St Mary’s College (Ponsonby)

This course is for second language learners in Years 7 to 10. It supports the development of the social and academic English language that learners require to be successful in junior school. Year 10 ākonga | students select this class as an option, and Years 7 to 9 are withdrawn from mainstream subjects to attend this class. This course focuses on learning the 2000 most frequently used English words which account for 90% of the words ākonga will require for school. The course also addresses the four core English literacy skills of reading, writing, speaking and listening.  

If you enjoyed learning Chinese in Year 7 then you will love Year 8 Chinese!

Year 8 Chinese builds on the learning completed in Year 7.  It is a half year course so you will either take Chinese in Term 1 and 2 or Term 3 and 4.

You will not work in form classes so you will get to know new people in your year level.

The year begins with a review of all work covered in the previous year to ensure everyone starts with confidence.

Year 8 is still very much a course for beginners.

The topics covered are:

- Introductions (greetings, introducing yourself, numbers, ethnicities)

- Daily Life (dates, times, routines)

- My Family (family members, family cultures, introducing other people)

- Food and Drink (food and drink, describing food, likes and dislikes)

Chinese culture is woven through lessons - you will learn to read and write Chinese characters, try some Chinese food, learn about Chinese festivals, sing songs and maybe even study a Chinese film.

Assessment covers the skills of Listening, Reading, Writing and Speaking.  There is also a research assignment on a Chinese recipe.

There are many online programmes to complement your learning and your teachers are always there to support you. Lunchtime catch-up classes will also be available on a needs basis.

So you enjoyed Year 7 French? Well Year 8 French will not disappoint!

In Year 8 we delve further into the intricacies of the French language and French speaking world as you edge ever closer to becoming an independent language user!

Year 8 French is a semester course (two terms).  You will be placed in random classes (so you will not be in your form class).  This means that you will get to know new people. You will take French for 5 periods per cycle.

The course builds on language learning skills begun in Year 7 French but is still very much a beginners course.  We start the semester with a review of Year 7 learning to make sure everyone feels confident and then move on to cover topics such as:

• Weather
• My pencilcase
• Personal description (hair, eyes and personality)
• Family (describing in detail who is in your family)

We weave cultural learning through the course - you may try some French food, learn about French festivals, sing songs and maybe even study a French film.  We also open your eyes and minds to French history.

You will have access to your online notebook and various online language learning aids to support your learning journey.  Your teachers are available to help you if you have any concerns.

Year 8 assessment covers the skills of Listening, Reading, Speaking and Writing and also includes a research project on famous French inventions.

Students who are new to St. Mary’s College and French learning in Year 8 attend a series of lunchtime tutorials in Term 1 or Term 3 (depending on your semester) to catch you up on missed work.

Here are some students saying what they enjoy about Year 8 French: Year 8 French

If you enjoyed learning Te Reo Māori in Year 7 then you will love Year 8 Māori!  

Year 8 Te Reo builds on the learning completed in Year 7.  It is a half year course so you will either take Te Reo Māori in Term 1 and 2 or Term 3 and 4.  

You will not work in form classes so you will get to know new people in your year level.  

The year begins with a review of all work covered in the previous year to ensure everyone starts with confidence. This includes recapping your Pepeha. 

Year 8 is still very much a course for beginners.  

The topics covered are:  

- Tōku whānau- My family- describing in detail who is in your family 

- Personal Description (hair, eyes and personality) 

- Tōku akomanga- my classroom (including prepositions and locatives, subjects I like and dislike)  

- Matariki and Maramataka Māori- The Māori new year and Calendar  

Te Ao Māori / the Māori culture is woven through lessons - you may try some Māori food, learn about Māori Purakau (myths and legends), sing songs and maybe even study a Māori film.  

Assessment covers the skills of Listening, Reading, Writing and Speaking.  

There are many online programmes to complement your learning and your teachers are always there to support you.  There are also catch-up classes available at lunchtimes.  

This course is for second language learners in Years 7 to 10. It supports the development of the social and academic English language that learners require to be successful in junior school. Year 10 ākonga | students select this class as an option, and Years 7 to 9 are withdrawn from mainstream subjects to attend this class. This course focuses on learning the 2000 most frequently used English words which account for 90% of the words ākonga will require for school. The course also addresses the four core English literacy skills of reading, writing, speaking and listening.  

If you have enjoyed learning Chinese in Years 7 and 8 then you will love Year 9 Chinese!

Year 9 Chinese builds on the learning completed in Years 7 and 8 Chinese.  It is a full year course and you will not work in form classes so you will get to know new people in your year level.

The year begins with a review of all work covered in previous years to ensure everyone starts with confidence.

While still a beginner level programme, during the Year 9 course, you will become more independent in your use of Chinese - creating your own sentences, expressing opinions, and beginning to recognise Chinese characters without pinyin annotations.

The topics covered are:

- All about me (ethnicities, zodiac and other basic personal information)

- My kitchen (food, drink, meals, describing food, ordering at restaurant, units and currency)

- Family life (hobbies, daily routines, weather, activities, places)

- My friends (opinions, shopping and clothes, colour, describing appearance)

Chinese culture is woven through lessons - you will celebrate Chinese festivals, make sticky rice dumplings, sing songs and maybe even study a Chinese film.

Assessment covers the skills of Listening, Reading, Writing and Speaking.  There is also a research assignment on the Chinese speaking world.

There are many online programmes to complement your learning and your teachers are always there to support you. Lunchtime catch-up classes will also be available on a needs basis.

Are you ready for a full year of French? Welcome to Year 9!

Year 9 French builds on the learning completed in Years 7 and 8 French.   You will not work in form classes so you will get to know new people in your year level.

The year begins with a review of all work covered in previous years to ensure everyone starts with confidence.

While still a beginner level programme, during the Year 9 course, you will become more independent in your use of French - creating your own sentences and expressing your basic opinions.

The topics covered are:

- My identity (countries, nationalities and languages)

- My school life (subjects, likes and dislikes, ability, timetable)

- My hobbies (sports, music, interests, household chores)

- Food (opinions, shops and shopping, currency, eating at home, in cafés and restaurants)

- Clothing and fashion (opinions, shopping, opinions on uniform)

French culture is woven through lessons - you may try some French food, get a glimpse into French schools, sing songs and maybe even study a French film.

Assessment covers the skills of Listening, Reading, Writing and Speaking.  There is also a research assignment on the French speaking world.

You will have access to the online notebook. There are many online programmes to complement your learning and your teachers are always there to support you.  There are also catch-up classes available at lunchtimes.

Students who are new to St. Mary’s College and French learning in Year 9 attend a series of lunchtime tutorials in Terms 1 and 2 to catch you up on missed work.

 Here are some students saying what they enjoy about this course: Year 9 French

Here is a photo of students playing Cluedo in French to practise the rooms of the house:

If you have enjoyed learning Te Reo Māori in Years 7 and 8 then you will love Year 9 Te Reo!  

Year 9 Te Reo Māori builds on the learning completed in Years 7 and 8 programs.  It is a full year course, and you will not work in form classes so you will get to know new people in your year level.  

The year begins with a review of all work covered in previous years to ensure everyone starts with confidence.  

While still a beginner level programme, during the Year 9 course, you will become more independent in your use of Māori - creating your own sentences and expressing your basic opinions.  

The topics covered are:  

- My identity (countries, nationalities, my whānau, who am I)  

- My hobbies (sports, music, interests, activities)  

- Kai- Food (opinions, recipes, Hangi and Māori kai, Maarā kai/gardening, shopping and currency)   

- Whare Moemoea- My dream house (counting, objects, prepositions and describing rooms in the house)   

-Purakau Māori- Māori stories including the creation stories, Atua Māori/Māori Gods (draw comparisons between Atua Māori and Catholicism) Te Taiao (environment)  

Te Ao Māori/Māori culture is woven through lessons - you may try some Māori food, learn about parts of the Wharenui and Marae settings, sing Waiata and Haka and maybe even study a Māori film or show on Whakaata Māori.  

Assessment covers the skills of Listening, Reading, Writing and Speaking.  

There are many online programmes to complement your learning and your teachers are always there to support you.  There are also catch-up classes if needed available at lunchtimes. Kapa Haka for the school is an option (not compulsory) to be immersed in Te Reo and Te Ao Māori.  

This course is for second language learners in Years 7 to 10. It supports the development of the social and academic English language that learners require to be successful in junior school. Year 10 ākonga | students select this class as an option, and Years 7 to 9 are withdrawn from mainstream subjects to attend this class. This course focuses on learning the 2000 most frequently used English words which account for 90% of the words ākonga will require for school. The course also addresses the four core English literacy skills of reading, writing, speaking and listening.  

ART at SMC

This is an exciting course where students will learn a range of creative techniques, using a variety of Art materials and approaches. All units of work are designed to strengthen students' problem solving and critical thinking ability, as well as express their own ideas.  

Students will also study the work of contemporary and established artists. 

Areas of study:  Photography, Design, Painting, Drawing, Sculpture, Mixed media. 

Business Studies gives students an introduction to the world of business, the New Zealand economy and accounting. Students will have the opportunity to run a small business within a group setting, as well as gaining financial literacy skills such as banking, saving, debt, loans, Kiwisaver, budgeting. These topics will broaden student understanding of the economic world, with a particular focus on local contexts. 

Enrichment Opportunities (in-class and co-curricular):

As this is an optional subject higher end learners are quickly identified and are encouraged to further their understanding with independent learning where appropriate. Leadership and communication skills are also promoted and developed.

This course leads into 11 Economics and 11 Accounting. 

Year 10 is a year of exchange opportunities from schools abroad. The theme of the year is to prepare students for engaging with Chinese speaking students living overseas. Topics include daily lifestyle, school life, exploring towns, travelling, planning an itinerary, making reservations, restaurant interactions. Later in the year students exchange written correspondence with overseas Chinese speaking students. The Year 10 course weaves language and culture to allow an authentic Chinese learning experience. The skills of Reading, Speaking, Listening and Writing are all covered throughout the year so that students are able to both understand and produce Chinese language. 

Year 10 Chinese is a year long course, 4 periods per cycle. 

Course Overview 

This course will prepare students for Dance at Level 1 and will introduce them to dance performance and choreography.

Aims of the Course

• To introduce students to dance genres and styles they may not have experienced before. Examples of dance styles include Contemporary, Fosse jazz, Bollywood, Hip Hop, Siva Samoa, Sasa and Jive. 
• To involve students in the annual Dance Showcase in term three. 
• To develop students' choreography skills. 
• To develop confidence in dancers to share ideas and perform in front of a group or audience. 
• To become familiar with the elements of dance and to apply choreographic devices to classwork. 

There may be dance workshops delivered by local companies. There will also be an opportunity to watch a dance performance at the theatre. This may incur a cost of up to $30-$40. 

Students undertake several projects based around spatial, product and graphic design. A variety of drawing techniques, rendering and 3D modelling techniques are covered that will build the foundation for competencies needed for NCEA.  An enthusiasm for researching architectural and product design history is useful for achieving success in this subject. 

Digital Technologies and the concepts that underpin them have an impact on people, societies and cultures. Students will investigate and consider possible digital solutions for authentic contexts or issues. They will follow a technological process to design, develop and document digital outcomes. The Digital Technologies course comprises CT (Computational Thinking) where students will be using Edison Robots to perform advanced activities. The other unit of work is DDDO (Designing and Developing Digital Outcomes) which enables students to utilise adaptive thinking and problem solving to come up with design solutions to produce innovative and creative designs for a digital outcome.  

There is an opportunity to attend the Shadow a Tech Day to visit various companies in Auckland to explore what jobs are available in the tech industry in Information Technology/Digital Technologies and career pathways.

The Year 10 Drama course has four units of learning. In the first unit, students will  work on excerpts of text to develop their acting technique and an understanding of different approaches to acting in differing styles of theatre. 

In Term 2, students will study a play and perform excerpts for an audience. Creating a role is the key skill here, while other key dramatic concepts such as conflict, subtext and the structure of a play are investigated.   

In Term 3 they will explore creating physical and image-based theatre to create an original piece of theatre. They will go to the theatre to see a theatre performance and have the opportunity to work with professional actors.

In Term 4, students will explore excerpts of a Shakespearean text, focusing on the features of the Elizabethan Theatre form. This will be a very practical approach 

The aim of this course is to explore drama to facilitate the student's physical, social, emotional, and cognitive development.                           

The Year 10 course delivers Phase 4 of Tāhurangi New Zealand Curriculum to develops skills in reading, viewing, writing and speaking. Ākonga | Students close-read a range of poetry and prose and practise language skills to then develop their own writing for an assessed Writing Portfolio. A whole term is dedicated to the study of a Shakespeare play in its historical and theatrical contexts, and writing a formal literature response essay. Ākonga also read, study and write an essay on a novel. Drawing on personal interests, ākonga choose and research a topic relevant to teenagers today. Using rhetorical strategies, they write and deliver a speech to the class. In Term 4, we focus on film, close-viewing a documentary. We also help prepare the Year 10 cohort for the Literacy Standards, examined in Term 3.  This course is designed for ākonga to study, enjoy, understand, respond to, and create a rich range of increasingly complex texts, thereby developing their critical and creative skills in English.

This course is divided into two units:
Term 1 - 2: Interior Product Design - Bags and Storage
Term 3 - 4: Garment Design - Pyjama or Beach Shorts

Each unit focuses on investigating an authentic issue within a context that can be solved through a textile outcome. Students will follow the design process, including developing a brief, creating concept sketches, gathering stakeholder feedback, and trialling and testing ideas through models and prototypes. Each unit concludes with the evaluation of a final product.

Students will have opportunities to think creatively while developing a range of practical skills. They will build knowledge of material properties and gain confidence using specialised equipment such as screen printing and machine embroidery. This is a hands on course - device use is minimal, and students will present their work in a sketchbook with drawings, handwritten evaluations, and sewing samples.

This programme prepares students for NCEA Level 1 in Fashion and Interior Design (Materials and Processing Technology).

Year 10 French is an exciting departure – from Auckland to Paris!  The overarching theme of the year is to teach students all about travel to and within the City of Lights.  Topics covered include booking flights, hotels and restaurants and packing suitcases, planning an itinerary, understanding directions and getting around the city.  Later in the year students explore planning a party.  By the end of the year, students learn how to talk about what activities in the past which is excellent preparation for Year 11. The year threads culture and language together so that students learn about all that Paris offers as well as how to express themselves.  

The skills of Reading, Speaking, Listening and Writing are all covered throughout the year so that students are able to both understand and produce French language. 

Year 10 French is a year long course, 4 periods per cycle. 

Here are some students saying why they enjoy Year 10 French: Year 10 French

This is a photo of students working together to build the future tense in French:

Course Overview

This course focuses on the practical application of Physical Education, with an emphasis on developing students’ physical skills, teamwork, and overall wellbeing. Health Education is delivered through two four-week units, concentrating on key areas of learning:  centred on building resilience and making informed choices regarding alcohol and drugs. These components are designed to equip students with the knowledge and skills required to make informed choices that support their personal health and wellbeing.

The course aims to:

• Provide students with meaningful opportunities to develop and demonstrate leadership skills in a variety of physical activity contexts.
• Foster personal, social, and cultural growth through active participation, collaboration, and interaction in both team and small group settings.
• Encourage an appreciation for lifelong learning and the long-term benefits of sustained engagement in physical activity for enjoyment and wellbeing.
• Support students in developing and applying the Key Competencies of the New Zealand Curriculum, with particular emphasis on:
  • Relating to Others
  • Managing Self
  • Participating and Contributing

The aim of 10MAT is to continue to develop students’ mathematical understanding through Phase 4 of the New Zealand Mathematics Curriculum. 

Topics covered include:

• Number structures and operations
• Financial mathematics
• Equations and relationships
• Measuring
• Shapes
• Spatial reasoning
• Developing knowledge from data
• Visualisation of data
• Interpretation of data

Students will use the SMART tool for the mid-year and end of year assessments. School topic tests will provide feedback on progress throughout the year. 

Year 10 Music is a broad course designed to give students the opportunity to build on their music skills and gain new ones. The course includes a range of new instruments like guitar, ukulele, drums, keyboard. Students will compose music for film, write songs, perform in groups, and learn about music styles.

Please click HERE to see examples of work from previous year's classes!

Aims of the course:

• Students will learn and develop the skills needed for NCEA Religious Education, while gaining broad content knowledge in Scripture, Church Teaching and Church History.
• Students will learn to develop and apply skills to investigate society, explore issues, make informed decisions and work cooperatively with others.
• Students will develop their faith throughout the year. This is done through their attendance at full school Masses, a year level Retreat, a class Mass, and taking part in preparing and sharing prayer and Gospel readings at the start of each lesson.

The course covers a wide selection of units from both the Understanding Faith Curriculum and Tō Tātou Whakapono Our Faith new RE Curriculum.

These topics could include:

• Te Rongopai Good News: Creation, Covenant and Freedom - Journeys of Freedom
• Ā Tātou Whakapapa Our Story - Our History: From Persecution to Power – The Medieval Church
• Kia Noho Hāhi Being Church  
• Te Atua God: Images of God
• Liturgical Year Celebrations
• Special Character – Mercy values
• Relationships and Hauora - elements of the New Zealand Health Curriculum are also addressed.
• Advent and Christmas – NCEA prep unit

The Year 10 Science course aims to develop the students' knowledge and understanding of a range of scientific concepts. The emphasis of this course is to develop independent thinkers, who question the world around them. The topics covered will include a selection taken from Chemistry, Physics, Biology, and Planet Earth and Beyond, with the Nature of Science as a unifying strand. Also, as part of the Year 10 Science course, students will undertake the computational thinking component of the Digital Technologies Curriculum. The course will prepare students for Level 1 Achievement Standards.

This course draws from aspects of the refreshed te ao tangata | social sciences curriculum which incorporates aspects of Aotearoa New Zealand Histories. This means students examine important local histories, as well as globally significant social and environmental issues, with a focus on rights and justice in different contexts. Throughout this course students focus on constructing and communicating compelling evidence-based arguments.

Through building knowledge about people, society, and their environments and drawing on the practices of te ao tangata | social sciences, students will deepen their understanding of the following big ideas: 

• Māori history is the foundational and continuous history of Aotearoa New Zealand. 
• Colonisation and settlement have been central to Aotearoa New Zealand’s histories for the past 200 years.
• People’s lived experiences have been shaped by the use and misuse of power. 
• People hold different perspectives on the world depending on their values, traditions, and experiences.
• People participate in communities by acting on their beliefs and through the roles they hold. 
• Interactions change societies and environments.

At Year 10 this includes the study of:

Migration Stories - explored through the context of 20th Century migration of people from Pacific nations to Aotearoa NZ, including the consequences of this movement and subsequent Dawn Raids in Ponsonby and Tāmaki Makaurau.

Mana Motuhake - this topic explores themes of Māori asserting their right to self determination in the the Kingitanga movement and Ngā Pākanga o Aotearoa - the New Zealand Wars.

Beginning in the Small Places - Taking its name from Eleanor Roosevelt’s view; “Where, after all, do human rights begin? In small places, close to home…”, this topic provides an opportunity for students explore historical and contemporary human rights issues and consider the relevance of our Mercy values.

There is further curriculum development underway to explore themes of resource use and environmental justice. 

Course Overview

This course is designed to provide students with a wide range of opportunities to participate in diverse physical activity contexts, while promoting achievement, enjoyment, and success. Alongside this, students will develop their interpersonal and leadership skills through engaging experiences in a variety of settings. They will also explore relevant health topics that enhance their understanding of their own wellbeing, as well as the wellbeing of others, helping them make informed and positive life choices.

The course offers valuable insight into further study at NCEA Level 1 Health and/or Physical Education, and prepares students for these pathways by extending the knowledge and skills gained in compulsory junior programmes. A strong focus is placed on developing the literacy and numeracy skills required for success at Level 1, while also making meaningful connections between classroom learning and real-life situations, such as participating in a school health promotion campaign.

Students will be introduced to a range of specialised areas not covered in the Year 10 programme, including Sport Science, Health Promotion, Socio-cultural influences, Aquatics, and Sexuality Education. Within Sport Science, students will explore biophysical principles such as functional anatomy and biomechanics. This includes learning about the skeletal system, identifying the muscles responsible for different movements at specific joints, and understanding key concepts such as balance and stability, forces involved in movement, and the limitations of projectile motion through practical application.

The course also examines the impact of gender in sport, where students analyse participation issues and explore ways to address them. Drawing on evidence from media and other sources, students will develop strategies at a personal, interpersonal, and societal level, with a strong focus on promoting social justice and inclusivity in sport.

In addition to assessed content, students will engage in important learning around sexuality, consent, and personal values. This unit supports students in understanding respectful relationships, developing assertiveness, and building confidence to make informed decisions. Emphasis is placed on resisting negative influences such as peer pressure and social media, empowering students to act in ways that reflect their own values and wellbeing.

Overall, this course provides a rich and supportive environment for students to deepen their understanding of Health and Physical Education, while equipping them with the knowledge, skills, and confidence needed for future study and everyday life.

Year 10 Te Reo Māori is taking a different exciting and traditional ‘tawhito’ route from past years. Year 10 focusses on Te Ao Haka, Te Hitori o te Reo me te Iwi Māori, the history of the Māori language, ngā purakau (stories, myth and legends of Māori coming to Aotearoa) ngā tikanga Māori and all things that make Te Reo Māori popular in the 21st century.   

These are pillars to feeling immersed in Te Ao Māori and through learning these kaupapa the language will flourish into a fulfilled full year program of 4 periods a cycle.  

This course is for senior students | ākonga who have English as an additional language and require English Language support. The aim is to build the language learner’s competence and confidence communicating in social situations as well as in academic study. The course integrates the skills of Speaking, Reading, Writing and Listening in a series of topic-based units that relate to the Aotearoa New Zealand Curriculum. An important focus is learning topic specific vocabulary as well as the 2500 most commonly used words. The course endeavours to tailor the learning and assessment to the learner’s language level. Ākonga are assessed against the most appropriate NCEA Levels 1-3 English Language Unit Standards, as well as one Level 1 English External Achievement Standard. Ākonga may be required to take this option for two years in order to prepare for Level 2 English, which prepares them for University Entrance Literacy.

This course is for senior students | ākonga who have English as an additional language and require English Language support. The aim is to build the language learner’s competence and confidence communicating in social situations as well as in academic study. The course integrates the skills of Speaking, Reading, Writing and Listening in a series of topic-based units that relate to the Aotearoa New Zealand Curriculum. An important focus is learning topic specific vocabulary as well as the 2500 most commonly used words. The course endeavours to tailor the learning and assessment to the learner’s language level. Ākonga are assessed against the most appropriate NCEA Levels 1-3 English Language Unit Standards, as well as one Level 1 English External Achievement Standard. Ākonga may be required to take this option for two years in order to prepare for Level 2 English, which prepares them for University Entrance Literacy.

This course is for second language learners in Years 7 to 10. It supports the development of the social and academic English language that learners require to be successful in junior school. Year 10 ākonga | students select this class as an option, and Years 7 to 9 are withdrawn from mainstream subjects to attend this class. This course focuses on learning the 2000 most frequently used English words which account for 90% of the words ākonga will require for school. The course also addresses the four core English literacy skills of reading, writing, speaking and listening.  

This course aims to: 

● Develop students’ understanding of the role in society as a financial language for individuals/households/community organisations and sole proprietors. 

● Provide students with knowledge of the principles, processes and systems of financial information, knowledge and skills to enable decisions to be made.

● Provide students with sufficient base knowledge to be able to perform well in Year 12 Accounting. 

At Curriculum Level 6, ākonga will... 

• use concepts, models, or financial statements to communicate financial and non-financial information 
• understand that due to scarcity, decisions need to be made 
• investigate how pūtake informs financial and non-financial decision-making 
• understand that decisions made by organisations impact themselves and society 
• understand what is necessary for organisations to be financially viable 
• use a financial management tool to assist decision making for financial viability  
• recognise that Māori, indigenous Pacific knowledges, and other perspectives inform a range of concepts that influence decision-making

SMC Year 11 Art CLICK LINK TO VIEW 

SMC Year 12/13 Art Subjects CLICK LINK TO VIEW 

This is an exciting course is designed to teach students key art making and critical thinking processes used visual communication. 

 Students will learn practical art skills and techniques. They will experiment with a range of art methods, such as drawing, photography, collage and painting. 

 Students will generate artworks based on their own visual ideas and themes. They will also extend their own art and technical skills through the study of contemporary artists’ work. 

 The course offers an excellent opportunity for students to form strong foundation skills in preparation for all NCEA level 2 and 3 Visual Arts subjects.

The Year 11 Chinese programme allows students much more independence and creativity in their language learning journey. By the end of the year students are able to cope capably with basic everyday communication in Mandarin Chinese across topics such as daily life, cultural comparisons, celebrations and festivals, school life, travelling, and wellbeing.

The four skills of reading, writing, speaking and listening are all addressed as well as exposure to cultural elements of the Chinese speaking world.   

In the assessment framework there are internal assessments based on speaking and writing and external assessments based on listening and reading

Year 11 Chinese is a year long course, 7 periods per cycle.

Computer Science not just about coding (although that’s a big part of it). It’s also about breaking down and solving problems, using creativity to build things, and making the future happen. From designing video games to programming apps, Computer Science is the magic behind the tech you use every day.

Students will be hands-on every lesson, learning and understanding the nature of computational thinking. They will discover solutions and create opportunities through the design and development of digital outcomes. And, of course, they'll learn to write code.

The two main topics which will be covered in this course are Programming using Python, and Game Design and Development.

10 Credits Total: Assessments consist of 1 Internal assessment and 1 External exam.

In dance education, students learn to communicate through and interpret meaning from movement. Learning in Dance supports students to expand the ways they express ideas, feelings, values, and beliefs, as well as how they understand those of others. Students develop literacy in dance as they learn about, and extend their skills in movement, performance, and choreography. Education in dance promotes personal and social well-being by developing students' self-esteem, social interactions, and confidence in physical expression.   

Course Overview

This course will give students the opportunity to experience and participate in a diverse range of dances. Students will be taught pieces from their teacher and extend their understanding of the techniques of different genres. Examples of different dance styles include Fosse Jazz, Hip Hop, Siva Samoa, Contemporary, Bollywood, Jive and Sasa. Students will also develop their choreography skills by creating group dance works using dance elements, devices and structures. 

Year 11 students will have the opportunity to perform in the Dance Showcase towards the end of term three.

There may be dance workshops delivered by local dance companies. There will also be an opportunity to watch a dance performance at the theatre. This may incur a cost of up to $40.

The study of Design & Visual Communication (Product and Spatial Design) enables students to generate and communicate ideas for design outcomes. It provides students with skills to interpret and be inspired by architecture and product design heritage/whakapapa. The projects at Level 1 focus on the development of skills such as sketching, rendering and 3D modelling (digital and physical). Students in year 11 will work on a Year long product design project that merges māori design influences (wharenui carvings) with architectural design features to create a lighting project that celebrates Matariki. This portfolio-based subject suits students who are creative, who have an interest in addressing people’s needs and for the technical challenges that are involved in design. 

15 Credits Total: Assessments consist of 2 Internal assessments and 1 External assessment (5 credits each).

Students will learn about how to use Digital Technologies to produce a digital media outcome, e.g. website design using Adobe CS Photoshop and VS Code and digital media, e.g. animations, videos, slideshows, hover effects and links. They will engage in project management skills and technological practice where they will be given a brief and will establish the specifications to create their outcome. Research, planning, developing conceptual designs, stakeholders' feedback, problem solving, trialling and testing are required to arrive at a final solution to meet the requirements of their brief. Students will need to be innovative and creative using aesthetically pleasing graphic design skills and web design techniques to produce their digital media outcome.

Students will be attending a course on VS Code Website Design Coding and Adobe CS Photoshop through the Yoobee College of Design.

There is an opportunity to attend Workshops to visit various companies in Auckland to explore what jobs are available in the tech industry in Information Technology/Digital Technologies and career pathways.

10 Credits Total: Assessments consist of 1 Internal assessment and 1 External exam. A further Internal Achievement Standard is available worth 5 credits.

‘Me hoki whakamuri, kai ahu whakamua ka neke’. 

(In order to have foresight you need hindsight, our future lies in our past.)

Students will explore how identity, culture, and perspectives are expressed through various dramatic forms. Exploring the purposes and functions of drama will provide opportunities to reflect on whakapapa. Using the themes of ‘home’ and ‘belonging’ students will gain an understanding of Aotearoa New Zealand as a Pacific nation.

There will be two performance assessments in Year 11. One assessment is text based and students will develop their expressive skills while exploring characters and plays from many differing perspectives within the New Zealand context. This work will be performed as part of a production for an audience.

The second assessment will use a devising process to create an original piece of theatre. For this, students work collaboratively to a selection of creative strategies to create a performance.

There is one assessment which is writing-based which explores students' understanding of Theatre Aotearoa. Students perform a short excerpt and reflect on the function of the theatre performance and its impact on communities in Aotearoa today.

This course aims to: 

• Enable students to take an effective part in economic activity and contribute to future economic wellbeing.  It is anticipated that students will be able to understand why and how individuals, groups, and communities make decisions about how to use scarce resources. 
• Provide students with an understanding of how individuals and groups of people organise, plan, and act to create and develop goods and services to satisfy customers whilst being influenced by the cultural, ethical, environmental, political, and economic conditions. 
• Provide students with sufficient base knowledge to be able  to perform well in Year 12 Economics and Year 12 Business Studies. 

At Curriculum Level 6, ākonga will... 

• understand how sectors and groups within society are interdependent 
• understand that due to scarcity, decisions need to be made 
• explore how rangatiratanga empowers organisations or communities 
• understand how prices affect or are affected by financial and non-financial decision-making 
• explore how collaboration, such as talanoa and wānanga, may lead to innovation or resolution 
• explore how external factors impact organisations. 

The Year 11 English course delivers the Aotearoa New Zealand Curriculum and assesses against Level 1 NCEA Assessment Standards. In Terms 1 and 2, ākonga | students enjoy a thematic study of a rich range of text types, including a novel or play, a film, a short story and poetry. Ākonga create visual, spoken and written responses to the studied text(s) and their context(s). They practise writing literature response essays on the studied texts, in preparation for the NZQA examination. Further building language skills and appreciation of different text types, ākonga analyse and then employ specific stylistic and written conventions to produce internally assessed writing in Term 3. The emphasis is on demonstrating intention as an author by using language features and text conventions appropriate to purpose and audience. Ākonga also practise close-reading skills throughout the year and demonstrate understanding of significant aspects of unfamiliar texts in the NZQA examination. This course is designed to enhance ākonga enjoyment and confidence in reading, viewing, responding to and creating a range of text types.

This practical course gives students the opportunity to design and make two finished products through authentic design processes. Students will explore material possibilities, develop construction skills, and learn about sustainable and ethical practice in textiles.

Projects include a creative applied design project where students can apply designs to a garment, wall hanging, tote bag or cushion cover and a  a 'Dress a Girl Around the World' Charity project.

This is a hands-on course with minimal device use. Students present their work mainly in a sketchbook, using drawings, handwritten evaluations, design development, and sewing samples. Internal assessment evidence may be presented as either a portfolio  or an oral video presentation.

16 Credits Total: Assessments consist of 2 Internal assessments and 1 External assessment.

The Year 11 French programme allows students much more independence and creativity in their language learning journey.  By the end of the year students are able to cope capably with basic everyday communication in French. The overarching goal is to have students able to speak in both the past and the future tenses so they can talk about what they have been doing as well as their immediate plans.  Topics covered include planning holidays and talking about them, describing special people and places as well as being able to converse about everyday life in French 

The four skills of reading, writing, speaking and listening are all addressed as well as exposure to cultural elements of the French speaking world.   

In the assessment framework there are internal assessments based on speaking and writing and external assessments based on listening and reading.

Year 11 French is a year long course, 7 periods per cycle.  

Here are some students talking about what they enjoy in Year 11 French: Year 11 French

Here are some photos taken at the Year 11 French Quiz held at Epsom Girls' Grammar:

This is a supportive, context-based Science course designed for students who benefit from extra time to engage with scientific concepts. 

While the curriculum covers key scientific principles in Physics, Chemistry, Biology, and Earth Science through everyday applications, it is less comprehensive than the 11SCI course. 

This course is fully internally assessed. It helps students build confidence in understanding how science connects to everyday life and the wider world. 

Entry into Year 12 Science is possible from this course on a discretionary basis.

Geography is the study of places as the home of people. To make sense of these places we ask three questions: what is where? why there? and why care? 

Geographers study te taiao – the interconnected world that includes features like coasts, mountains, populations and the relationship between them. 

The four Big Ideas of NCEA Geography are: 

• Te taiao connects people and people connect to te taiao
• Te taiao can be shaped by natural processes
• Tikanga informs the relationships between the tangata and te taiao
• Perspectives and power influence te taiao

Students of geography have the chance to explore a range of local and global contexts and geographic issues. The view from our classroom windows inspires the study of Moving Mountains (the spatial distribution of; processes that have built; and the challenges of living on mountains and volcanic landscapes) and Tīkapa Moana o Hauraki - the Hauraki Gulf (peoples connections to the coast; competing uses of marine resources; upholding Te Tiriti through kaitiakitanga; and how power and perspective will shape the future of Tīkapa Moana). The recent global population milestone of 8 Billion People and Counting raises questions: where do these people live? why? which populations are growing? shrinking? old? young? rich? poor? and what will populations look like in the future?

There is space in our programme and within these topics to explore places and issues that reflect student interest and to open doors to unfamiliar places. 

Geographers learn to think spatially, using maps, visual images and inquiry skills to develop understandings of the world around us. Fieldwork is an important part of Geography and students will attend a day trip to explore one of our case study environments.

 Students drawing field sketches of the Geography from our classroom windows. 

Playdoh mountain maps of Africa, Asia and New Zealand

Health Studies focuses on three key areas of learning: Food and Nutrition, Mental Health, and Relationships and Sexuality, all explored through the concept of hauora. The course looks at how these areas connect to the health and wellbeing of individuals, whānau, and communities, and highlights the relationships between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.

Students take part in learning that is relevant to their own experiences and future lives. There is a strong focus on building practical skills, developing understanding, and thinking critically about the world around them. Learning is interactive and often involves discussion, group work, and real-life contexts.

Course Overview

The course is centred around a few key ideas:

• Hauora is best understood in a holistic way, where all aspects of wellbeing are connected.
• Values such as kaitiakitanga and whakawhanaungatanga are important for supporting wellbeing and a strong sense of self-worth.
• Wellbeing is shaped by personal, interpersonal, and societal influences, and these are closely interconnected.
• Social justice, including fairness and inclusiveness, plays an important role in supporting hauora.

Students will explore these ideas through a range of practical and engaging activities across the year.

Throughout the course, students will:

• Use holistic models of health to help understand hauora in different situations
• Explore Māori values such as kaitiakitanga, manaakitanga, and whanaungatanga, and how these apply to individuals, whānau, and communities
• Learn about Māori knowledge and practices, including rongoā and maramataka
• Look at Pacific values and practices, such as vā, and how they relate to wellbeing
• Take part in activities that build and reflect values like manaakitanga and whanaungatanga
• Explore the connection between mana, identity, and self-worth
• Understand that hauora is influenced by more than just personal choices
• Build practical skills such as goal-setting, self-management, and communication
• Look at different ways to promote wellbeing at personal, interpersonal, and wider societal levels
• Consider how different factors influence decision-making and wellbeing
• Explore ways to deal with change and challenges
• Learn about the importance of fairness and inclusiveness in supporting wellbeing
• Develop critical thinking skills to examine values, attitudes, beliefs, and social influences

The aim of History is to enable students to acquire the knowledge, understanding, historical skills and critical thinking that are essential for appreciating the past and its influence on the present day. History provides a framework for understanding of New Zealand society and an insight into the social, economic and political issues shaping the world. 

This course is underpinned by the big idea that power relationships often drive History. It examines the ways that different communities have challenged the status quo and fought for their rights. Contexts include the US African American civil rights movement in the 1960s, Takaparawhā (Bastion Point) land rights and the Mau Movement for independence in Sāmoa.

The aim of 11MAT is to introduce and develop mathematical skills, concepts and understanding to Level 6 of the New Zealand Mathematics Curriculum. 

The course involves aspects of linear, quadratic and exponential algebra and students will investigate relationships between tables, equations, and graphs. The course also explores data using the Statistical Inquiry Cycle and demonstrating mathematical reasoning through methods involving Number, Measurement, and Geometry. 

Students will be assessed with one internal  and one external NCEA assessment. There will also be two school assessments that will identify strengths that will support students through Level 2 Mathematics (12MAT) or Level 2 Mathematics with Statistics (12MAS). 

This is the course that most Year 11 students will follow. If you are not sure which course you will choose at university (or beyond Year 13), then this is the course for you. This will keep your options open for further study in both Mathematics and Statistics. 

This course will prepare students for Mathematics or Mathematics and Statistics courses in Years 12 and 13. 

The aim of 11MAS is to introduce and develop students’ mathematical understanding to Level 6 of the New Zealand Mathematics Curriculum. 

 
The course involves exploring data using the Statistical Inquiry (or PPDAC) Cycle, demonstrating mathematical reasoning through methods involving Number and Measurement, investigating elements of chance, and evaluating probability activities. The course also contains aspects of linear algebra and relating algebra to graphs and tables. 

Students will be assessed with two internal NCEA assessments, as well as a school assessment that will identify strengths that will support students through Level 2 Mathematics with Statistics in Year 12. 

This course will prepare students for the Mathematics with Statistics courses in Years 12 and 13. 

Year 11 Music is a broad course designed to give students the opportunity to improve their skills in /composing/producing/notating their own music, understanding musical style, writing songs, and performing in various situations. 

Please click HERE to see examples of previous classes work!

In Year 11 Physical Education, movement is recognised as an essential part of the human experience. It fosters a lifelong understanding of our bodies, contributes to our hauora (wellbeing), and enables us to lead physically active and healthy lives. Movement both shapes and is shaped by who we are, influencing how we interact with others and our sense of place within society.

Physical Education supports the development of ākonga across social, emotional, intellectual, and cultural domains. These capabilities enable students to understand and apply tikanga in movement contexts, engage in a wide range of physical activities, and appreciate the broader contribution of movement to hauora. Students will learn in, through, and about movement, developing an understanding of its value in enhancing enjoyment and enriching lives.

This course provides students with a strong foundation of knowledge and understanding to support and promote healthy, active lifestyles, both now and in the future. It also prepares students for future academic and vocational opportunities.

Course Overview

Students will:

• Experience and participate in a wide range of physical activities across a variety of contexts, with a strong focus on movement.
• Develop the knowledge, skills, and attitudes needed to maintain and enhance personal wellbeing.
• Apply learning through outdoor and adventure-based activities while building effective interpersonal skills.
• Develop foundational knowledge in anatomy, biomechanics, and exercise physiology in preparation for Level 2 Physical Education (12PED).

Students will develop their understanding and use of movement strategies through a range of achievement standards. This includes describing why strategies are used and providing relevant examples, explaining how and why they are applied in different situations, and evaluating their effectiveness by drawing conclusions based on practical evidence.

Alongside this, students will build their practical skills by applying movement strategies in a variety of settings, identifying and demonstrating different approaches within activities. Over time, they will work towards consistently sustaining these strategies in applied contexts and executing them with increasing control, confidence, and proficiency.

Students will also develop their biophysical understanding by exploring key anatomical, biomechanical, and physiological principles. They will apply this knowledge to a sport or physical activity of their choice, analyse a specific movement, and explain in depth how the body’s systems work together to influence and support effective movement.

Some activities may be delivered off-site or with external providers; this may incur a cost of up to $150.

Aims and Objectives of this course:  

• Students will deepen their understanding and appreciation of the Catholic Church  
• They will regularly participate in a wide variety of co-curricular areas around Religious Education such as retreats and Masses, and these will help to assist them in their faith development 
• Students will work on attaining 15 Achievement Standard Credits across the year and these credits can be used for subject endorsement and L1 Literacy. The Assessments will comprise two internal and one external assessments, each 5 credits. The external examinations will be one online assessment, due in Term 4. 

Topics taught in Level 1 Religious Education: 

Students will complete four modules throughout the year which will provide them with opportunities to display and express the aims and objectives above. Three of the modules covered concludes with a summative assessment contributing to NCEA Level 1. Each Achievement Standard is worth 5 credits. 

Students will: 

• Present clear and accurate information when looking in depth at their topic. 
• They will explore a wide range of key religious beliefs and understand how they relate to life today. 
• They will focus on Christianity, the Bible, creedal and doctrinal Statements for developing understanding. 
• They will use accepted Christian sources for referencing and will draw from Scripture, Magisterium and Tradition to support their understanding of each topic. 

Ā TĀTOU WHAKAPAPA /OUR STORY 

This topic will explore 

• The beginnings and development of the Catholic Church in New Zealand 
• The significance of key persons in Aotearoa Catholic history 
• The spiritual heritage of Catholics in Aotearoa 
• The response of Māori to the Catholic mission 
• Examine how the Catholic Church and community has responded to challenges and makes positive contributions to New Zealand society. 
• Develop an understanding of Catholic involvement in, and commitment to, Te Tiriti o Waitangi at the time of signing and subsequently. 
• The Mercy Sisters and their influence on society past and present. 
• Students are required to use supporting evidence from a combination of Magisterium, Scripture & Tradition. 

TE ATUA /GOD: CHARACTERISTICS OF RELIGION  

This topic is not a stand alone strand but is woven through each of the other 3 strands. Students will  

• Examine the beliefs of Catholics and explore how these beliefs are lived out in Catholic ritual and daily life. 
• Compare the understanding of how the divine reaches out to humanity in Catholicism and other faiths and world views. 
• Describe how sacred texts are used in rituals and worship in Catholicism. 
• Examine the lives of inspiring people who have influenced the development or direction of Catholicism. 
• Develop an understanding of the Catholic Church’s attitude and response to other religions and explore practical ways that we can show respect to the Catholic faith and others. 

KIA NOHO HĀHI/BEING CHURCH: ETHICS  

This topic will  

• Investigate specific current moral issues in the light of Catholic teaching on human dignity. 
• Develop skills necessary for moral decision making and understand the nature and function of conscience.  
• Explain what values are, identify and reflect on important values in our lives and recognise the sources of Christian morality. 
• Explain the difference between values and virtues and understand the Church’s teachings on virtues and how these are integrated into our spiritual journey. 
• Examine ways that the teachings and traditions of the Church offer us opportunities and examples for giving and receiving forgiveness, peace, and reconciliation. 
• Explore the nature of our personal integrity and mana, freedom, and moral responsibility in our personal growth. 
• Reflect on the impact of brokenness and consider ways to mend these situations and take action to bring about healing. (Me pēhea te rongoa o te ngāhere, moana, noha ai?) 

TE RONGOPAI/GOOD NEWS: SCRIPTURE NARRATIVES 

This topic will  

• Explore the contexts and distinctive features of each of the four gospels. 
• Develop an understanding of Jesus by exploring in detail Matthew’s Gospel’s approach and message about Jesus and what it means to be Christian. 
• Explore Matthew’s Gospel narrative and its literary forms, themes, and characteristics and how it informs us of what it means to be a Christian today.   
• Recognise that the Gospels are God’s communication of Godself to us and recognise that the Bible is both the inspired Word of God and the work of human authors.  
• Inquire into the process of reading the Bible, what we bring to it, how meaning changes for us and explain what the Church teaches about reading the Bible. 

This balanced course covers the fundamentals of science. Students will be introduced to key ideas relating to Biology, Chemistry, and Physics, as well as the Nature of Science. Understanding of the scientific process will be developed and each student will carry out a variety of practical investigations. The course will prepare students for specialization in Biology, Chemistry or Physics at Level 2. It has 2 standards assessed internally and one assessed externally.

Supported study is designed for students who, for a variety of reasons, may require some teacher assistance during a supervised study time. This is how learning support is provided at senior levels. You will have access to a quiet space and a teacher to assist you with goal setting, study skills and preparation for assessments. During the year you will also be given academic guidance and in this way, this option line will be customised to focus on your needs.

The Year 11 Te Reo Māori programme allows students much more independence and creativity in their language learning journey.  By the end of the year students are able to cope capably with basic everyday communication in Te Reo Māori. The overarching goal is to have students able to speak in both the past and the future tenses, this includes being able to recite Mihimihi and acknowledging the past as well the ability to talk about what they have been doing and their future plans. With the new curriculum change for Te Reo Māori; the main focus is Te Whakaorangatanga o te Reo me te Hitori o te iwi Māori- The revitalization and history of the language and Māori people. Through knowing the past and talking about those from the past, describing special people and places as well as being able to converse about everyday life in Māori.  

The four skills of Pānui (reading), Tuhituhi (writing), Kōrero (speaking) and whakarongo (listening) are all addressed as well as exposure to cultural elements including Tikanga and Te Ao Kapa Haka.  

In the assessment framework there are internal assessments based on speaking and writing and external assessments based on reading. 

Year 11 Te Reo Māori is a year long course, 7 periods per cycle. 

This course is for senior students | ākonga who have English as an additional language and require English Language support. The aim is to build the language learner’s competence and confidence communicating in social situations as well as in academic study. The course integrates the skills of Speaking, Reading, Writing and Listening in a series of topic-based units that relate to the Aotearoa New Zealand Curriculum. An important focus is learning topic specific vocabulary as well as the 2500 most commonly used words. The course endeavours to tailor the learning and assessment to the learner’s language level. Ākonga are assessed against the most appropriate NCEA Levels 1-3 English Language Unit Standards, as well as one Level 1 English External Achievement Standard. Ākonga may be required to take this option for two years in order to prepare for Level 2 English, which prepares them for University Entrance Literacy.

This course is for senior students | ākonga who have English as an additional language and require English Language support. The aim is to build the language learner’s competence and confidence communicating in social situations as well as in academic study. The course integrates the skills of Speaking, Reading, Writing and Listening in a series of topic-based units that relate to the Aotearoa New Zealand Curriculum. An important focus is learning topic specific vocabulary as well as the 2500 most commonly used words. The course endeavours to tailor the learning and assessment to the learner’s language level. Ākonga are assessed against the most appropriate NCEA Levels 1-3 English Language Unit Standards, as well as one Level 1 English External Achievement Standard. Ākonga may be required to take this option for two years in order to prepare for Level 2 English, which prepares them for University Entrance Literacy.

The aim of this course is: 

• to manage the financial affairs of individuals, whanau, and local or regional small or medium entities, including community organisations, that operate accounting sub-systems, while acting with integrity.
• to make use of appropriate communication tools and skills to process, report, and interpret information for individuals, whānau, and local or regional small or medium entities, including community organisations, that operate accounting sub-systems. 

Students will learn the accounting process from transactions through to preparation of financial statements, including using XERO software, explore systems for managing accounts receivable, analyse financial statements so businesses can make informed decisions and investigate a current accounting issue. 

In this course students will develop skills in 2D design used in areas such as Advertising, Online Media and 3D packaging design. Students who are interested in learning about computer­ based design and communicating in a visual way will enjoy this course. They will produce work using industry-based Adobe computer programmes and are encouraged to develop their practical skills.

This course looks at Renaissance Art in Italy from 1300-1530. Students will examine the socio-political circumstances impacting art and artists. They will develop an understanding and appreciation of how and why art is made.  

This foundation course in Biology introduces students to essential ideas relating to genetic variation and gene expression. Students will carry out a practical investigation in a biological context as well as gaining skills in evaluating biological information in the media. Students will go on a field trip where they will gain knowledge on New Zealand ecology as part of an Internal on investigating a pattern in an ecological community.  

The aim of this course is: 

• to explore how and why large businesses in New Zealand make operational decisions in response to internal and external factors. 
• to plan, take to market, review, and then refine a business activity incorporating a community well-being focus, basing recommendations for the future on market feedback.  

Business is influenced by and impacts on the cultural, ethical, environmental, political, and economic conditions of the day. Issues such as sustainability, citizenship, enterprise, and globalisation are central to both business and the study of business.  

This course will introduce students to Business Studies theory using a combined experiential and case study approach. Students will also participate in the nationwide Young Enterprise Scheme, competing in challenges, as they carry out their business activity. Due to the group work involved, students will need to undertake a strong commitment to regular attendance and group work participation. 

The Year 12 Chemistry course builds on the skills and knowledge gained in the Chemistry section of  Year 11 Science or Year 11 Science General courses. A significant emphasis is placed on practical/investigative skills and students will gain recognition for both practical and theory work throughout the year. While this course is designed as a preparation for Year 13 Chemistry, it is a complete course in itself.

Please note that this course will be adapted to meet the learning needs of the students in each class.

Year 12 Chinese allows students to become secure in their Year 11 learning and build on this with more sophisticated language features. In Year 12, students focus on expressing and justifying their opinions on a variety of topics and issues facing teenagers such as healthy living for physical and mental wellbeing, friendship and family relationships, future plans, work experience, and travelling. Students also have the chance to complete a film study towards the end of the year. 

At this level of Chinese, we give students more ownership in programme planning. If there is a particular interest or passion within the class, we endeavour to focus on this as a learning possibility in addition to proposed topics. 

The skills of reading, speaking (both prepared and conversational), listening and writing are all covered and assessed throughout the year so that students are able to both understand and produce Chinese language. 

Year 12 Chinese is a year long course, 7 periods per cycle. 

Classical Studies is a multi-disciplinary subject aiming to provide students with knowledge of aspects of the fascinating worlds of Classical Greece and Rome and their lasting influence on modern society. Through the study of literature, art, architecture, mythology, history, art history and philosophy, students develop skills in critical thinking, analysis, and written communication. Classical Studies encourages students to examine human ideas, values  and achievements while making meaningful connections between the ancient and modern worlds. 

Computer science not just about coding (although that’s a big part of it). It’s about solving problems, creatively building things, and making the future happen. From designing video games to programming apps, computer science is the magic behind the tech you use every day.

This course is for everyone who is enjoying Computer Science this year, and wants to extend their skills and challenge themselves even more. In Year 12, we’ll not only be learning new coding techniques – getting deeper into algorithms and logic – but we’ll also discover the graphical side of programming. We’ll learn how to build Graphical User Interfaces (GUIs) which will allow more user-friendly and creative approaches to our outcomes. We’ll look into the way people interact with apps, and how to create a great interface that’s visually appealing and easy to use. As we do all this, we’ll be working on creating our own apps and games.

In terms of where this will lead, Computer Science opens doors to careers in engineering, gaming, cybersecurity, app design, space exploration, and lots more. Plus, it’s one of the highest-paying and fastest-growing fields out there. Last year, our Year 12s and 13s went to SheTech 2025, to listen to women speaking their work in different fields in digital technology, such as Google and Trade Me. It was exciting to hear about the variety of work that is out there for our young, tech-savvy women.

19 Credits Total: Assessments consist of 3 Internal assessments and 1 External exam. An optional second External exam is available. 

In dance education, students learn to communicate through and interpret meaning from movement. Learning in Dance supports students to expand the ways they express ideas, feelings, values, and beliefs, as well as how they understand those of others. Students develop literacy in dance as they learn about, and extend their skills in movement, performance, and choreography. Education in dance promotes personal and social well-being by developing students' self-esteem, social interactions, and confidence in physical expression.    

Course Overview 

Level 2 Dance is a highly practical subject and builds on students' knowledge of dance established in Level 1 Dance. 

The course continues to explore choreography, performance and theoretical concepts of dance. Students become increasingly literate in dance as they engage in practical and theoretical investigations, explore dance forms and develop ideas. 

Students will extend their understanding of the techniques of different dance genres and styles, and will apply rehearsal and performance skills to a range of dances. Examples of dance styles include Bollywood, Jive, Siva Samoa, Contemporary, Fosse Jazz, Sasa and Hip Hop. 

Dance students will choreograph group dance works using choreographic processes, devices and structures to communicate choreographic intentions.

The Dance Showcase is the key performance evening for our Year 12 students and this takes place in term three. 

There may be dance workshops delivered by local dance companies. There will also be an opportunity to watch a dance performance at the theatre. This may incur a cost of up to $40.

Level 2 DVC students draw inspiration from design history/whakapapa through a year long project that focuses on the study of architecture, interior and landscape design.  There is a focus on divergent and convergent thinking skills in the exploration of aesthetic and functional aspects of design. The extension of visual communication techniques is also important with outcomes being presented through a variety of media including CAD. 

18 Credits Total: Assessments consist of 3 Internal assessments and 1 External assessment. All summative drawing portfolios. 

Entry into Level 3 Scholarship AS93602 is available upon request and at the teacher's discretion.

Students will investigate and consider possible digital solutions for authentic contexts or issues. They will follow a technological process to design, develop and document digital outcomes using advanced techniques. Applying appropriate tools and information from testing will be used to improve the quality of their outcomes. Students will develop an understanding that digital technologies and the concepts that underpin them have an impact on people, society and cultures. 

Digital Technologies enables students to use project management tools to enable them to communicate ideas in a creative and critical way. Microsoft 365, Adobe CS Photoshop, Indesign and VS Code software programs will be used. Digital media tools and software applications to develop an outcome include: design principles, computer graphics, graphic design, print design, desktop publishing, animation, web design, film production, digital video, and digital audio.

17 Credits Total: Assessments consist of 3 Internal assessments and 1 External exam. An optional Internal Achievement Standard is available for a further 6 credits.  

Year 12 is a practical course that builds expressive and performance skills through the exploration of script based work and devised drama. 

There are three performance assessments. Students will make their choices of how they use expressive skills in a scene from a play. They will also be directed in a production where their performance of the role is the focus of the work. Finally, they will also be guided through a devising process that will lead to the creation of an original piece of theatre.

All work is done in pairs or a group, so students are required to be in attendance for 90% of the classes to be eligible for assessment.

 In the external examination, students will discuss a live performance they have seen or participated in during the year. 

The aim of this course is: 

• to understand how economic concepts and models provide a means of analysing contemporary New Zealand issues. 
• to understand how government policies and contemporary issues interact. 

This course will enable students to understand the issues that result from market forces.  Students are to explore the economic issues of inflation, trade, growth, unemployment, and inequality. Students will also develop an awareness of policies that government may implement to address these issues, giving students a greater understanding of current economic debate in New Zealand.

Students will sit the Auckland University Economics Competition.

The Year 12 course delivers the Aotearoa New Zealand Curriculum to develop the skills of analysing, responding to, and creating a range of text types. Ākonga | Students enjoy rich literature studies of at least one novel or play and one film, and learn to write an analytical essay. They also script and deliver an oral presentation related to a studied text and/or its context(s). Through critically close-reading and viewing, ākonga continue to build appreciation of how authors use language for specific effects in relation to purpose and audience, and create their own texts, producing a Writing Portfolio. Throughout the year, ākonga read and analyse short texts – poetry, prose and non-fiction – in preparation for analysing specified aspects of unfamiliar texts in the external examination. This course is designed to enhance ākonga enjoyment and confidence in analysing, responding to, and creating a rich range of increasingly complex texts.

This course begins with research into materials and existing sustainable outcomes, allowing students to create a targeted brief for a specific product. Students will progress to the development of conceptual designs using drawing and modeling techniques. Through analyzing stakeholder feedback, students refine their designs and acquire professional pattern drafting and garment construction skills to create a prototype. The research and development evidence gathered can also be utilized for an external report, providing students with an opportunity to gain endorsement in this subject.  This is a hands-on course with minimal device use. Students present their work in a portfolio using research, sketches, material evaluations, photographs of pattern and garment development, and handwritten evaluations. Projects can range from costume and fashion to interior textile products. 

This course offers a selection of Achievement Standards, with a maximum of 20 credits available to students.

Year 12 French allows students to become secure in their Year 11 learning and build on this with more sophisticated language features. In Year 12, students focus on expressing and justifying their opinions on a variety of topics such as their future plans, friendship and family relationships, and health and social issues facing teenagers. Students also have the chance to complete a literature study.  

At this level of French, we give students more ownership in programme planning.  If there is a particular interest or passion within the class, we endeavour to focus on this as a learning possibility in addition to proposed topics. 

The skills of reading, speaking (both prepared and conversational), listening and writing are all covered and assessed throughout the year so that students are able to both understand and produce French language. 

Year 12 French is a year long course, 7 periods per cycle. 

Here is a short video of some students saying what they enjoy about the Year 12 course: Year 12 French

Dream, Discover, Decide: Your Gateway to Career Success

Gateway offers students the opportunity to explore their future study and career options. It opens a new pathway from school to employment/ on-the-job training/ tertiary study by combining school study and vocational courses with work-based learning. The expectation in this course is that students will attend a work placement for between two and ten days, inTerm 2, and complete an individual learning plan of industry-based credits relating to their chosen area of work. Students need to be proactive when organising their work placement by approaching organisations/ businesses in their industry of interest. 

Career Opportunities include: Architecture & Engineering, Design, Early Childcare, Education, Health, Hospitality & Travel, Media & Communications, Sport & Recreation and a wide selection of trades. 

Geography is the study of places as the home of people. To make sense of these places we ask three questions: what is where? why there? and why care? 

In Year 12, Geography students seek to interpret the world and how it changes over time - past, present, and future. Making connections between natural environments and and the people that live, work and rely on them in the global topic of tropical rainforests. Geography is a problem solving subject that uses use Geographic Information Systems to layer data, make maps and seek solutions for contentious local issues like "does Auckland need a bigger, better stadium for concerts and sports games?". Ākonga will also take on the role of citizen scientists as they conduct Litter Intelligence audits on local beaches, contributing to a national data base of litter data to inspire action for a litter free world. Students learn how to apply a range of Geographic skills and concepts to explore contemporary issues and locations around the world.

Geographers think spatially, using maps, visual images and inquiry skills to develop understandings of the world around us. Fieldwork is an important part of Geography and students will attend a day trip to conduct Geographic research.

The Year 12 Health course begins by exploring the key determinants of health, including political, environmental, social, cultural, and economic factors. From this foundation, students investigate a range of health issues that impact individuals at personal, interpersonal, and societal levels. Areas of focus include adolescent health, resilience in managing significant life changes, discrimination, harassment, abuse, and issues related to sexuality and gender identity.

Course Overview

Throughout the year, students have the opportunity to apply their learning in meaningful ways, including promoting health within the school or wider community by taking action on a wellbeing-related issue. A strong emphasis is placed on real-world relevance, and students particularly enjoy the practical components of the course alongside its connections to everyday life.

The course is structured across four units, each of which concludes with a summative assessment contributing to NCEA Level 2. These units provide multiple opportunities for students to demonstrate their understanding and apply the course objectives.

By the end of the course, students will be able to:

• Take action to enhance an aspect of people’s wellbeing within the school
• Evaluate factors that influence people’s ability to manage change
• Analyse issues related to sexuality and gender, and develop strategies to address them
• Analyse an adolescent health issue

History teaches skills essential for the successful navigation of our information-dense world: analysis, summarising, constructing an argument, interpreting and evaluating sources and communicating with clarity are all skills taught in History. Year 12 History focuses on the theme of political leadership; examining the extent to which well-known leaders have tested the limits of their rights and responsibilities, shaping the course of the 20th Century in the process. Case studies include the rise of the Nazi state in Germany from 1919 to 1938 and the atomic bombing of Hiroshima and Nagasaki in1945.

Subjects in the Social Sciences Faculty equip students with knowledge and skills essential for navigating today's information-dense world. Students of Geography, History and Social Sciences are valued for their ability to engage with complex issues, understand perspectives and communicate compelling arguments. These subjects develop transferrable skills in research, critical literacy and communication which are valuable in all future career pathways.

The aim of 12MAT is to introduce and develop students’ mathematical understanding to Level 7 of the New Zealand Mathematics Curriculum. 

The areas covered include the patterns and relationships of trigonometry and graphs. There is further exploration and development of algebra quadratic and exponential equations and expressions as well as an introduction to calculus methods. 

This course will be assessed through two internal standards and two external standards. To support the work towards the external examinations, there will also be appropriate topic tests throughout the course. 

The course requires strong algebra skills across all the topics covered and it is expected that students who choose this course will be intending to study Level 3 Mathematics with Calculus or Level 3 Mathematics in Year 13 (13CLC or 13MAT).  

This course will prepare students for Level 3 Mathematics with Calculus (13CLC), Level 3 Mathematics (13MAT) or Level 3 Mathematics with Statistics (13MAS) courses in Year 13. 

If a student is intending to take both Mathematics with Calculus AND Mathematics with Statistics in Year 13, they should choose this course rather than 12MAS. 

If you are not sure what course you wish to follow at university (or beyond Year 13), you are advised to take this course. 

The aim of 12MAS is to introduce and develop students’ mathematical and statistical understanding to Level 7 of the New Zealand Mathematics Curriculum. 

The course involves carrying out investigations of phenomena using the Statistical Inquiry Cycle, conducting experiments, and analysing exploratory data and statistical inference. There are also aspects of linear algebra that are related to inequalities and optimisation. There will also be an opportunity to design and conduct a questionnaire. 

This course will be assessed through three internal standards and one external standard. To support the work towards the external examination, there will also be appropriate topic tests throughout the course. 

This course is designed for students who want to further their Mathematics studies at Level 2 NCEA and will prepare students for the Level 3 Mathematics with Statistics (13MAS) course in Year 13. 

If you wish to study Level 3 Mathematics with Calculus (13CLC) or Level 3 Mathematics (13MAT) in Year 13, you should choose 12MAT instead of this course.

We live in a media-saturated culture. It is important to think critically about the messages that are constructed and communicated through mass media, who creates them, and the impact they have on individuals and societies. Year 12 Media Studies introduces ākonga | students to storytelling through film, examines the societal changes in the USA from 1960 to the present day, and looks at how these changes influenced film genre.

Year 12 Music gives students the opportunity to begin specialising in a particular area of music they are most interested in. The course includes performance, composition/songwriting, music production and instrumentation. Students will spend class time learning new techniques and concepts, with a large portion of the year devoted to individual projects and conferencing with the teacher and peers. They will finish this course with a portfolio built from a range of activities completed throughout the year.

Please click HERE to see examples of student work from previous year's classes!

Yr12 Painting PowerPoint

This course builds on ideas and techniques introduced in Year 11 Art. It extends students’ art making skills and their ability to communicate visually. Students will explore their own ideas and study contemporary artists' work. Students will learn how to use water mixable oil paints.

 Skills taught: Drawing, Painting, Photography, Digital Media.

Students who are interested in learning about digital photography and have a keen creative eye should take this subject. This course enables students to develop an understanding of photographic concepts and develop their photographic, technical and lighting skills. Students will produce a body of work using the industry-based computer programme Adobe Photoshop. 

Skills taught: conventions of photography, manual photography - how to use your camera on manual, studio and natural lighting, Adobe Photoshop.

Year 12 Physical Education students will develop the knowledge, skills, attitudes, and values needed to enjoy and promote healthy, active lifestyles. Building on the foundation established in Level 1, this course explores biophysical principles and their application to both skill learning and physical training. Students will also examine risk management in outdoor education contexts.

This is a highly practical subject with high expectations for active participation in all areas. A written component is required to support and demonstrate learning.

Students will:

• Demonstrate understanding of how and why biophysical principles relate to skill learning (Volleyball):
  Analyse movement patterns, explain anatomical and biomechanical responses, and link skill development to sports psychology and stages of learning.
• Apply biophysical principles to training (Aquathon):
  Participate in a range of training methods, apply key training principles, and understand how these principles improve performance.
• Perform physical activities in applied settings (High Ropes, Aquathon, Volleyball):
  Actively engage in activities and perform at a level that demonstrates Level 2 competence and skill proficiency.
• Analyse risk management strategies in outdoor activities (High Ropes):
  Identify safety considerations, apply procedures for personal and group safety, complete a risk assessment matrix, and evaluate the effectiveness of risk management strategies.

The aim of this course is for students to develop an understanding of mechanics, atomic and nuclear physics and electricity and magnetism to better understand the physical world in which we live. Attention will be given to understanding the application of physics to the real world. As an internal assessment, students write a research report on applications of atomic and nuclear technology in the fields of medicine, power generation or weaponry. Students carry out a practical investigation involving a mechanical oscillator and as part of the study of mechanics, students attend a field trip to Rainbows End.   

Aims and Objectives of this course:  

• Students will deepen their understanding and appreciation of the Catholic Church.
• They will regularly participate in a wide variety of co-curricular areas around Religious Education such as retreats and Masses, and these will help to assist them in their faith development.
• Students will work on attaining 18 Achievement Standard Credits across the year and these credits can be used for subject endorsement.

Topics taught in Level 2 Religious Education:

Students will complete three modules throughout the year which will provide them with opportunities to display and express the aims and objectives above. Each module covered concludes with a summative assessment contributing to NCEA Level 2. Each Achievement Standard is worth 6 credits.

Students will:

• Present clear and accurate information when looking in depth at their topic.
• They will explore a wide range of key religious beliefs and understand how they relate to life today.
• They will focus on Christianity, the Bible, creedal and doctrinal Statements for developing understanding
• They will use accepted Christian sources for referencing and will draw from Scripture, Magisterium and Tradition to support their understanding of each topic.

WORLD RELIGIONS:

This topic will

• Identifying and investigating significant features of the major world religions – Hinduism, Buddhism, Judaism, Christianity, and Islam
• Explore key belief comparisons between Islam and Christianity.
• Inquire into the nature and function of religion.
• Identify the Catholic Church’s attitude and response to non-Christian religions.
• Inquire into the beliefs pertaining to death, dying and funerals.
• Developing an understanding of death and judgement in Catholicism and Islam.
• Involve research into supporting evidence from a combination of Magisterium, Scripture & Tradition.

 ETHICS AND SOCIAL JUSTICE:

This topic will explore

• Sources of Ethics and how ethics, morals, and hierarchies of values are developed.
• The Christian vision of tika (justice).
• Sources of the Church’s teaching on justice in Scripture and the on-going Catholic tradition.
• Key principles and concepts underlying the Church’s teaching on issues of social justice.
• Ways in which people can build justice.
• Social Justice organisations and their work in the world.
• An in-depth study of one Social Justice organisation, and the wider implications of this work for the community.

 THE PROPHETS:

This topic will explore

• A thematic study of Prophets in the Bible.
• Understand the Old Testament prophetic messages and how these are seen in the life and teachings of Jesus and in the world today.
• Explore aspects of the social and historical world of the prophets and their messages. 
• Understand the Old Testament prophetic message of Justice and ‘Return to God’ and how these are seen in the life and teachings of Jesus and in the world today. 
• Methods of using supporting evidence from a combination of Magisterium, Scripture and Tradition.

Supported study is designed for students who, for a variety of reasons, may require some teacher assistance during a supervised study time. This is how learning support is provided at senior levels. You will have access to a quiet space and a teacher to assist you with goal setting, study skills and preparation for assessments. During the year you will also be given academic guidance and in this way, this option line will be customised to focus on your needs. 

Year 12 Te Reo Māori allows students to become secure in their Year 11 learning and build on this with more sophisticated language features. In Year 12, students focus on expressing and justifying their opinions on a variety of topics such as their future plans, friendship and family relationships, and health and social issues facing teenagers. The overarching kaupapa is about Te ao o te rangatahi- The world of our youth through (but not specifically) a Māori lens. Students also have the chance to complete a Tikanga study. 

At this level of Te Reo Māori, we give students more ownership in programme planning.  If there is a particular interest or passion within the class, we endeavour to focus on this as a learning possibility in addition to proposed topics. 

The skills of Pānui/reading, kōrerorero/speaking (both prepared and conversational), whakarongo/listening and tuhituhi/writing are all coveassessed throughout the year so that students are able to both understand and produce Te Reo Māori. 

Year 12 Māori is a year long course, 7 periods per cycle. 

This course is for senior students | ākonga who have English as an additional language and require English Language support. The aim is to build the language learner’s competence and confidence communicating in social situations as well as in academic study. The course integrates the skills of Speaking, Reading, Writing and Listening in a series of topic-based units that relate to the Aotearoa New Zealand Curriculum. An important focus is learning topic specific vocabulary as well as the 2500 most commonly used words. The course endeavours to tailor the learning and assessment to the learner’s language level. Ākonga are assessed against the most appropriate NCEA Levels 1-3 English Language Unit Standards, as well as one Level 1 English External Achievement Standard. Ākonga may be required to take this option for two years in order to prepare for Level 2 English, which prepares them for University Entrance Literacy.

This course is for senior students | ākonga who have English as an additional language and require English Language support. The aim is to build the language learner’s competence and confidence communicating in social situations as well as in academic study. The course integrates the skills of Speaking, Reading, Writing and Listening in a series of topic-based units that relate to the Aotearoa New Zealand Curriculum. An important focus is learning topic specific vocabulary as well as the 2500 most commonly used words. The course endeavours to tailor the learning and assessment to the learner’s language level. Ākonga are assessed against the most appropriate NCEA Levels 1-3 English Language Unit Standards, as well as one Level 1 English External Achievement Standard. Ākonga may be required to take this option for two years in order to prepare for Level 2 English, which prepares them for University Entrance Literacy.

The aim of this course is: 

• To manage the financial affairs of individuals, whānau, and small, medium, or large entities, including community organisations, that may be local, regional, national, or global, to enable internal and external users to make effective and ethical decisions. 
• To make use of appropriate communication tools and skills to process, report, and interpret information for individuals, whānau, and small, medium, or large entities, including community organisations, that may be local, regional, national, or global. 

Students will build on their previous study of accounting, learning to prepare financial statements for partnerships and companies, explore job-costing and management accounting for decision making and interpret the annual report of a New Zealand company. 

Year 13 Accounting is a university approved subject and students may have the opportunity to sit the Scholarship Accounting examination. Students may also have the opportunity to participate in the AUT Shadow a Leader Day. 

This course aims to consolidate students' practical design skills through a combination of drawing processes, painting, photography and illustration, and using the computer to develop and digitally produce ideas. Skills Covered: Logo design, Typography (text), Layout design, Posters, Tickets, Billboards, Books, Magazines, Advertising, Website design and product design such as packaging. 

This course looks at Renaissance Art in Italy from 1300-1530. Students will examine the socio-political circumstances impacting art and artists. They will develop an understanding and appreciation of how and why art is made.  

Following on from Year 12 Biology, this course continues the story of life from the chapter of genetics to the chapter of evolution. Processes leading to speciation are investigated as well as those leading to the biological and cultural evolution of our own species. Students will investigate a socio-scientific issue and the biology of thermoregulation. They will increase their awareness of the scientific method by carrying out a practical investigation. 

The aim of this course is: 

• to analyse how and why New Zealand businesses operating in global markets make operational and strategic decisions in response to interacting internal and external factors. 
• to plan, take to market, review, and then refine an innovative, sustainable business activity; analyse the activity and its success in the marketplace. 

Business is influenced by and impacts on the cultural, ethical, environmental, political, and economic conditions of the day. Issues such as sustainability, citizenship, enterprise, and globalisation are central to both business and the study of business. This course explores business theory within a global context and builds on students' prior knowledge business knowledge and experience.  

Students will also participate in the nationwide Young Enterprise Scheme, competing in challenges, as they carry out their business activity.  Due to the group work involved, students will need to undertake a strong commitment to regular attendance and group work participation. 

Year 13 Business Studies is a university approved subject. Students may also have the opportunity to participate in the AUT Shadow a Leader Day. 

Year 13 Chemistry students will have the opportunity to build on knowledge and practical skills gained in Year 12 Chemistry. Students will further their awareness of scientific method and increase their familiarity with the use of chemical laboratory equipment. Year 13 Chemistry covers a range of topics relevant to modern life. It can be mathematically demanding, but students should be prepared for a very rewarding intellectual challenge.

Year 13 Chinese builds on 7 years of language learning and the course offers plenty of opportunities for students to master communication in a variety of topics relevant to their age. At this stage, students are the subject experts and, in most cases, discover their unique style of language production and develop a secondary personality based on the way they communicate in Mandarin Chinese. While there are a range of preset topics such as immigration, education, environment and popular culture, students also get to explore specialised topics which are of interest in the internally assessed standards. By the end of the year, students are able to give opinions and challenge others’ opinions in Mandarin Chinese. At this level of language learning, we continue to give students more ownership in programme planning. If there is a particular interest or passion within the class, we endeavour to focus on this as a learning possibility in addition to proposed topics.  In retrospect, literature studies, film studies and aspects of Chinese history have been of particular interest. 

The skills of reading, speaking (both prepared and conversational), listening and writing are all covered and assessed throughout the year so that students are able to both understand and produce Chinese language. 

Year 13 Chinese is a year long course, 8 periods per cycle.

Year 13 Classical Studies builds on students' understanding of the ancient world through the in-depth study of significant historical events, influential people, literature, art and ideas from Greece and Rome. Students refine their research, analytical and essay-writing skills while exploring questions about leadership, power, identity, culture and human nature. The subject provides excellent preparation for a wide range of tertiary study and careers by fostering strong communication, critical thinking and independent learning skills. 

Computer science not just about coding (although that’s a big part of it). It’s about solving problems, creatively building things, and making the future happen. From designing video games to programming apps, computer science is the magic behind the tech you use every day.

In Year 13, students will extend their skills and challenge themselves even more. They'll be working largely on their own projects, both individually and collaboratively, while learning how to create the best possible outcomes for their users. As well as coding, design and development skills will be built upon.

In terms of where this will lead, Computer Science opens doors to careers in engineering, gaming, cybersecurity, app design, space exploration, and lots more. Plus, it’s one of the highest-paying and fastest-growing fields out there. Last year, our Year 12s and 13s went to SheTech 2025, to listen to women speaking about their work in different fields in digital technology, such as Google and Trade Me. It was exciting to hear about the variety of work that is out there for our young, tech-savvy women.

19 Credits Total: Assessments consist of 3 Internal assessments and 1 External exam. An optional second External exam is available.

Entry into Level 3 Scholarship is available upon request and at the teacher's discretion (DTG AS93604 or Technology AS93601).

In dance education, students learn to communicate through and interpret meaning from movement. Learning in Dance supports students to expand the ways they express ideas, feelings, values, and beliefs, as well as how they understand those of others. Students develop literacy in dance as they learn about, and extend their skills in movement, performance, and choreography. Education in dance promotes personal and social well-being by developing students' self-esteem, social interactions, and confidence in physical expression.    

Course Overview

Level 3 Dance is highly practical and builds on students' knowledge of dance established in Level 2 Dance. 

In this course, students will extend and refine skills, practices and use of techniques in a range of dance genres and styles. They will develop a concept and produce original dance works, using appropriate production technologies (lighting, sound and costume) to communicate choreographic intentions. Students will critically analyse, interpret and evaluate the artistic features and communication of ideas in professional dance works. 

Students will be given the opportunity to perform their own work on stage to an invited audience as part of the Dance Showcase in term three. 

Dance is a University Entrance approved subject. Students who are achieving high grades in Level 3 Dance will be given the opportunity to complete Dance Scholarship. 

There may be dance workshops delivered by local dance companies. There will also be an opportunity to watch a dance performance at the theatre. This may incur a cost of up to $40. 

Level 3 DVC focuses on supporting the emergence of the student’s own voice as a young designer through the independent application of their design knowledge and skills. Students will choose a spatial or product design focus for their portfolio. They will generate design ideas based on stakeholder needs, human factors and environmental considerations. If time permits, students may also opt into creating a presentation around their resolved outcome (internal A.S. 91628). This is a creative, challenging, portfolio-based subject that is mostly built on internal assessment. 

16 Credits Total: Assessments consist of 2 Internal assessments and 1 External assessment - all summative drawing portfolios. 

Entry into Level 3 Scholarship AS93602 and AS91628 (6 credits) is available upon request and at the teacher's discretion.

Digital Technologies enables students to undertake technological practice to create fit for purpose digital outcomes. Students will use complex techniques and skills and a range of tools and enhancements within the Microsoft 365, Adobe CS and VS Code, suites of software. Students will critically evaluate, communicate, and create a variety of digital outcomes in an innovative and ethical way, and will meaningfully engage with a range of wider community stakeholders to solve problems and produce outcomes. Students will use project management tools to develop the skills, knowledge and ability to adapt themselves to an ever-changing global environment. 

Digital media tools and software applications to develop an outcome include: design principles, computer graphics, graphic design, print design, desktop publishing, animations, rotating slideshows, web design, digital video, and audio. 

17 Credits Total. Assessments consist of 3 Internal assessments and 1 External exam. An optional Internal Achievement Standard is available for 6 credits.

Entry into Level 3 Scholarship is available upon request and at the teacher's discretion (AS93601).

This course continues exploring and building skills from the Year 12 course and applies these to more mature and sophisticated material.  

It is a practical course comprised of three performance assessments.  First, students will use expressive skills in a scene from a play. These skills are then used to perform a character in a production of a play for an audience. In the last assessment, students will choose a concept they wish to explore as the basis for creating an original devised drama. 

All work is done in pairs or a group, so students are required to be in attendance for 90% of the classes to be eligible for assessment. 

In the external examination, students will discuss a live performance they have seen during the year. 

The aim of this course is: 

• to understand that well-functioning markets are efficient but that governments may need to intervene where markets fail to deliver efficient or equitable outcomes. 
• to understand how the nature and size of the New Zealand economy is influenced by interacting internal and external factors.  

Students will build on their earlier study of Economics, using micro-economic concepts and models to explain the efficiency of markets, market failure and government intervention in the market. They will explore the current state of the New Zealand economy, the macro-economic influences on the economy, and government policy to achieve macro-economic goals.  

This course will enable students to attain a level of economic literacy and understanding that will allow them to develop a continuing and critical interest in contemporary economic issues and an awareness of the inter-relationships between economic, social and political events.

Year 13 Economics is a university approved subject and students may have the opportunity to sit the Scholarship Economics examination. Students will sit the Auckland University Economics Competition and may also have the opportunity to participate in the AUT Shadow a Leader Day. 

The L3 English course is designed to enhance enjoyment and confidence in reading, discussing, writing about, and presenting on increasingly complex texts and ideas.  Building on “showing understanding” (NCEA L1) and “analysing” (NCEA L2), L3 English emphasises “critically responding”, which involves deepening appreciation of the significance of a text in its context(s), as well as what we – the audience – bring to our interpretation of a text. 

In this course ākonga | students study at least one extended written text and one film, in preparation for writing literature essays in the external examination.  Practising critical thinking and presentation skills, ākonga script and present a seminar making connections between a studied text and three other texts. Further developing research skills and the formulation of an argument – and in preparation for tertiary study – ākonga write a literature essay informed by critical texts, such as reviews, documentaries, essays, articles and/or theory. 

We are proud that JOY is embedded in the English curriculum. Engagement with increasingly sophisticated texts and their contexts is a source of enjoyment and enrichment, and we look forward to a year of rich reading, viewing, thinking, kōrero and writing. 

In this course, students refine their research, planning, consultation, and problem-solving skills. Engaging in authentic design experiences with clients and stakeholders, addressing specific needs. The focus is on enhancing abilities in drawing, modeling, pattern making, and construction. Students also explore broader technological processes, including sustainability in production and the environmental impact of the fashion industry. Additionally, they practice costing and wholesaling products. Motivated and creative students can pursue a Technology Scholarship and participate in national design competitions. Student projects span costume design, fashion design, and interior product design. The research and development evidence gathered can be used for an external report, enabling students to gain endorsement. 

This course offers a selection of Achievement Standards, with a maximum of 22 credits available.

Entry to Level 3 Scholarship is available upon request and at the teacher's discretion (AS93601). 

Year 13 French is the culmination of 7 years of language learning and opens the doors to infinite possibilities.  At this stage, students are relative subject experts.  By the end of the year, students are able to give opinions and challenge others’ opinions in French on a variety of topics that are of interest to people of their age. At this level of French, we continue to give students more ownership in programme planning. If there is a particular interest or passion within the class, we endeavour to focus on this as a learning possibility in addition to proposed topics.  Usually, we look at one or to literature studies, aspects of French history (the Revolution and World War II) and global issues such as racism, discrimination and the environment. 

The skills of reading, speaking (both prepared and conversational), listening and writing are all covered and assessed throughout the year so that students are able to both understand and produce French language. 

Year 13 French is a year long course, 8 periods per cycle. 

Here is a short video of some year 13 students saying what they love about the course: Year 13 French

And here is a photo of Year 13 enjoying Galette des Rois for the Epiphany! 

Gateway opens a new pathway from school to employment/ on-the-job training or tertiary study by combining school study with work-based learning. Students attend a work placement one day a week during Terms 1 and/ or 2 and complete an individual learning plan of industry-based credits relating to their chosen area of work. Students will need to be proactive in organising work experience in an industry of their choice.

Career Opportunities: 

Architecture & Engineering, Design, Early Childcare, Education, Health, Hospitality & Travel, Media & Communications, Sport & Recreation and a wide selection of trades

13MAT - General Mathematics is for students who wish to continue studying Mathematics but are not planning to pursue further study or careers in heavily Calculus-based fields or in Statistics or Probabiity fields.

This course will provide a balanced course, similar to their previous years of study, that combines and strengthens their analytical, critical and algebraic thinking. It will extend students skills in graphing, trigonometry and higher level algebra. 

This course will be assessed through three internal and one external NCEA assessment standard. To support the work towards the external there will also be appropriate topic tests throughout the course.

Geography is the study of places as the home of people. To make sense of these places we ask: What is where? why there? why care? 

Year 13 Geography is designed to extend students' geographical thinking through the analysis of natural and cultural processes. Students will understand how people's diverse values and perceptions influence environmental, social and economic decisions across a range of contexts. Within the Year 13 programme students explore places and issues that reflect student interest.

Geographers think spatially. At Year 13 students apply this thinking by using maps, visual images and inquiry skills to show their understandings of the world around us. Fieldwork is an important part of Geography and students will attend a day trip to Omaha and Te Kohuroa - Matheson's Bay. 

This course is flexible enough to allow students to study Geography for the first time. 

Like all subjects in the Social Sciences Faculty, Geography equips students with knowledge and skills essential for navigating today's information-dense world. Students of Geography, History and Social Sciences are valued for their ability to engage with complex issues, understand perspectives and communicate compelling arguments. These subjects develop transferable skills in research, critical literacy and communication which are valuable in all future career pathways. 

The Year 13 Health course is designed to inform and challenge students to develop a deeper awareness of societal and global health issues. Students will explore the implications of these issues on individuals and communities, while also learning to make informed recommendations for future action.

Course Overview

The course begins with a Foundation Unit, which introduces the key underlying concepts of senior Health, including Hauora, Health Promotion, Attitudes and Values, and the Socio-ecological Perspective. These concepts are revisited throughout the year as students investigate both New Zealand and international health issues, analyse current health practices in New Zealand, and examine ethical issues relevant to society. Students are encouraged to think critically about the determinants of health and how these influence both personal and community wellbeing.

A strong emphasis is placed on developing the knowledge and skills needed to research health-related topics and to advocate for change in areas of concern. Students will engage with real-world issues, exploring strategies that influence policy and health promotion initiatives within the community. This approach allows students to better understand the broader impact of health decisions and to appreciate their role in creating positive change.

Students generally thrive on the opportunity to examine issues that affect wider society and value the chance to contribute ideas that could influence future practice. To support this learning, students are expected to complete work outside of class time, including researching and writing reports based on their findings.

For students seeking further challenge, there is also the opportunity to pursue Physical Education Scholarship. 

The Year 13 History course is designed to recognise the growing academic maturity of students and requires them to explore issues in more depth than at earlier levels. Students are expected to develop more extended, informed and convincing arguments in response to key historical debates. The course examines the influence of global forces like conflict and colonisation on the lives of individuals, the ways in which they responded, and how different historical narratives have influenced our understanding of the past. Contexts include the causes of conflict in the Middle East, New Zealand in the 19th Century, and students' own choice.

Subjects in the Social Sciences Faculty equip students with knowledge and skills essential for navigating today's information-dense world. Students of Geography, History and Social Sciences are valued for their ability to engage with complex issues, understand perspectives and communicate compelling arguments. These subjects develop transferrable skills in research, critical literacy and communication which are valuable in all future career pathways

The aim of 13CLC is to introduce and develop students’ mathematical understanding to Level 8 of the New Zealand Mathematics Curriculum. 

The course introduces advanced mathematical skills and concepts, in the areas of applying trigonometric methods, and equations & expressions using complex numbers. It includes further exploration of differentiation and integration methods. 

This course will be assessed through one internal standard and three external standards. To support the work towards the externals there will also be appropriate topic tests throughout the course. 

Level 3 Calculus is an extremely challenging and fast paced course. A strong background in algebra is necessary for success in this course. 

The aim of 13MAS is to introduce and develop students’ mathematical understanding to Level 8 of the New Zealand Mathematics Curriculum. 

The course involves carrying out investigations of phenomena using the Statistical Inquiry Cycle, conducting experiments, and analysing exploratory data and statistical inference. There are also aspects of linear algebra that are related to inequalities and optimisation. There will also be an opportunity to work with elements of chance. 

This course will be assessed through three internal and one external NCEA assessment standard. To support the work towards the externals there will also be appropriate topic tests throughout the course. 

Course Content 

Year 13 Media Studies builds on the teaching and learning in Year 12 Media to further examine the the relationships between the production of media and its audience, and the societies that contextualise both.

Topics taught include, but are not limited to: 

• Developments that have significantly changed the media we consume and the ways that we consume it 
• Short genre film-making 
• In-depth study of a media genre and its relationship to Western society

This course gives students the chance to specialise in the areas of interest they have in music.

Students can choose from a range of options to work toward over the course of the year including:

Performance (solo and group)

Composition & songwriting

Arrangement

Research

Please click HERE to see examples of previous classes' work!

This course will focus on promoting and encouraging students’ critical, reflective and creative thinking skills. Students will select their own research topic for the year. Students will be encouraged to use a range of Art materials including water-mixable oil paints, wet and dry drawing media and photography.

Level 3 Painting also gives students the opportunity to produce the material needed for entry into tertiary courses which require a portfolio of art work.

Skills covered: Drawing, Painting, Photography, Sculpture and Digital Media

In this course, students will build upon their photographic, technical and visual literacy skills learnt in Year 12 Photography. Students will develop their own photographic investigation - the choice of theme, approach, influences and format will be selected individually by students. Ability to work independently and to be self-motivated is essential. 

Skills taught: conventions of photography, manual photography - how to use your camera on manual, studio and natural lighting, Adobe Photoshop.

In Year 13 Physical Education, students will demonstrate both theoretical understanding and practical physical skills through a range of applied contexts. These include outdoor risk management, contemporary leadership (with active involvement in the Year 10 Camp), and biophysical analysis alongside training programmes designed to improve performance. Students are expected to work autonomously, think critically, and engage in comprehensive analysis in order to succeed.

This course is highly practical and places strong emphasis on full participation. Through their involvement in physical activities, students will develop skills that enhance their relationships with others while taking responsible personal action. A written component supports learning and enables deeper reflection and analysis.

Course Overview

Throughout the year, students will be encouraged to challenge ideas, think critically, and explore how different perspectives and assumptions can influence outcomes. They will undertake research and examine the interrelationship of sociological and biophysical factors in sport and physical activity. The course also provides opportunities for students to participate in an ongoing training programme in a chosen sport, where they will perform, analyse, and evaluate both their own and others’ movement.

Students will extend their knowledge of biophysical principles—including biomechanics, anatomy, physiology, sport psychology, and training methods—to enhance performance and inform their analysis. They will also explore the impact of sport-related issues on New Zealand society and examine how these influence participation and performance.

As part of their learning, students will analyse physical skills by breaking them down into component parts and applying biomechanical principles. They will use this analysis to provide effective feedback and identify relationships between different factors influencing performance. Students will also evaluate the effectiveness of performance improvement programmes by considering both biophysical and socio-cultural influences, making informed judgements, and suggesting justified modifications.

Practical performance is a key component of the course, with students expected to demonstrate a high level of skill and proficiency in activities such as kayaking or running. In addition, they will examine safety management in outdoor activities by exploring relevant issues, identifying influencing factors, and developing strategies to manage risk effectively, while also questioning existing practices.

Leadership is another important focus, with students investigating contemporary leadership principles and applying them in real contexts during the Year 10 Camp. Through research and reflection, they will evaluate the relevance and effectiveness of different leadership approaches in physical activity settings.

For students seeking further challenge, there is also the opportunity to pursue Physical Education Scholarship.

The Year 13 Physics course builds on the fundamental concepts studied at Level 2 and delivers a deeper understanding of the application of physics to the world around us. It will develop analytical and practical skills that are vital requirements in many careers. The topics include the mechanics of rotating systems, electrical systems and AC, waves and an introduction to modern nuclear physics.

Aims and Objectives of this course: 

• Students will deepen their understanding and appreciation of the Catholic Church.
• They will regularly participate in a wide variety of co-curricular areas around Religious Education such as retreats and Masses, and these will help to assist them in their faith development.
• Students will work on attaining 18 Achievement Standard Credits across the year and these credits can be used for subject endorsement and some L3 Literacy reading credits. 

 Topics taught in Level 3 Religious Education:

Students will complete three modules throughout the year which will provide them with opportunities to display and express the aims and objectives above. Each module covered concludes with a summative assessment contributing to NCEA Level 3. Each Achievement Standard is worth 6 credits.

 Students will:

• Present clear and accurate information when looking in depth at their topic.
• They will explore a wide range of key religious beliefs and understand how they relate to life today.
• They will focus on Christianity, the Bible, creedal and doctrinal Statements for developing understanding.
• They will use accepted Christian sources for referencing and will draw from Scripture, Magisterium and Tradition to support their understanding of each topic.

 BIOETHICS: 

This ethics topic will explore

• The ethics of Medicine and Medical Practices.
• Various Bioethical processes.
• The Catholic Church’s response to a Bioethical process.
• The implications of these ethical ideas on society.
• Using supporting evidence from a combination of Magisterium, Scripture & Tradition.

 CHURCH IN NZ: 

This Church history topic will explore

• The impact of the Second Vatican Council on the Catholic Church in NZ, especially for women.. 
• Examine important developments, issues, movements, and themes within the contemporary Church in NZ as a result of the changes made by Vatican 2.
• Reflect on opportunities and challenges facing the NZ Church of the future. 
• Using supporting evidence from a combination of Magisterium, Scripture and Tradition.

 MAKING MEANING: 

This philosophy topic will explore

• Questions and responses to existential questions of life and death. 
• Exploration of various philosophical movements.
• Comparisons between the Catholic Church and Secular Humanist responses to a range of questions.
• Using supporting evidence from a combination of Magisterium, Scripture & Tradition.

Social Studies aims to give students an in-depth understanding of the interactions between people and society. They will gain skills that will enable them to think critically and evaluate the society in which they live. The focus of Level 3 Social Studies is examining national and global social issues, people's responses and actions to solve these issues. Students evaluate and participate in social actions. 

Students of Social Sciences are valued for their ability to engage with complex issues, understand perspectives and communicate compelling arguments. This subject supports development of transferrable skills in research, critical literacy and communication which are valuable in all future career pathways. 

Supported study is designed for students who, for a variety of reasons, may require some teacher assistance during a supervised study time. This is how learning support is provided at senior levels. You will have access to a quiet space and a teacher to assist you with goal setting, study skills and preparation for assessments. During the year you will also be given academic guidance and in this way, this option line will be customised to focus on your needs. 

Year 13 Te Reo Māori builds on 6 years of language learning and the course offers plenty of opportunities for students to master communication in a variety of topics relevant to their age. At this stage, students are the subject experts and, in most cases, discover their unique style of language production and develop a secondary personality based on the way they communicate in Te Reo Māori. While there are a range of preset topics such as Te Hitori o Te Iwi Māori me te whakaorangatanga o te reo- The history of Te Iwi Māori and the revitalization journey of the language,Te Taiao- the environment and popular culture, students also get to explore specialised topics which are of interest in the internally assessed standards. By the end of the year, students are able to give opinions and challenge others’ opinions in Māori. At this level of language learning, we continue to give students more ownership in programme planning. If there is a particular interest or passion within the class, we endeavour to focus on this as a learning possibility in addition to proposed topics. Unlike the year 12 course, year 13 offers a world bigger picture scope through a Māori lens. Students explore the past, using past tense and past significant people to explore future tense and grammar as well as future topics.  

The skills of panui/reading, kōrerorero/speaking (both prepared and conversational), whakarongo/listening and tuhituhi/writing are all covered and assessed throughout the year so that students can. both understand and produce Te Reo Māori comprehensively and confidently. 

Year 13 Te Reo Māori is a year long course, 8 periods per cycle. 

This course is for senior students | ākonga who have English as an additional language and require English Language support. The aim is to build the language learner’s competence and confidence communicating in social situations as well as in academic study. The course integrates the skills of Speaking, Reading, Writing and Listening in a series of topic-based units that relate to the Aotearoa New Zealand Curriculum. An important focus is learning topic specific vocabulary as well as the 2500 most commonly used words. The course endeavours to tailor the learning and assessment to the learner’s language level. Ākonga are assessed against the most appropriate NCEA Levels 1-3 English Language Unit Standards, as well as one Level 1 English External Achievement Standard. Ākonga may be required to take this option for two years in order to prepare for Level 2 English, which prepares them for University Entrance Literacy.

This course is for senior students | ākonga who have English as an additional language and require English Language support. The aim is to build the language learner’s competence and confidence communicating in social situations as well as in academic study. The course integrates the skills of Speaking, Reading, Writing and Listening in a series of topic-based units that relate to the Aotearoa New Zealand Curriculum. An important focus is learning topic specific vocabulary as well as the 2500 most commonly used words. The course endeavours to tailor the learning and assessment to the learner’s language level. Ākonga are assessed against the most appropriate NCEA Levels 1-3 English Language Unit Standards, as well as one Level 1 English External Achievement Standard. Ākonga may be required to take this option for two years in order to prepare for Level 2 English, which prepares them for University Entrance Literacy.