic course.

For any queries regarding your Mathematics course selection for the upcoming year, we encourage you to discuss them with your Mathematics teacher in the first instance. Alternatively, if needed, feel free to reach out to Mr. Kumar, the Head of Department (HOD) for Mathematics.

NOTE: This course is strongly recommended for those students who did not pass the Numeracy external assessment in Year 10.

This course can be selected by students who have worked with Supported Learning in Maths during Year 9 and/or Year 10. This course will be run by Mrs Catral.

Level 1 Physical Education

In Year 11, ākonga/ students participate in a wide variety of achievement standards that contribute towards the required 60 NCEA credits ākonga need to pass Level 1.

Level 1 Physical Education provides ākonga/ students with the opportunity to learn leadership and interpersonal skills and apply these in practical team based challenges in outdoor environments. Ākonga / students will be able to develop their basic anatomy and biomechanics knowledge and apply it to a specific sport. Akonga / students also have the opportunity to demonstrate their interpersonal skills and practical skills in a wide variety of activities outside the classroom (Sport based activities, Adventure Based Learning and in our school pool)

Students may take both Level 1 Health and Level 1 Physical Education.

Ākonga/students will notice an increase in theory content (in-class time) from junior Physical Education.

Ākonga/students must have met the following pre requisites:

• Good command of literacy for report writing.
• Must have proven participation and task completion in Year 10 Physical education. 
• Currently physically active and a willingness to get involved.
• Positive attitude towards actively participating in ALL physical activities involved in the subject (i.e. Swimming and tramping).
• 100% Henderson High School PE gear.

Disclaimer

All subject selections are provisional only and are subject to:

• Must have proven participation and task completion in Year 10 Physical education. 
• Meeting any course entry requirements (i.e. Behaviour and participation in Year 10 Physical Education).
• Minimum class sizes.
• Course structure and activities are subject to change.
• The availability of teaching staff and the final decision is at the discretion of the Head of Department.

This course builds a broad understanding of aspects of Biology, Chemistry, Earth & Space Science and Physics.

Biology connects students to the world they are living in and reminds them of their interconnectedness with all other life forms. By studying Biology, students learn to make informed decisions about their own health and about significant biological issues.

Chemistry enables students to understand the properties of different materials and to transform materials into new and useful substances. It gives them understanding on which to base educated choices about consumer products and management of resources.

Earth & Space Science develops the understanding of the interaction between Earth and space systems. By studying Earth & Space Science, students will appreciate the abundant and complex life on Earth and how the relationship between the systems affects humankind and how that is vital for our survival. 

Physics helps students understand why things in the natural world happen the way they do. The knowledge and processes used by Physics can be used to approach any scientific problem.

The SCI 100 course will equip students with the skills and knowledge necessary to undertake Level Two Science subjects of their choice (subject to prerequisites).

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This is a full year course, designed to build on the fundamental performance and research skills of Māori Performing Arts developed in Year 10. This course is structured to enable students to explore key features and elements of Te Ao Haka, the new Achievement standards offered to students.

It is expected that students in Māori Performing Arts are committed to being in Ngā Taiohi o Panuku, the kapa haka at Henderson High School.

During the year, students will learn waiata, mōteatea, poi, mau rākau and haka from different iwi. The will research different key features and elements of these compositions, which will contribute to our Internal assessments for our annual senior haerenga (trip). The purpose of the haerenga is to travel to a different iwi to learn the waiata, history and mita (dialect).

Year 11 Māori Performing Arts would suit a student with a strong interest in Te Ao Māori (the Māori world), performing and kapa haka. While students are not expected to perform at Polyfest, it is highly recommended as this performance is linked to our Internals. 

This is also an University approved subject.

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

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. Level 1 Te Reo Māori focuses on learning key Te Reo Māori skill such as whakarongo (listening), kōrero (speaking), tuhituhi (writing) and pānui (reading). The teaching environment will be bilingual. 

During this year students will be challenged to learn and practice Te Reo Māori every day in, and out of class and are encouraged to explore significant events pertaining to their own hapū and iwi and incorporate these into their Internal Achievement Standards - this is also part of our annual haerenga (trip) where our senior classes travel to a different iwi to learn the history and mita (dialect).

Students will be working toward a level where they will gain Excellence in Te Reo Māori at Level 1. Students will learn and practice oral, written and visual forms of Te Reo Māori. 

Te Reo Māori 100 would suit a student with a strong interest in Te Ao Māori (the Māori world). 

Te Reo Māori is also a University approved subject.

Level One Visual Art Painting

Students in this course will explore art making within a New Zealand context, with a culturally based starting point that leads into their own exploration of a theme. This course offers students a broad range of art making media to experiment with. They will be using photo collage, drawing, painting, sculpture and printmaking to explore their own ideas and develop technical skills that will lead them into Level Two Visual Arts courses. Students are encouraged to develop their own personal art making style that expresses their unique viewpoint and creative voice.

This is the introductory foundational course that will support you in Level Two Visual Art Painting. This course can not be taken in conjunction with Level One Visual Art Design & Photography, so it is recommended for those with a specific interest in Painting and practical based art making.

It is recommended that students have completed the Year 10 Visual Art course, but this is not required to gain entry into the Level 1 course. A student will be granted entry into the course without having completed Year 10 Visual art.

Level One Visual Art Design & Photography 

This course offers students an interactive learning experience in Visual Art Design & Photography. Students will learn the fundamentals of Adobe software, encouraging them to manipulate and create digital artworks. A mixed media approach to learning in photography and design through drawings and task based activities throughout the course. 

This is the introductory foundational course that will support students in Level Two Design and Level Two Photography. This course can not be taken in conjunction with Level One Visual Art Painting, so it is recommended for those with a specific interest in Design and Photography.

It is recommended that students have completed the Year 10 Visual Art course, but this is not required to gain entry into the Level 1 course. A student will be granted entry into the course without having completed Year 10 Visual Art.

Level Two Mathematics

NCEA Levels 2 and 3 Mathematics and Statistics courses are optional. There are two NCEA Level 2 Mathematics courses.

MAT200B – Applied Mathematics

This course focuses on the introduction of the basic mathematics and covers achievement standards at curriculum Level 7. The course aims to offer at least 16 NCEA Level 2 credits, all internally assessed. Generally, those students who have difficulty in grasping the mathematical concepts at Level 1 NCEA will either choose, or be directed into this course offering only internally assessed achievement standards. 

Upon the successful completion of this course, students will have an opportunity to enroll in the MAT300 – Applied Mathematics course the following year.

MAT200C – Mathematics with Calculus

Level 2 Mathematics with Calculus (CAL200) is an academic course offering a combination of internal and external achievement standards. Successful completion of CAL200 will give students a solid foundation in Algebra, Calculus and problem-solving skills in various contexts. This course will also allow entry into CAL300 and/or STS300.

Students will be offered the opportunity to gain a total of 20 credits, comprising of 11 credits internally and 9 credits externally. The course also offers an opportunity for subject endorsement. Pre-requisites: At least 15 NCEA Level 1 Mathematics credits.

Esol

Level 1 English is designed to help ākonga build confidence as readers, writers, and thinkers. You’ll explore a range of written and visual texts, engaging in tasks that encourage creative and critical thinking while helping you understand more about yourself and the world around you. Our courses aim to make learning relevant, challenging, inclusive, and fun.

In this course, you will:

• Engage in a rich study of written and visual texts to strengthen your Year 11 English skills.
• Develop your reading, writing, speaking, and listening skills across a variety of contexts.
• Prepare for academic success at Level 2 by aiming for Merit and Excellence.
• Build critical thinking skills and learn to apply them to unfamiliar texts and situations.

Level 1 English is compulsory.

This course is available to students who have worked with Supported Learning in English or ESOL during Year 9 and/or year 10. The course will be run by Mrs Grant.

This course can be selected by students who have worked with Supported Learning in Maths during Year 9 and/or Year 10. This course will be run by Mrs Catral.

Level 2 Accounting

Accounting is the process of preparing and communicating financial information to a wide range of users. The course gives students the tools to make real life financial decisions in a constantly changing and uncertain world and helps individuals and organizations to be accountable to stakeholders for their actions. In this course you will develop your understanding of the role of accounting in society as a financial language for businesses, in particular sole traders.

Accounting students will be extended through the completion of a Level 3 standard, which will expand students’ knowledge of accounting processinnt forms of business structures.

Xero is used by small businesses, accountants, bookkeepers, schools and universities in over 180 countries around the world. Using a global platform means students are using real business software to develop real workplace skills while they learn to process business transactions. Students will also use the computer applications software, Xero, to learn how accounting is practiced in the workplace.

Course Overview

Term 1
The focus will be on 2.3 during term 1. Students will be learning how to prepare financial statements for an entity that operates accounting subsystems. This will include preparing the Income Statement, Statement of Financial Position as well as Cash Flow Statement of an entity. This will be tested during term 2, Mid Year exams.

Term 2
The students will be working on their first internal assessment, 2.2 - Demonstrate understanding of Accounting Processes using accounting software (XERO). This is an open book individual assessment. Students will have access to notes, texts, and any other appropriate resources. This assessment is a computer-based activity using a software package and is to be completed at school under teacher supervision.. During mid-year exams students will be tested on 2.3 which was taught during term 1. After mid-year exams the focus will be on the next internal, 2.6 – Understanding of an Accounts Receivable subsystem for an entity. Students will be required to process financial information for the entity’s accounts receivable and justify elements of the entity’s accounts receivable system.

Term 3
This term we will be looking at 3.6 - Demonstrate understanding of a job cost subsystem for an entity. This level 3 internal will be offered as an extension course for the more capable student. Students will process and explain the purpose and elements of a job cost system for an entity, processing financial information to determine the cost of a job. Teaching and learning will then focus on the final external standard for the year 2.4 –Interpret accounting information for entities that operate accounting subsystems. Some topics from this standard will also be examined in the end of year school exams. During the weeks lead up to the end of year school exams there will be structured revision in class.

Term 4
The focus in term 4 will be about revisiting 2.3 with an extensive revision program. Revision for NCEA exams (2.3 and 2.4) will take place in class and will be structured around the individual learners needs.

This course will build on the knowledge and skills established in Year 11 Science (SCI 100). The main aim for students is to lay the foundation for a broad understanding of key ideas and skills in Biology, so that they can develop appreciation of the unique ecological environment of New Zealand and be better placed to make informed decisions on biological issues.

The course involves the study of the structure, function and adaptations of body organs; as well as genetic change and genetic variation. 

Students will be assessed on a mix of internal and external achievement standards giving them a fair opportunity to gain endorsement.

Important - Provisional course enrolment is dependent on meeting course entry requirements, using the results from the completed internals and mock exams. If the provisional enrolment is unsuccessful, the final decision is at the discretion of the Head of Department using the end of year exams results.

Level Two Business Studies

This course will cover the following: 

● How to conduct research using qualitative and quantitative methods 

● Motivation and engagement in business contexts

● Strategic planning within business contexts 

● Internal operations of large businesses 

By the end of this course students should be able to identify and discuss key aspects of business operations through conducting their own research into existing businesses. Students will be able to collect data and make appropriate observations. Students will create a product and bring it to market, and will have the opportunity to participate in the school Market Day.

BUS200 will require high levels of literacy, perseverance and time management skills. Students will need to pursue personal areas of interest to complete both the internal and external assessments. Students should be aware that achieving 92030  Demonstrate understanding of how interdependant financial relationships are affected by an event (1.3) or HOD approval is a requirement for entry to BUS200 for 2025.

Chemistry 200 is a course designed for those students who are confident with science within the Chemistry domain. 

This course builds analytical and investigative skills through practical work using advanced equipment. It also explores three major areas of Chemistry - Atomic Structure, Organic Chemistry and Physical Chemistry. 

Students will be assessed on a mix of internal and external achievement standards giving them a fair opportunity to gain endorsement.

Important - Provisional course enrolment is dependent on meeting course entry requirements, using the results from the completed internals and mock exams. If the provisional enrolment is unsuccessful, the final decision is at the discretion of the Head of Department using the end of year exams results.

In this course, the students will see a progression of language complexity in the four components namely listening, speaking, writing and reading. They will build on the basic skills learnt in NCEA Level One and expand the vocabulary in the usage of the language.

Please also change the credits for Year 11 Chinese to 10 internal credits (Speaking and Writing) and 10 external credits (Reading and Listening). The pre-requisite for Chinese Language Level Two is Chinese Language Level One.

Level Two Dance

Level Two Dance is an extension of Level One Dance. In this course, more independent choreography and design elements come into play. Students still work within and choreograph for groups, but they must also choreograph and perform a solo dance. Students will continue to develop both their technical and performance skills.

Students in Level Two Dance are expected to participate in co-curricular dance shows or troupes and may have the opportunity to take on leadership roles within the department.

This course requires students to undertake technological practice to create ‘fit for purpose’ digital outcomes, and use a range of tools and enhancements.

As a part of this practice, students engage in developing, testing, and evaluating functional models to generate and test their own design ideas and outcomes. These outcomes are then assessed against the specified requirements.

Students will acquire the necessary skills to write code in a suitable programming language for creating computer programs that perform specific tasks.

1. Computer Program (Internal Assessment)

This achievement standard involves using advanced programming techniques to develop a computer program. 

The assessment activity requires that the students develop a computer program in an appropriate programming language that is well-structured and tested.

Examples might include a fast-food ordering system, a quiz program or an interactive game.

Any programming language is acceptable as long as it allows student’s programs to include:

• Variables storing at least two types of data (e.g. numeric, text, Boolean)
• Sequence, selection and iteration control structures
• Input from a user, sensor(s), or another external source(s)
• Output of some description.

The step-up from Level 1 is the requirement for students to program using advanced programming techniques which are clearly specified in the Standard, and to test and debug the program effectively.

Student programs must demonstrate two or more advanced programming techniques may include:

• Modifying data stored in collections (e.g. lists, arrays, dictionaries).
• Defining and manipulating multidimensional data in collections.
• Creating methods, functions, or procedures that use parameters and/or return values.
• Responding to events generated by a graphical user interface (GUI).
• Non-basic string manipulation.

2. Use advanced process to develop a Digital Media outcome (Internal Assessment)

The assessment activity requires that the students use an advanced process to develop a digital media outcome.

Students are required to:- 

• Using appropriate project management tools and techniques to plan the development of a digital technologies outcome.
• Decomposing the outcome into smaller components.
• Trialling the components of the digital technologies outcome.
• Testing that the digital technologies outcome functions as intended.
• Explaining relevant implications.
• Using advanced processes to develop a refined digital technologies outcome involves how the information from planning, testing and trialling of components assisted in the development of high quality outcome.

3. Use advanced techniques to develop a digital media outcome such as a Website with frontend and backend connectivity (Internal Assessment)

Use advanced techniques to develop a digital media outcome involves:

• Using appropriate tools and techniques for the purpose and end users.
• Applying appropriate data integrity and testing procedures 
• Using relevant conventions for the media type.
• Explaining relevant implications. 

Use advanced techniques to develop an informed digital media outcome involves:

• Using information from testing procedures to improve the quality of the outcome.
• Applying relevant conventions to improve the quality of the outcome.
• Addressing relevant implications.

 Use advanced techniques to develop a refined digital media outcome involves:

• Iterative improvement throughout the design, development and testing process to produce a high-quality outcome
• Using efficient tools and techniques in the outcome’s production.

4. Computer Science Concept (External Assessment)

The specific concepts of computer science will be selected from:

• Computer Security
• Encryption
• Error Control
• Complexity and Tractability
• Artificial Intelligence.

Level Two Drama

This course continues to develop students’ dramatic performance skills and knowledge of drama practices and practitioners. It covers the following areas of study: drama techniques (voice, body awareness, space and movement), scripted and devised drama studies and developing knowledge of a drama/theatre form. 

Students will be working in small groups throughout the year. The course suits students who have a strong interest in drama and theatre, and requires a high level of self-discipline and commitment. Students must be able to contribute to and participate effectively in group work, and have the ability to consistently maintain focus on set tasks.

Students must complete four compulsory internal assessments, totalling 18 credits. Students have the option of sitting the external examination, for an additional 4 credits, and with the potential of achieving a subject endorsement.

This course involves the study of stars, planetary systems and the causes of extreme events in NZ. It builds on investigative skills in a range of topics. The Earth & Space Science 200 course also provides analytical skills through research and data collection of information in order to communicate legitimate knowledge.

Students will be assessed on a mix of internal and external achievement standards giving them a fair opportunity to gain endorsement. 

Important - Provisional course enrolment is dependent on meeting course entry requirements, using the results from the completed internals and mock exams. If the provisional enrolment is unsuccessful, the final decision is at the discretion of the Head of Department using the end of year exams results.

Employment Skills is a course designed to support students in becoming job ready. The course focuses on future planning, developing positive habits, job searching, preparing for interviews, and managing personal wellbeing, including stress and time management. Students will take part in practical activities to build skills needed for work and career readiness.

This course offers up to 19 Unit Standard credits at Level 2, contributing to NCEA Level 2. While some students may also choose to take part in the Gateway programme, Employment Skills is a standalone course and Gateway is open to all Year 12 and 13 students.

The course includes the following unit standards:

• US10781 – Produce a plan for own future decisions
• US12383 – Explore career options and their implications
• US4252 – Produce a personal targeted CV
• US4253 – Demonstrate knowledge of job search skills
• US12349 – Demonstrate knowledge of time management
• US12355 – Demonstrate strategies to manage stress
• US1294 – Be interviewed in a formal interview

Employment Skills is most relevant for students who intend to move into employment or further training after leaving school in 2027. The course helps build the tools, confidence, and skills needed for a successful transition into the workplace or tertiary study.

Level 2 English is designed to help you grow as a confident, capable communicator. You’ll build your skills in reading, writing, speaking and viewing while exploring texts that challenge you to think both creatively and critically. Through these studies, you’ll not only strengthen your literacy but also gain a deeper understanding of yourself and your place in the world. Our aim is to make learning relevant, challenging, inclusive — and fun.

In this course, you will:

• Study and analyse both film and written texts (including short stories and a novel), preparing for a close viewing assessment and a literature essay in the external exams.
• Develop research skills by locating, selecting, and integrating information from a range of sources for an in-depth project.
• Write in different styles, sharpening your essay writing while building a portfolio of crafted, polished work.
• Work towards achieving 18+ credits in Level 2 English, including University Entrance literacy.

As well as completing internal assessments, you will sit two externals to demonstrate your learning at a higher level.

Level 2 English gives you the chance to strengthen your confidence as a communicator and thinker. You’ll explore a range of written and visual texts, learning how language and storytelling shape meaning and influence audiences. Alongside internal assessments, you’ll also sit one or more externals to showcase your learning.

In this course, you will:

• Build stronger essay-writing skills, learning how to structure clear and convincing arguments.
• Write in different styles, from creative and personal to formal and analytical.
• Explore texts in depth, considering the literary, social, and cultural contexts that influence them.
• Develop your ability to express ideas confidently through speaking, writing, and presenting.

The skills you develop in Level 2 English — from sharpening your critical thinking to expressing ideas clearly — will set you up for success in Level 3 and beyond. These are transferable skills that open doors to a wide range of future pathways, from university study to careers in journalism, law, teaching, the creative industries, and more.

This course is a great fit if you:

• Enjoy reading and analysing a variety of texts, including film, short stories, and novels.
• Want to develop stronger critical thinking skills and extend your ability to form well-argued responses.
• Are aiming for Merit and Excellence at Level 2, and preparation for success at Level 3.
• Enjoy discussing ideas, debating interpretations, and exploring how texts reflect society and culture.

This course allows students to explore and investigate topics relating to food, health and well-being of New Zealanders today. 

The Food Technology course focuses on building a foundation of nutritional knowledge, food theory, and topics that relate to the ways we plan, buy and prepare food. Students will learn skills to research societal issues that relate to food in New Zealand.

The first topic will teach you to understand issues relating to people with specific food needs.  This will lead you to conduct a case study into a chosen issue and present your findings in an agreed format. It also allows you to explore ways to cook for people with different food needs, adapting recipes to cater to different individuals.

Later in term one, you demonstrate your understanding of how beliefs, attitudes and practices related to nutritional issues in New Zealand. We will learn about a range of common issues that face New Zealand families and then you will work either as individuals or in a group to research and present evidence in a report. 

In the second half of the year, we will explore the social, economic and environmental implications of local, sustainable food-related practices. Students will research and define issues surrounding local food production and relate this to sustainability. We will learn about local sustainable food products and how to incorporate them into our cooking.

Practical Element

Students will use practical skills to cement their understanding of nutrition and food issues by cooking and baking in the school kitchen. 

Level Two Geography

Geography 200 is an academic course designed to provide students with an understanding of human and physical geography topics, both within New Zealand and globally.  The physical geography topics include plate tectonics, volcanoes and the impacts of climate and weather on human settlement. Human geography topics include learning about how economic development is different both within and between countries, looking at the way we manage rubbish in Auckland, and examining urban patterns. 

Students will use geographic skills to understand and explain environments, complete geographic research, and look at a contemporary geographic issue. Geography 200 will develop research, essay writing and field work skills in students. 

General Information: 

The internal assessments for this course will be undertaken both in class and in the students' own time. Reliable access to the internet, while not essential, is recommended. Students are encouraged to use the public library in their own time to access digital information as well as make use of the very many resources available.

A good grasp of English as a language is helpful as there are aspects of the course that can be quite text heavy. Reading and writing are an unavoidable aspect of Geography, and students are encouraged to read widely in their own time to support their study.

This course has a substantial and compulsory field trip component.  Field trips are essential support for assessments in Geography.  All field trips will be free for students to attend.  

Students will find it beneficial to take History 200 or Business Studies 200 alongside Geography 200.

Level Two History

History 200 covers key events and concepts of New Zealand and global history. The course covers the many facets of the Cold War and New Zealand Protests. This literacy rich subject encompasses an analysis of movements, ideas, people and events which have shaped our lives.  Topics include, the Vietnam War, the battle at Dien Bien Phu, the Tet Offensive, Americanisation of the Vietnam War, the fall of Nazi Germany, the Bay of Pigs invasion, Cuban Missile Crisis and the construction of the Berlin Wall.  New Zealand topics will cover the Vietnam War Protests, Parihaka, Waihi Strikes and Nuclear Free protests. 

History 200 would suit a student with a strong interest in the world around them.  Students would benefit strongly from taking Geography alongside History.  

The internal assessments for this course will be undertaken both in class and in the students' own time. Reliable access to the internet, while not essential, is recommended. Students are encouraged to use the library in their own time to access digital information as well as make use of the very many resources available.

A good grasp of English as a language is helpful as there are aspects of the course that can be quite text heavy. Reading and writing are an unavoidable aspect of history, and students are encouraged to read widely in their own time to support their study.

This course has a substantial and compulsory field trip component.  Field trips are essential support for assessments in History.  All field trips will be free for students to attend.  

Hospitality 200 is designed for students who are keen to further develop their skills, knowledge, and appreciation in key areas of the hospitality industry. This includes cooking, barista training, customer service, and catering for special events. The course offers industry-recognised Unit Standards with a strong focus on: 

• Practical competency 
• Technical skill development 
• Repetition to build confidence and accuracy

Students will plan, select, prepare, cook, and present food, and learn to prepare espresso beverages. Initially, tasks are completed under guidance, before students are assessed individually. All unit standard assessments require a 100% pass rate and allow for one resubmission. Both written and practical components are required, and the course emphasises understanding of industry-relevant knowledge and skill. Hospitality 200 is a strong foundation course in cookery and service, offering up to 20 credits at Level 2.

 

Level Two Mathematics

NCEA Levels 2 and 3 Mathematics and Statistics courses are optional. There are two NCEA Level 2 Mathematics courses.

MAT200B – Applied Mathematics

This course focuses on the introduction of the basic mathematics and covers achievement standards at curriculum Level 7. The course aims to offer at least 16 NCEA Level 2 credits, all internally assessed. Generally, those students who have difficulty in grasping the mathematical concepts at Level 1 NCEA will either choose, or be directed into this course offering only internally assessed achievement standards. 

Upon the successful completion of this course, students will have an opportunity to enroll in the MAT300 – Applied Mathematics course the following year.

MAT200C – Mathematics with Calculus

Level 2 Mathematics with Calculus (CAL200) is an academic course offering a combination of internal and external achievement standards. Successful completion of CAL200 will give students a solid foundation in Algebra, Calculus and problem-solving skills in various contexts. This course will also allow entry into CAL300 and/or STS300.

Students will be offered the opportunity to gain a total of 20 credits, comprising of 11 credits internally and 9 credits externally. The course also offers an opportunity for subject endorsement. Pre-requisites: At least 15 NCEA Level 1 Mathematics credits.

Level Two Media Studies will suit students with a keen interest in film, television and the wider media scope. Students will view a wide range of films and television, consider the role and impact of media in our society and the wider world, and finally craft their own media product to share their own story.

The assessments will be both internal and external, as well as written and practical. Media Studies can lead to careers in television and film, social media and content creation, advertising, marketing, publishing, writing, journalism, academia and public relations. 

Some standards will contribute towards UE Literacy.

Level Two Visual Art Photography

This is a practical course where students learn to use a digital camera to visually investigate the world around them. Students work on a shared theme for their first assessment in order to develop and refine their photographic processes, and later work with individually chosen themes. Students will learn compositional elements to develop their ideas visually, and also have the opportunity to work in the studio with photographic lighting. Digital applications such as Adobe Photoshop are also used to enhance image quality or to manipulate images in a variety of ways. This course is recommended for students wanting to study Level Three Photography.

It is recommended that students have completed Level One Painting or Level One Design & Photography, but it is not required to gain entry into Level Two Visual Arts courses. Students who have not studied Visual Art at Level One will need to have an interview with the Visual Art Department to assess which Visual Arts course is best suited to the student. Priority into the Level Two Photography course is given to students who have successfully completed a Level One Visual Arts course.

Level 2 Physical Education

In Year 12, ākonga/students participate in a variety of achievement standards that contribute towards the required 60 NCEA credits ākonga needed to pass Level 2.

Level 2 PE will provide ākonga/ students with the opportunity to demonstrate socially responsible behaviours in wider contexts than at school. Ākonga/ students will also get to build on their understanding of safety in the outdoors through participation in further challenging outdoor activities. 

Ākonga/ students will have the opportunity to further develop their knowledge of sports science such as functional anatomy, biomechanics, and sports psychology.  Understanding these biophysical principles will help ākonga/ students will examine ways to improve their performance.

Ākonga/students must have met the following pre requisites: 

• Must have completed all standards in Level 1 Physical Education
• Achieved at least 10 credits in Level 1 Physical Education. (1 Internal and 1 external standard)
• If a student has not completed Level 1 Physical Education, they must demonstrate their writing skills in a literacy rich subject.
• Good command of literacy for report writing.
• Currently physically active and a willingness to get involved.
• Positive attitude towards actively participating in ALL physical activities involved in the subject (i.e. Swimming and tramping).
• 100% Henderson High School PE gear.

Disclaimer

All subject selections are provisional only and are subject to:

• Meeting any course entry requirements.
• Minimum class sizes.
• Course structure and activities are subject to change.
• The availability of teaching staff and the final decision is at the discretion of the Head of Department.
• 

This course develops concepts and principles in four major areas of Physics - Mechanics, Electricity, Waves and Modern Physics. The Physics 200 course explores a range of skills, through analytical skills and problem-solving to determine and explain relationships, patterns and trends in physical phenomena, systems and devices.

Students will be assessed on a mix of internal and external achievement standards giving them a fair opportunity to gain endorsement. 

Important - Provisional course enrolment is dependent on meeting course entry requirements, using the results from the completed internals and mock exams. If the provisional enrolment is unsuccessful, the final decision is at the discretion of the Head of Department using the end of year exams results.

Technology is intervention by design. In this course, you will learn ways to solve problems through design.  You will experience learning across all three curriculum strands to ensure you become designers of successful, fit for purpose outcomes.  In this course, you will make your products predominantly using Hard Materials such as wood and plastics.

This course is composed of two projects that are each taught for half of the year. Both projects focus on very different aspects of design. 

Project One sees students developing and presenting conceptual ideas with a focus on sustainability and human interaction. At the beginning of the year, we will decide whether to complete an Architectural Design or a Product Design?

Project Two is a construction project concentrating on advanced woodworking techniques to create a product to solve a personal design problem. Examples of past projects are a Longboard/Skateboard, Scooter, Lighting solutions, Furniture, Chairs, Storage.

Both projects culminate in the submission of a design portfolio and technical outcome/prototype. 

In Year 12, you will be predominantly using design to develop outcomes.  You can explore design ideas using either CAD (Techsoft Design, Adobe Illustrator, Sketchup) or Drawing techniques (Sketching, Rendering, Instrumental Drawing). You will also learn to use CAM processes such as tool-pathing for the 3D Printer and Laser Cutter.

In terms of manufacture, you will learn advanced woodworking techniques and to operate fixed machinery and power tools to manufacture your design ideas.

Level 2 Sport and Lifestyle fitness

In Year 12, ākonga/students will participate in a variety of unit and achievement standards that contribute towards the required 60 NCEA credits ākonga/ students need to pass Level 2.

This course is designed for those students who have a genuine interest in being physically active and improving their physical fitness.

Level 2 Sport and Lifestyle fitness will provide ākonga/ students with the opportunity to demonstrate socially responsible behaviour in wider contexts than at school. Ākonga/ students will also have the opportunity to experience the Great Outdoors through camping and tramping.

Ākonga/ students will then have the opportunity to apply this knowledge to a program to improve their performance in a chosen sporting activity.

Ākonga/students must have met the following pre requisites: 

• Good command of literacy for report writing.
• Currently physically active and a willingness to get involved.
• Positive attitude towards actively participating in ALL physical activities involved in the subject (i.e. Swimming and tramping).
• 100% Henderson High School PE gear.

Disclaimer

All subject selections are provisional only and are subject to:

• If chosen for the Level 2 Sport and Lifestyle Fitness, please note that there will be no additional pathway in Physical Education available.
• Meeting any course entry requirements.
• Minimum class sizes.
• Course structure and activities are subject to change.
• The availability of teaching staff and the final decision is at the discretion of the Head of Department.

Level 2 Statistics

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This is a full year course, designed to extend the fundamental performance and research skills of Māori Performing Arts developed in Year 11. This course is structured to challenge students to explore and being creative in a Māori setting using key features and elements of Te Ao Haka.

It is expected that students in Māori Performing Arts are committed to being in Ngā Taiohi o Panuku, the kapa haka at Henderson High School.

During the year, students will learn how key features and elements of Te Ao Haka can be used together with other genres of dance and music to create items. 

Each year, we have an annual senior haerenga (trip). The purpose of the haerenga is to travel to a different iwi to learn the waiata, history and mita (dialect). Students will use their experience on this haerenga to create an item, a waiata or choreograph an existing item.

Year 12 Te Ao Haka would suit a student with a strong interest in Te Ao Māori (the Māori world), performing and kapa haka. 

This is also an University approved subject.

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This course explores te ao Māori, key values such as manaakitanga, whanaunga and pūkengatanga, mātauranga, reo and tikanga Māori. 

Students will engage with tikanga Māori through practical learning, discussions, and mahi on the marae to enable them to gain a deeper understanding of Māori values such as manaakitanga, kaitiakitanga, whanaungatanga, and kotahitanga - Te Tūāpapa o Panuku.

Another key focus will be on the Māori tourism, examining how te ao Māori values guide and influence contemporary tourism.  

What students will gain:

• A deeper knowledge of te ao Māori and tikanga Māori
• An understanding of the values underpinning te ao Māori 
• Practical skills in reading, writing, and research to achieve Level 2 Literacy - Students completed Waihanga Tuhinga and Pānui external
• Confidence in practicing tikanga Māori on our marae

SENIOR MĀORI HAERENGA - Each year, senior Te Reo Māori, Te Ao Māori and Te Ao Haka students will go on an annual haerenga "journey" to a different marae as part of their course. This is an important haerenga that will enable tauira to be immersed in te reo and tikanga Māori and develop their skills on the marae, as well as enable tauira to obtain credits in te reo and tikanga Māori over the 3-day period we are away.

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This is a full year course that is designed to develop year 12 students in Te Reo Māori to enable them to build upon the language skills developed at year 11. Level 2 Te Reo Māori focuses on learning key Te Reo Māori skill such as whakarongo (listening), kōrero (speaking), tuhituhi (writing) and pānui (reading). The teaching environment will be bilingual. 

During this year students will be challenged to learn and practice Te Reo Māori every day in, and out of class and are encouraged to explore significant events pertaining to their own hapū and iwi and incorporate these into their Internal Achievement Standards - this is also part of our annual haerenga (trip) where our senior classes travel to a different iwi to learn the history and mita (dialect).

SENIOR MĀORI HAERENGA - Each year, senior Te Reo Māori, Te Ao Māori and Te Ao Haka students will go on an annual haerenga "journey" to a different marae as part of their. This is an important haerenga that will enable tauira to be immersed in te reo and tikanga Māori and develop their skills on the marae, as well as enable tauira to obtain credits in te reo Māori and tikanga Māori over the 3 day period we are away.

Te Reo Māori 200 would suit a student with a strong interest in Te Ao Māori (the Māori world). 

Te Reo Māori is also a University approved subject.

This Unit Standards course is aimed at students that intend to pursue career pathways in building, construction and allied trades. You will study building industry training organisation (BCITO) content. 

Written components are compiled by the building industry, being the pre-apprenticeship knowledge they seek in recruits. 

Key skills are reading and working from dimensioned drawings, working accurately and care and attention to detail at all stages of manufacture. 

A minimum of two projects is required. These must be completed to the expected standard and within the specified tolerance of the project. Whilst there are vital written components of the course, most work is workshop based.

This course is not a design course, you will be building projects specified by the training organisiation.

Level Two Visual Art Design

Students will focus on developing a ‘visual identity’ and will solve design briefs that include logos, posters, magazine and product design. Students will use the Adobe Creative Suite to create their designs, which will have an emphasis on photography and illustration. During the year, students will develop a sustainability focused advertising campaign for their own individualised company. This course is designed to extend the knowledge and skills taught at Level One Design & Photography. This course introduces more independent working options in preparation for the Level Three Design course.

It is recommended that students have completed Level One Painting or Level One Design & Photography, but it is not required to gain entry into Level Two Visual Arts courses. Students who have not studied Visual Art at Level One will need to have passed their Level One certificate, and have an interview with the Visual Art Department to assess which Visual Arts course is best suited to the student. Priority into the Level Two Design course is given to students who have successfully completed a Level One Visual Arts course. 

Level Two Visual Art Painting

The course is designed to extend the knowledge and skills taught at Level One Painting and to prepare students for Level Three Painting.  Students in this course devise their own theme and work towards the completion of a portfolio for external credits. They will have the opportunity to use a wide range of drawing and paint media including  pastel, ink, watercolour, oils, and acrylics. Students will spend time generating ideas and extending their skills with paint application and techniques.

It is recommended that students have completed Level One Painting or Level One Design & Photography, but it is not required to gain entry into Level Two Visual Arts courses. Students who have not studied Visual Art at Level One will need to have passed their Level One certificate, and have an interview with the Visual Art Department to assess which Visual Arts course is best suited to the student. Priority into the Level Two Painting course is given to students who have successfully completed a Level One Visual Arts course. 

CAL300 – Mathematics with Calculus

This is an academic course. Students will be offered the opportunity to gain a total of 24 credits, comprising of 7 credits internally and 17 credits externally. Successful completion of this course will give students a solid foundation in Calculus and problem-solving skills in various algebra and calculus contexts. This will also prepare and allow students’ entry into tertiary studies mainly in Engineering, Science and Computing. The course also offers an opportunity for subject endorsement and is a UE approved subject.

Level Three Statistics

This is an academic course and offers 19 NCEA Level 3 credits. It consists of four internal achievement standards and one external achievement standard. The course also offers an opportunity for subject endorsement and is a UE approved subject. This course prepares students for their chosen pathway and/or tertiary level Statistics courses. All assessments are done online, so most lessons are taught online. For the external probability distribution standard, a graphics calculator (fx-9750 GII) is highly recommended. 

Esol

Level 2 Accounting

Accounting is the process of preparing and communicating financial information to a wide range of users. The course gives students the tools to make real life financial decisions in a constantly changing and uncertain world and helps individuals and organizations to be accountable to stakeholders for their actions. In this course you will develop your understanding of the role of accounting in society as a financial language for businesses, in particular sole traders.

Accounting students will be extended through the completion of a Level 3 standard, which will expand students’ knowledge of accounting processinnt forms of business structures.

Xero is used by small businesses, accountants, bookkeepers, schools and universities in over 180 countries around the world. Using a global platform means students are using real business software to develop real workplace skills while they learn to process business transactions. Students will also use the computer applications software, Xero, to learn how accounting is practiced in the workplace.

Course Overview

Term 1
The focus will be on 2.3 during term 1. Students will be learning how to prepare financial statements for an entity that operates accounting subsystems. This will include preparing the Income Statement, Statement of Financial Position as well as Cash Flow Statement of an entity. This will be tested during term 2, Mid Year exams.

Term 2
The students will be working on their first internal assessment, 2.2 - Demonstrate understanding of Accounting Processes using accounting software (XERO). This is an open book individual assessment. Students will have access to notes, texts, and any other appropriate resources. This assessment is a computer-based activity using a software package and is to be completed at school under teacher supervision.. During mid-year exams students will be tested on 2.3 which was taught during term 1. After mid-year exams the focus will be on the next internal, 2.6 – Understanding of an Accounts Receivable subsystem for an entity. Students will be required to process financial information for the entity’s accounts receivable and justify elements of the entity’s accounts receivable system.

Term 3
This term we will be looking at 3.6 - Demonstrate understanding of a job cost subsystem for an entity. This level 3 internal will be offered as an extension course for the more capable student. Students will process and explain the purpose and elements of a job cost system for an entity, processing financial information to determine the cost of a job. Teaching and learning will then focus on the final external standard for the year 2.4 –Interpret accounting information for entities that operate accounting subsystems. Some topics from this standard will also be examined in the end of year school exams. During the weeks lead up to the end of year school exams there will be structured revision in class.

Term 4
The focus in term 4 will be about revisiting 2.3 with an extensive revision program. Revision for NCEA exams (2.3 and 2.4) will take place in class and will be structured around the individual learners needs.

Level 3 Accounting

This course looks at the global business environment, but with a special focus on New Zealand and the accounting framework that we operate in from a reporting perspective. Students will be introduced to advanced accounting principles and procedures where they will learn about financial statements for corporations and how those statements are interpreted in making business decisions.

This course expands students’ knowledge of sources of financing, further develops accounting methods for assets, and introduces accounting for corporations. Students will also acquire an understanding of specialized journals, subsidiary ledgers, income tax reporting, share issues and budgeting.

Scholarship

The more able students will be offered Scholarship which will further build-on the critical thinking and decision-making skills, by looking at advanced policies that are used in accounting to prepare financial information.

These students will also attend NCEA Scholarship Accounting Revision Day at Waikato Management School where they will receive expert guidance from accounting lecturers and tutors on how to prepare for their upcoming scholarship exams.

This course examines the internal adaptations of organisms and how these help with their survival. It  will also explore the origin of species, their evolution, and how they interact with each other and the natural environment. Students will develop their ability to explore how biological ideas are viewed in a social context. 

Students will be examined on a mix of internal and external achievement standards giving them a fair opportunity to gain endorsement.

Important - Provisional course enrolment is dependent on meeting course entry requirements, using the results from the completed internals and mock exams. If the provisional enrolment is unsuccessful, the final decision is at the discretion of the Head of Department using the end of year exams results.

Level Three Business Studies

This course will cover the following: 

● How to conduct investigations, including the collection and interpretation of data and making appropriate strategic recommendations 

● Strategies for future proofing businesses 

● Creating a marketing plan for a product or service

By the end of this course students will be able to analyse key aspects of business operations through conducting their own research into new and existing businesses. Students will be able to make appropriate recommendations based on their findings and offer strategic solutions that align with company objectives. Prerequisite for BUS300 in 2025 is HOD approval and the successful completion of achievement standard 90843(External).

BUS300 will require high levels of literacy, perseverance and time management skills. Students will need to pursue personal areas of interest to complete both the internal and external assessments.

CAL300 – Mathematics with Calculus

This is an academic course. Students will be offered the opportunity to gain a total of 24 credits, comprising of 7 credits internally and 17 credits externally. Successful completion of this course will give students a solid foundation in Calculus and problem-solving skills in various algebra and calculus contexts. This will also prepare and allow students’ entry into tertiary studies mainly in Engineering, Science and Computing. The course also offers an opportunity for subject endorsement and is a UE approved subject.

This course involves the study of oxidation-reduction reactions, spectroscopy topic, thermochemical principles & properties of particles. It also looks at the properties of organic compounds and equilibrium principles in aqueous solutions. The Chemistry 300 course develops an understanding of concepts, principles and models to explain chemical phenomena and systems.

Students will be assessed on a mix of internal and external achievement standards giving them a fair opportunity to gain endorsement.

Important - Provisional course enrolment is dependent on meeting course entry requirements, using the results from the completed internals and mock exams. If the provisional enrolment is unsuccessful, the final decision is at the discretion of the Head of Department using the end of year exams results.

Year 13 Chinese

Entry requirements: NCEA Level 2 Chinese

At this level, we explore more in-depth social issues facing young people today.  Students will learn how to critically analyse arguments and justify their own ideas and opinions on a wide range of topics. Speaking and writing are assessed internally during the year while reading and listening are assessed externally at the end of the year.

Level Three Dance

Level Three Dance is an extension of Level Two Dance. Students are expected to have developed independent choreography skills and must demonstrate sound performance skills in order to be accepted into the course. 

Students will continue to work within groups as well as develop solo pieces. Students have the option of sitting the external examination and qualifying for a subject endorsement.

Students in Level 3 Dance are expected to participate in co-curricular dance shows or troupes and will be expected to take on leadership roles within the department.

Students have the opportunity to undertake the challenge of Scholarship Dance.

Internal Assessments

Use complex techniques to develop a digital media outcome involves: 

• Applying appropriate tools and techniques to meet the purpose and end-user requirements
• Applying appropriate data integrity and testing procedures 
• Applying user experience principles relevant to the purpose of the outcome
• Addressing relevant implications.

Use complex techniques to develop an informed digital media outcome involves:

• Using information from testing procedures to improve the quality of the digital media outcome
• Applying user experience principles to improve the quality of the digital media outcome.

 Use complex techniques to develop a refined digital media outcome involves:

• Iterative improvement throughout the design, development and testing process to produce a high-quality outcome
• Using efficient tools and techniques in the outcome’s production.
• The outcome could be website with frontend and backend connectivity, a arduino advanced project etc.

Use complex processes to develop a digital technologies outcome involves:

• Using recognised and appropriate project management tools and techniques to plan the development of a digital technologies outcome 
• Decomposing the digital technologies outcome into smaller components
• Trialling components of the outcome 
• Testing that the digital technologies outcome functions as intended 
• Addressing relevant implications.

Use complex processes to develop an informed digital technologies outcome involves:

• Effectively using project management tools and techniques to manage development, feedback and/or collaborative processes
• Effectively trialing multiple components and/or techniques 
• Effectively using information from testing and trialling to improve the functionality of the digital technologies outcome.

 Use complex processes to develop a refined digital technologies outcome involves:

• Synthesising information gained from the planning, testing and trialling of components 
• Discussing how this information led to the development of a high-quality digital technologies outcome.

 Examples of project management tools and techniques include:

• Agile or waterfall techniques
• Kanban or scrum boards
• version control software
• collaboration tools
• managing assets.

External Assessment

Analyse an area of computer science involves giving an explanation of:

• The key aspects of the computer science area
• Relevant algorithms or other mechanisms behind the area
• How the area is used, is implemented, or occurs, giving examples
• Key problems or issues related to the area and how these have been or may be addressed.

Analyse, in depth, an area of computer science involves:

• Providing a detailed explanation of how the technical capabilities and limitations of the area relate to humans, giving examples
• Comparing and contrasting different perspectives on the area.

Computer science areas can be selected from: 

• Complexity and tractability
• Computer vision 
• Big data 
• Computer graphics
• Formal languages
• Network communication protocols.

Examples of insightful conclusions include:

• Innovative and imaginative connections
• Exploration of less obvious implications
• Making justified predictions
• Suggesting improvements 
• Making justified generalisations that could be applied beyond the area itself

Level Three Drama

This course continues to develop students’ dramatic performance skills and knowledge of drama practices and practitioners. It covers the following areas of study: drama techniques (voice, body awareness, space and movement), scripted and devised drama studies and developing knowledge of a drama/theatre form. 

Students will be working in small groups throughout the year. The course suits students who have a strong interest in drama and theatre, and requires a high level of self-discipline and commitment. Students must be able to contribute to and participate effectively in group work, and have the ability to consistently maintain focus on set tasks. 

Students must complete four compulsory internal assessments, totalling 18 credits. Students have the option of sitting the external examination, for an additional 4 credits, and with the potential of achieving a subject endorsement.

Students have the opportunity to undertake the challenge of Scholarship Drama.

This course develops an in-depth understanding of the interrelationship between human activities within the geosphere, hydrosphere, atmosphere and biosphere over time. The Earth & Space Science 300 course builds on investigative and analytical skills through the study of Planet Earth, and its place in the solar system and the universe.

Students will be assessed on a mix of internal and external achievement standards giving them a fair opportunity to gain the endorsement.

Important - Provisional course enrolment is dependent on meeting course entry requirements, using the results from the completed internals and mock exams. If the provisional enrolment is unsuccessful, the final decision is at the discretion of the Head of Department using the end of year exams results.

Employment Skills is a course designed to prepare students for the workplace. It covers confirming future pathways, job searching, job interviews, understanding collective agreements and unions, addressing employment issues, and developing financial capability. Students will hear from guest speakers and have opportunities to visit various institutions. The course offers up to 20 Unit Standard credits towards NCEA Level 3.

Participation in Gateway is optional, and students do not need to take Employment Skills to be involved, as Gateway is open to all Year 12 and Year 13 students. This course is designed to engage students in planning their future and equip them with practical skills for work readiness.

Course Components:

1. Communication & Teamwork
   U.S. 9694 (4 credits), U.S. 9681 (3 credits)
2. Career Planning & Interviews
   U.S. 4251 (3 credits), U.S. 1296 (3 credits)
3. Workplace Skills & Knowledge of Specific Workplaces
   U.S. 30911 (3 credits), plus other optional standards
4. Work Readiness & Financial Literacy
   U.S. 28100 (4cr) Guest speakers, interviews, CV preparation, and workplace visits

Level 3 English challenges you to think deeply about stories, ideas, and the world around you. You’ll engage with powerful written and visual texts, sharpen your communication skills, and develop the kind of critical thinking that prepares you for university and beyond. Alongside your internal assessments, you’ll also sit one or more externals to showcase your learning and develop your study skills.

In this course, you will:

• Take your writing to the next level, creating insightful essays and responses to film and literature that show clear, well-argued perspectives.
• Experiment with different writing styles and build a strong portfolio of crafted, polished work.
• Explore the literary, social, and cultural contexts that shape texts, through both guided study and independent reading.

This course offers you the chance to refine your voice as a writer, thinker, and communicator while tackling ideas that really matter. 

The skills you build here — critical thinking, communication, and analysis — are highly valued for university study and open pathways into fields like journalism, law, teaching, creative industries, and beyond.

Level 3 English Literature challenges you to think deeply about stories, ideas, and the world around you. You’ll engage with powerful written and visual texts, sharpen your communication skills, and develop the kind of critical thinking that prepares you for university and beyond. Alongside your internal assessments, you’ll also sit one or more externals to showcase your learning and develop your study skills.

In this course, you will:

• Take your writing to the next level, creating insightful essays and responses to film and literature that show clear, well-argued perspectives.
• Experiment with different writing styles and build a strong portfolio of crafted, polished work.
• Explore the literary, social, and cultural contexts that shape texts, through both guided study and independent reading.
• Develop an informed understanding of literature and/or language by using critical texts as a lens through which to view and evaluate the source text.

The skills you build here — critical thinking, communication, and analysis — are highly valued for university study and open pathways into fields like journalism, law, teaching, creative industries, and beyond.

This course is a great fit if you:

• Are passionate about literature and visual texts and want to explore them in depth.
• Enjoy analysing texts critically and constructing sophisticated, well-supported arguments.
• Are aiming for Merit and Excellence at Level 3, and preparing for university-level study.
• Thrive on discussion, debate, and independent thinking about ideas, culture, and society.

This course allows students to explore and investigate topics relating to food, health and well-being of New Zealanders today.

Food Technology is a theory based subject which utilises practical lessons to support the theory learning.

In the first half of the year, students will conduct an investigation then supply an action plan in a two-part assessment. 

The first part involves investigating a nutritional issue affecting the well-being of New Zealand. Students will independently choose a nutrition issue and prepare a detailed report on the topic. This must be individual work. The second part of this assessment involves creating, implementing, refining and evaluating an action plan to assess a nutritional issue. Students will have to keep detailed records in the form of a diary of their actions to provide a clear timeline for their plan. Throughout this assessment students will produce a range of food products, exploring real-world examples of New Zealand cuisine and applying it to the nutritional issues that arise in the assessment.

In term, three students will investigate and report on the influence of multinational (worldwide) corporations on the way New Zealanders eat. Students will investigate how a multinational has changed New Zealanders beliefs, attitudes or values around food. Practical skills of cookery will be utilised to explore these beliefs, attitudes and values.

Elements of the external will be covered during the internals, students will need to identify advertising techniques and the way advertisements can affect our well-being and decisions around what to eat.

Level Three Geography

Geography 300 is an academic course designed to provide students with an understanding of human and physical geography topics, both within New Zealand and globally. The physical geography topics include interacting wind and wave processes on the coast and how these form the beach we see, and the global pattern of tropical coral reefs. Human geography topics include investigating whether we are managing transport in Auckland in the most effective ways, and the planning that goes into constructing and running a significant cultural event in New Zealand.  

Students will use geographic skills to analyse environments, complete geographic research, and look at a contemporary geographic issue. Geography 300 will develop research, essay writing and field work skills in students. 

General Information: 

The internal assessments for this course will be undertaken both in class and in the students' own time. Reliable access to the internet, while not essential, is recommended. Students are encouraged to use the public library in their own time to access digital information as well as make use of the very many resources available.

A good grasp of English as a language is helpful as there are aspects of the course that can be quite text heavy. Reading and writing are an unavoidable aspect of Geography, and students are encouraged to read widely in their own time to support their study.

This course has a substantial and compulsory field trip component.  Field trips are essential support for assessments in Geography.  All field trips will be free for students to attend.  

Students will find it beneficial to take History 300 or Business Studies 300 alongside Geography 300.

Level Three History

This course specifically focuses on those aspects of English and New Zealand History that have shaped our legal, parliamentary and cultural identity with an in-depth investigation into the development of legislative Parliaments. 

Students will have the opportunity, however, to select topics of individual interest, that fall within the domain of a significant New Zealand event or place, for all three of the internally assessed Achievement Standards.

Upon the successful completion of course work, students will be permitted to select two Externally Assessed Achievement standards for completion during the November NCEA Examination rounds.

HIS300 will require high levels of literacy, perseverance and time management skills.  Students will need to pursue personal areas of interest to complete both the internal and external assessments.  This course will entail extensive personal reading on your chosen area of research, and choice of topics for the end of year examinations.  Essentially, HIS300 is designed to prepare those students who have future tertiary aspirations. 

There is a compulsory field trip for this course that is free to students. The purpose of this field trip is to gather primary resource material for an in-depth investigation of a significant Historic Place.

This course has a substantial and compulsory field trip component.  Field trips are essential support for assessments in History.  All field trips will be free for students to attend.  

In Level 3 Hospitality students explore more complex processing operations and undertake guided and independent research in the realms of coffee history, knowledge, production and service, culinary products and terms and nutrition principles.

Students spend lessons researching recipes, planning for practical tasks; preparing, selecting, portioning and finishing dishes.

Standards also prepare students for their participation in upcoming catering opportunities at HHS such as, Y8 taster days, open evenings, and Pasifika and Māori dinners. 

The two coffee standards challenge Year 13 Hospitality students to further develop them into industry-ready workers. For example, we delve into the history and production of coffee and learn and practise coffee art. Our café gains popularity each year and is a chance for Year 13 hospitality students to gain real work experience as they turn up for their rostered shift to prepare for service, make coffees and serve real paying customers at interval which gives them realistic time pressures to adhere to; and take on the responsibility of assessing and training Y12 up and coming baristas. Students learn how a café works from opening to closing because they are required to return at lunch to pack down and clean and backflush the espresso machine. They are also taught to let me know when our supplies are getting low so we never run out of coffee!

Anyone with a strong interest in pursuing a career or tertiary study in Hospitality, in roles such as flight attendants, hospitality management, food and beverage management, entry-level cooks/chefs, and catering workers of all kinds will enjoy this course. It is a great finishing year for those who have taken Level 1 and Level 2 Hospitality and will be a very handy set of skills to possess for those who anticipate working part-time in the services industry while they complete their university studies.

Hospitality 300 offers 21 unit standard credits.

In Level 3 Hospitality, students extend their skills by exploring more complex processing operations and undertaking both guided and independent research. Areas of study include coffee history, production and service, culinary products and terminology, and principles of nutrition.

Lessons combine theory and practice, with students researching recipes, planning practical tasks, and preparing, portioning, and finishing a wide range of dishes.

This course also prepares students for catering opportunities at HHS such as Year 8 taster days, open evenings, and Pasifika and Māori dinners, giving them authentic experiences in event service and teamwork.

A highlight of Level 3 is the coffee standards, which develop students into industry-ready baristas. Students gain insight into the history and production of coffee while practising advanced barista skills, including coffee art. Through our increasingly popular school café, Year 13 students experience the realities of hospitality work: preparing for service, making coffees, and serving paying customers under real-time pressure. They also take on leadership roles by supporting and training Year 12 baristas. Students are expected to manage the café from opening to close; including packing down, cleaning the espresso machine, and monitoring stock to ensure supplies never run out.

Hospitality 300 is ideal for students interested in careers or tertiary study in areas such as flight attending, hospitality management, food and beverage management, catering, or entry level cookery and chef roles. It is also an excellent capstone course for those who have studied Level 1 and Level 2 Hospitality, and equips students with valuable skills for part-time work in the service industry while pursuing further study.

Hospitality 300 offers 21 unit standard credits.

MAT300 – Applied Mathematics

In Applied Mathematics, ākonga will engage with Mathematics and Statistics content. This is an opportunity to explore topics such as linear programming, and networks which have important applications for a range of student pathways. 

All topics offered will be internally assessed. 

Level 3 Media Studies

Level Three Music

Students will design an individual program that aligns with their strengths and interests. After careful consideration and consultation with the teacher, students will work on a project-based study from the following areas of learning: 

• Performance: Two Solo Programmes presented to a live audience.
• Composition and/or Songwriting: Three original pieces scored traditionally or recorded with sequencing software.
• Arrangement: Using musical knowledge to rework an existing piece of music.
• Mixing Live and Digital Music: Demonstrate sequencing and mixing skills with live and recorded music.
• Research: Study a substantial Music work. Internal and External assessments are available.
• Score Reading: Analysis and theory for External assessments.

Level Three Visual Art Photography

This is a practical course where students learn to extend their use of a digital camera to visually investigate the world around them. Experience at Level Two Photography is essential as we continue to build students' knowledge and skills to create sophisticated, conceptual work at this level. Working with individually chosen themes, students will concentrate on refining the use of studio lighting and compositional elements to develop their ideas visually. Digital applications such as Adobe Photoshop are also used to enhance image quality or to manipulate images in a variety of ways.

Students need to have completed Level Two Photography for entry into this course. In exceptional circumstances a student may gain entry into the course without Level Two Photography, but this is assessed on an individual basis and requires an interview and the approval of the Head of Department.

Level 3 Physical Education

                                                  University approved subject !!!

In Year 13, ākonga/students participate in a variety of achievement standards that contribute towards the required 60 NCEA credits ākonga needed to pass Level 3.

Level 3 PE will provide ākonga/ students with the opportunity to further develop safety management in the outdoors through their participation in challenging outdoor activities that are organised by ākonga/ students. They will also set, implement, and review goals while training to participate in the Tough Guy and Gal Challenge (Mud run).

Ākonga/ students will also take an in-depth look into their history of participating in physical activities and use this to devise strategies to ensure they are physically active in the future to improve and maintain their Hauora/ Well-being.

Ākonga/students must have:

• Good command of literacy for report writing.
• Currently physically active and a willingness to get involved.
• Positive attitude towards actively participating in ALL physical activities involved in the subject (i.e. Tramping, camping, and running).
• 100% Henderson High School PE gear.
• Achieved 14 or more credits in Level 2 Physical Education or an alternative literacy-rich subject.

Disclaimer

All subject selections are provisional only and are subject to:

• Meeting any course entry requirements.
• Minimum class sizes.
• Course structure and activities are subject to change.
• The availability of teaching staff and the final decision is at the discretion of the Head of Department.

This course examines concepts and principles in four major areas of Physics - Mechanics, Electricity, Waves and Modern Physics. Through these topics, investigative and analytical skills are honed, as well as the development of measuring and recording accurately to determine patterns, and problem solving in order to explain physical phenomena.

Students will be assessed on a mix of internal and external achievement standards giving them a fair opportunity to gain endorsement. 

Important - Provisional course enrolment is dependent on meeting course entry requirements, using the results from the completed internals and mock exams. If the provisional enrolment is unsuccessful, the final decision is at the discretion of the Head of Department using the end of year exams results.

Technology is intervention by design. In this course, you will learn ways to solve problems through design.  You will experience learning across all three curriculum strands to ensure you become designers of successful, fit-for-purpose outcomes.  In this course, you will make your products predominantly using Hard Materials such as wood and plastics.

This course focuses on one major project due to the need to include complex manufacturing processes. There are two approaches to L3 PDT. The teacher in charge of the course will suggest the appropriate approach you take, depending on your experience. 

Format A allows students to realise a design of their choice as long as it includes appropriate processes for the assessment.

Format B is more prescribed to support students with less experience. At L3, students must complete complex processes, and to achieve this successfully, detailed plans and appropriate demonstration is required. Past projects include a Ukulele, Computer desk, and Complex cabinets.

This project culminates in the submission of a portfolio and technical outcome/prototype. 

In Year 13, you can explore design ideas using CAD (Techsoft Design, Adobe Illustrator, Sketchup) or Drawing techniques (Sketching, Rendering, Instrumental Drawing). You will also learn to use CAM processes such as tool-pathing for the CNC Router, 3D Printer and the Laser Cutter.

You will learn complex woodworking techniques and develop the ability to work precisely using all available resources at Henderson High.

Level 3 Sport and Lifestyle fitness

In Year 13, ākonga/students will participate in a variety of unit and achievement standards that contribute towards the required 60 NCEA credits ākonga/ students need to pass Level 3.

This course is designed for those students who have a genuine interest in being physically active and improving their physical fitness.

Level 3 Sport and Lifestyle fitness will provide ākonga/ students with the opportunity to demonstrate knowledge of injuries asociated with sport or recreation and plan an event. Ākonga / students will have the opportunity to participate in the Tough Guy, Tough Gal challenge. 

Demonstrate knowledge of injuries, injury prevention, risks and hazards asociated with sport or recreation      

Ākonga/ students will then have the opportunity to apply this knowledge to a program to improve their performance in a chosen sporting activity.

Ākonga/students must have met the following pre requisites: 

• Good command of literacy for report writing.
• Currently physically active and a willingness to get involved.
• Positive attitude towards actively participating in ALL physical activities involved in the subject (i.e. Swimming and tramping).
• 100% Henderson High School PE gear.

Disclaimer: This is not a University approved subject. 

All subject selections are provisional only and are subject to:

• Meeting any course entry requirements.
• Minimum class sizes.
• Course structure and activities are subject to change.
• The availability of teaching staff and the final decision is at the discretion of the Head of Department.

Level Three Statistics

This is an academic course and offers 19 NCEA Level 3 credits. It consists of four internal achievement standards and one external achievement standard. The course also offers an opportunity for subject endorsement and is a UE approved subject. This course prepares students for their chosen pathway and/or tertiary level Statistics courses. All assessments are done online, so most lessons are taught online. For the external probability distribution standard, a graphics calculator (fx-9750 GII) is highly recommended. 

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This is a full year course, designed to extend the fundamental performance and research skills of Māori Performing Arts developed in Year 12. This course is structured to get students to reflect on their own personal journey in Te Ao Haka as well as building an understanding of basic leadership roles that contribute to a successful kapa haka.

During the year, students will need to learn a variety of items and perform these items while on annual senior haerenga (trip). The purpose of the haerenga is to travel to a different iwi to learn the waiata, history and mita (dialect). Students will use their experience on this haerenga to create an item, a waiata or choreograph an existing item.

Year 13 Māori Performing Arts would suit a student with a strong interest in Te Ao Māori (the Māori world), performing and kapa haka. While students are not expected to perform at Polyfest, it is highly recommended as this performance is linked to our Internals. 

This is also an University approved subject.

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This course explores te ao Māori, key values such as manaakitanga, whanaunga and pūkengatanga, mātauranga, reo and tikanga Māori. 

Students will engage with tikanga Māori through practical learning, discussions, and mahi on the marae to enable them to gain a deeper understanding of Māori values such as manaakitanga, kaitiakitanga, whanaungatanga, and kotahitanga - Te Tūāpapa o Panuku.

Another key focus will be on the Māori tourism, examining how te ao Māori values guide and influence contemporary tourism.  

What students will gain:

• A deeper knowledge of te ao Māori and tikanga Māori
• An understanding of the values underpinning te ao Māori 
• Practical skills in reading, writing, and research to achieve Level 2 Literacy - Students completed Waihanga Tuhinga and Pānui external
• Confidence in practicing tikanga Māori on our marae

SENIOR MĀORI HAERENGA - Each year, senior Te Reo Māori, Te Ao Māori and Te Ao Haka students will go on an annual haerenga "journey" to a different marae as part of their course. This is an important haerenga that will enable tauira to be immersed in te reo and tikanga Māori and develop their skills on the marae, as well as enable tauira to obtain credits in te reo and tikanga Māori over the 3-day period we are away.

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This is a full year course that is designed to develop year 13 students in Te Reo Māori to enable them to build upon the language skills developed at year 12. Level 3 Te Reo Māori focuses on learning key Te Reo Māori skill such as whakarongo (listening), kōrero (speaking), tuhituhi (writing) and pānui (reading). The teaching environment will be bilingual. 

During this year students will be challenged to use Te Reo Māori and practice tikanga Māori every day in, and out of class. They will explore significant national and international kaupapa, examining similarities and differences. These kaupapa will then be incorporated into their Internal Achievement Standards - this is also part of our annual haerenga (trip) where our senior class travels to a different iwi to learn the history and mita (dialect).

Students will be working toward a level where they can gain Excellence in Te Reo Māori at Level 3. Students will learn and practice oral, written and visual forms of Te Reo Māori. 

Te Reo Māori 300 would suit a student with a strong interest in Te Ao Māori (the Māori world). 

Te Reo Māori is also a University approved subject.

Level Three Visual Art Design

The course is designed to extend the knowledge and skills taught in Level Two Design and to prepare students for tertiary study. Students will expand on their knowledge of photography, illustration, Photoshop techniques, designers, styles and deepen their designing abilities. Students will design their own project and be supported through the portfolio development process. Students will use the Adobe Creative Suite to create their designs and will have an emphasis on photography and illustration. This course is suitable for students that have done photography, design and drawing and is especially recommended for those students who want to apply for Graphic Design and Fine Art courses.

Students need to have completed Level Two Design for entry into this course. In exceptional circumstances a student without Level Two Design may gain entry into the course, but this is assessed on an individual basis and requires an interview and approval of the Head of Department.

Level Three Visual Art Painting

In Level Three Painting, students select their own theme to create a body of work that develops an idea and expresses a personal style. Students will have the opportunity to use a wide range of drawing and paint media including pastel, ink, watercolour, oils, and acrylics. By using selective artist model studies to inform their practice, Level Three Painting students will spend time generating ideas and extending their skills with the paint application and techniques learned.

Students need to have completed Level Two Painting for entry into this course. In exceptional circumstances a student may gain entry into the course without Level Two Painting, but this is assessed on an individual basis and requires an interview and the approval of the Head of Department.

He Wero Teen Parent Unit

Level Three Music

Students will design an individual program that aligns with their strengths and interests. After careful consideration and consultation with the teacher, students will work on a project-based study from the following areas of learning: 

• Performance: Two Solo Programmes presented to a live audience.
• Composition and/or Songwriting: Three original pieces scored traditionally or recorded with sequencing software.
• Arrangement: Using musical knowledge to rework an existing piece of music.
• Mixing Live and Digital Music: Demonstrate sequencing and mixing skills with live and recorded music.
• Research: Study a substantial Music work. Internal and External assessments are available.
• Score Reading: Analysis and theory for External assessments.

Ko Waitākere ngā pae maunga

Ko Opanuku te awa

Ko Waitematā te moana

Ko Te Puawai Rangatahi te whare

Ko Tini Whetū Marama te whare āhuru

Ko Reitu Ramari te wharekai

Ko Panuku te marae

Nau mai, haere mai ki te whānau o Panuku

This course explores te ao Māori, key values such as manaakitanga, whanaunga and pūkengatanga, mātauranga, reo and tikanga Māori. 

Students will engage with tikanga Māori through practical learning, discussions, and mahi on the marae to enable them to gain a deeper understanding of Māori values such as manaakitanga, kaitiakitanga, whanaungatanga, and kotahitanga - Te Tūāpapa o Panuku.

Another key focus will be on the Māori tourism, examining how te ao Māori values guide and influence contemporary tourism.  

What students will gain:

• A deeper knowledge of te ao Māori and tikanga Māori
• An understanding of the values underpinning te ao Māori 
• Practical skills in reading, writing, and research to achieve Level 2 Literacy - Students completed Waihanga Tuhinga and Pānui external
• Confidence in practicing tikanga Māori on our marae

SENIOR MĀORI HAERENGA - Each year, senior Te Reo Māori, Te Ao Māori and Te Ao Haka students will go on an annual haerenga "journey" to a different marae as part of their course. This is an important haerenga that will enable tauira to be immersed in te reo and tikanga Māori and develop their skills on the marae, as well as enable tauira to obtain credits in te reo and tikanga Māori over the 3-day period we are away.