John Paul College

This practical, skills-based course introduces students to the core foundations of Visual Art. The focus is on developing drawing techniques and extending these into painting, with opportunities to explore basic printmaking processes. Emphasis is placed on learning how to use materials effectively, understanding colour, tone, and composition, and building technical confidence through hands-on activities. This course provides a solid introduction to key art-making skills and prepares students for further study in Visual Arts at higher levels. A creative and practical foundation to art-making at JPC.

Business Studies

YEAR 9 BUSINESS STUDIES 2025
A focus on financial literacy


Financial Literacy is the ability to make informed and wise decisions regarding the use and management of money throughout your life.
In this option, you will study how culture and values shape goals which influence financial and non-financial decisions. Topics include money/currency, personal goal setting, spending, savings, budgeting and philanthropy.
Studying financial literacy improves your well-being by equipping you with the knowledge and skills to manage your finances effectively, make informed decisions, and plan for the future. It will also enable you to improve your financial well-being.
Students will also learn about the principles and practices of philanthropy and gain insights into the role of non-profit organisations in society. This knowledge equips them to become thoughtful, engaged citizens who can contribute to positive social change in their local community.

Year 9 Dance students begin their study of choreographic techniques, movement and dance styles. Specific concepts covered in Year 9 include applying the Elements of Dance and choreographic devices to their work.

This course is a combination of both practical and theory work so students must be prepared to research and create written responses to their own and others work as well as participate in the many practical tasks. Students also learn choreographic skills, collaboratively creating dances in groups and are given the opportunity to perform within the term in front of a public audience.

Design and Visual Communication

In Year 9 Design and Visual Communication (DVC) students learn the skills required to design Products and Spaces. This includes sketching, rendering, making paper models, and using basic software such as Google slides. Using  these skills, students first design their own Clothing Brand, followed by a treehouse that is suitable for their own backyard.

Digital Technologies

In this course, students will explore key areas of Digital Technologies through engaging, hands-on learning. They will develop skills in image manipulation, gain an introduction to fundamental computer science concepts, and learn the logic of block-based programming to solve problems creatively. Building on these foundations, students will apply Designing and Developing Digital Outcomes (DDDO) principles and follow the Engineering Design Process to plan, prototype, and create a vector-based game sprite as their final digital project. The course encourages innovation, critical thinking, and digital literacy, preparing students to become confident creators in an increasingly technological world.

At Year 9 Drama students are consolidating their learning in the elements, techniques and conventions of drama to develop and refine their performances. in this course students  will enhance their improvisation skills and create fully rounded characters in a scripted performance. They will be able to try the technology side of Drama creating and starring in a Movie trailer. The course ends with the chance to explore Greek theatre using chorus and masks. 

This subject is particularly recommended to students interested in the performing arts, and to those wishing to develop their confidence and their skills in communicating and interpreting drama.

9 English Language Support

This course is designed to enhance and strengthen students' English Literacy skills in reading, writing and understanding. Through targeted instruction and practice, it will support their learning across their core subjects. 

Students who are performing below their expected level in reading and writing and/or whose first language is not English, will be eligible for this course. 

Students will be separated into two classes for Literacy Needs or ELL, to ensure instruction is tailored to specific needs.

Food and Nutrition

Students will build on the knowledge they have gained within their 7 or 8 program. The duration of  the year 9 course is a trimester ( approximately 13 weeks). Key focus areas at this level are

* Food Safety - with a practical assessment component.

* Nutrition -  This will cover a variety of basic but important elements of Nutrition that are particularly relevant for young teens. Assessment for this will involve looking at their own lifestyles and relating nutrition to Hauora as well as a practical component where students are involved in making a food product to meet Nutritional guidelines and other specifications.

* Kitchen Science - Students will have an opportunity to create edible experiments to gain an understanding of how ingredients work together to produce outcomes. 

Material Technology

Material Technology is a practical-based course that provides the opportunity for student involvement in the design and development of their projects. Competency in the use of specialised equipment and tools is developed through the skills used in manufacturing these projects. Students will have the opportunity to use a range of tools, machines and joining process while working with a range of materials. Students will be introduced to computer aided design (CAD) software, and the Laser cutter to design and construct aspects of their projects. Safety procedures and the understanding of general workshop practices are essential learning for all courses in Technology.

In Year 9 Music, students explore the four main strands of the music curriculum through a mix of practical, creative, and listening activities. They learn to play either piano or guitar, developing basic practical skills and performing simple pieces for their teacher. Using online music software, students also create their own songs in a genre of their choice, focusing on texture and structure to understand how different layers and sections of music work together. The class investigates orchestral instruments, learning how they produce sound and fit into the wider orchestra. Alongside this, students build their knowledge of basic music theory, learning to read and understand notation systems and musical symbols. By the end of the course, they will have gained experience in performing, composing, listening, and understanding music in a range of ways.

Overview of Learning Goals

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

• Greet people and introduce themselves.
• Talk about family, pets, and descriptions.
• Describe school life and subjects.
• Express likes/dislikes and opinions.
• Talk about free time and hobbies.
• Understand and use basic grammar: noun-adjective agreement, verb conjugation (present tense), articles, question formation.
• Appreciate aspects of Hispanic culture (Spain and Latin America)

Week 1 – ¡Hola! Greetings and Introductions

• Topics: Saying hello/goodbye, asking “How are you?”, saying your name, age, where you’re from.
• Grammar: Subject pronouns, ser, basic question forms, gender of nouns.
• Activities: Role-plays, class survey, “Find someone who…” speaking game.
• Culture: Spanish-speaking countries map and flags.

Week 2 – In the Classroom

• Topics: Classroom objects, giving and understanding instructions.
• Grammar: Definite/indefinite articles (el/la/los/las), plurals.
• Activities: Label your classroom, Simon Says (¡Simón dice!), memory games.
• Culture: School routines in Spain.

Week 3 – Numbers, Dates & Birthdays

• Topics: Numbers 1–100, days, months, saying the date and your birthday.
• Grammar: Question words (¿Cuándo? ¿Qué? ¿Cuántos?).
• Activities: Class birthday chart, bingo, mini quiz.
• Culture: Celebrating birthdays and El Día de los Reyes Magos.

Week 4 – My Family and Pets

• Topics: Talking about family members and pets, describing people.
• Grammar: Possessive adjectives (mi, mis, tu, tus), tener, adjective agreement.
• Activities: Family tree project, “Guess who?” game.
• Culture: Family life in Spain/Latin America.

Week 5 – Describing Yourself and Others

• Topics: Physical and personality descriptions.
• Grammar: Adjectives and agreement, ser vs. estar.
• Activities: Create a “Who am I?” poster, matching descriptions.
• Culture: Famous Spanish-speaking people.

Week 6 – School Life

• Topics: School subjects, timetable, opinions.
• Grammar: Regular -ar verbs in the present tense, opinion phrases (me gusta / no me gusta / porque).
• Activities: Survey classmates’ favourite subjects, write a paragraph about your school.
• Culture: A typical Spanish school day.

Week 7 – School Rules & Facilities

• Topics: Talking about school buildings and rules.
• Grammar: Hay / no hay, tener que + infinitive.
• Activities: Design your ideal school, role-play: student vs. teacher.
• Culture: Comparing NZ and Spanish schools.

Week 8 – Free Time and Hobbies

• Topics: Sports, music, TV, weekend activities.
• Grammar: Jugar and hacer, frequency phrases (siempre, a veces, nunca).
• Activities: Class survey, create a “My Weekend” diary.
• Culture: Popular sports and pastimes in Spain.

Week 9 – Talking About the Weather and Seasons

• Topics: Weather expressions, seasons, clothing.
• Grammar: Hace / hay / está, revising adjectives.
• Activities: Weather forecast presentation.
• Culture: Spanish geography and climate.

Week 10 – Food and Drinks

• Topics: Meals, ordering in a café, expressing likes/dislikes.
• Grammar: Querer, gustar, partitive articles (un, una, unos, unas).
• Activities: Role-play a restaurant, menu design project.
• Culture: Tapas, mealtimes in Spain.

Week 11 – Revision & Mini Project

• Topics: Revision of all themes.
• Activities: Group presentations – “My Life in Spanish”, quiz competition, Kahoot.
• Assessment: Listening and reading comprehension.

Week 12 – Writing & Speaking Assessment

• Tasks:
  • Write a paragraph about yourself, school and hobbies.
  • Short oral presentation introducing yourself and your interests.
• Grammar review and self-assessment.

Week 13 – Culture Week / Fiesta

• Topics: Spanish festivals and traditions (La Tomatina, Día de los Muertos, San Fermín).
• Activities: Culture fair, cooking simple Spanish dishes, music & dance.
• Assessment: Cultural reflection poster.

Tēna koe e te tauira

Students will learn about integral components & kaupapa of Te Ao Māori, namely Whanaungatanga, Karakia, Waiata, Pepeha, Matariki, Kōrero Tuku Iho, Ngā Mātapono o Te Kura o Hoani Pāora and Te Reo basics through the essential strands that are Pānui, Tuhituhi, Kōrero & Whakarongo. This course will be taught in Reorua/bilingually.

Nā reira, kai ngā kahurangi o tō tātou reo, kia tika, kia ngātahi te hoe i tō tātou waka, kia eke panuku, kia eke tangaroa ki te kōeketanga e tika ana mōu.

Ngā akonga o Te Kura o Hoani Pāora, 

Kōkiri!

Wood Technology

Woodwork is mostly a practical-based subject where students will learn skills in using tools and machinery through the making of the given project. Understanding the design process and being able to evaluate their work will be taught. The Laser cutter will be used to enhance the projects made. Students will be required to follow safe workshop practices and use safety equipment when necessary.

This creative, hands-on course encourages the exploration and expression of ideas through drawing and painting while developing individual visual style. Colour, texture, and composition are explored alongside opportunities to extend learning through printmaking and sculpture, using a range of materials and techniques to bring ideas to life. Fun, engaging, and expressive, the course builds confidence, creativity, and problem-solving skills while preparing students for NCEA Level 1 Visual Arts. Ideal for those who enjoy making, experimenting, and thinking visually. Come ready to create and explore!

YEAR 10 BUSINESS STUDIES 2025

A focus on enterprise and economics

In this course, you will learn how whānau, communities, and organisations seek Hauora and economic growth through business, enterprise and innovation. 

Students will gain an understanding of how being entrepreneurial will empower them to participate in society by making informed financial decisions. This includes exploring the opportunities for innovation and enterprise. Taking this course will grow understanding of economic activity, including accounting and business practices.  

Students will plan, carry out and review work for their own start-up business as part of Year 10 Market Day.

Students should have a passion for Dance and be willing to step outside of their comfort zone. 

This course is a combination of both practical and theory work so students must be prepared to research and create written responses to their own and others work as well as participate in the many practical tasks. Students will gain a wide range of skills and knowledge throughout this course with a particular emphasis on Dance Elements and choreographic devices. Dance requires a great level of co-operation and group work so students who select this course will actively participate in small and large group situations. Students will communicate ideas and themes through movement and develop self-confidence. 

Design and Visual Communication

In Year 10 Design and Visual Communication (DVC) students learn the skills required to design Products and Spaces. This includes sketching, rendering, making paper models, instrumental drawing, and using software such as Google slides and Sketchup (For 3D modelling). Using these skills, students first design a Custom Drink Bottle, followed by a "Teenager's Sleep Out" that contains all the necessities for school life.

Digital Technologies

This course equips students with the skills and knowledge to progress into NCEA Level 1 Digital Technologies. Students will engage with intermediate-level computer science concepts, develop fluency in Python programming, experiment with 2D and 3D modelling and animation, and build competence in video and audio editing and game development. These hands-on units culminate in a teacher-assigned final project in which students integrate and apply the skills they have developed throughout the course. The course nurtures creativity, problem-solving, planning and technical confidence as students prepare for senior digital technologies pathways.

At Year 10 Drama students will build on their existing knowledge and skills in the elements, techniques and conventions of drama to develop and refine increasingly sophisticated dramas. If in the first rotation, students will perform a monologue, make a beginning foray into the world of Shakespeare, and establish improvisation skills. In the second rotation, students will be enrolled in a SpeechNZ examination, where they will perform a 10 min play, create a 10 minute devised piece with their classmates and learn the theory behind creatig a character.

Both rotations provide a solid foundation for the skills required in Drama at NCEA Level and helps students to develop their confidence and their ability in the Performing Arts.

Restricted numbers may apply.

10 English Language Support

This course is designed to enhance and strengthen students' English Literacy skills in reading, writing and understanding as well as prepare them for the Co-requisites. 

Through targeted instruction and practice, it will support their learning across their core subjects. 

Students who are performing below their expected level in reading and writing and/or whose first language is not English, will be eligible for this course. 

Students will be separated into two classes for Literacy Needs or ELL, to ensure instruction is tailored to specific needs.

Food and Nutrition

The duration for the year 10 program is one semester (half year). The program at year 10 will consist of

* Food Safety. Students will broaden their knowledge of a variety of food borne illnesses and prevention, with a practical assessment component to demonstrate knowledge and a mini research project.

* E Kai Maori  - This involves students being able to  reconnect with classical Maori food, whakapapa, tikanga, practices of foraging, cooking, presenting and eating traditional foods

*Students will explore the design process to come up with a burger to meet a set of specifications outlined by NZ Beef and Lamb. There could be an opportunity to enter their Burger into the associated competition.

Material Technology

Materials Technology is a half-year course that prepares students for entry to the Level 1 NCEA Technology and Mechanical Engineering courses. The programme is practical-based and provides the opportunity for student involvement in the design development of both group and individual projects. Competency in the use of specialised equipment and tools is developed through the skills used in manufacturing these projects. Students gain significant experience in metal fabrication and welding, techniques, hand tool use and various other machines. Students will have the opportunity to use computer aided design (CAD) software, and the Laser cutter to design and construct aspects of their projects. Safety procedures and the understanding of general workshop practices are essential learning for all courses in Technology

In Year 10 Music, students continue to develop their skills across performance, composition, theory, and music understanding. They learn to perform complete songs on their chosen instrument, (piano or guitar for those not already taking lessons) presenting short pieces to a small group of classmates as their audience to build confidence and performance experience. Using online music software, students compose their own songs with a focus on creating effective melodies and chord sequences. The class also explores music in context, with each student selecting a favourite artist or band to research and analyse, learning about their style, influences, and place within a musical genre. Music theory knowledge is extended and refined, preparing students with the understanding and skills needed for reading music to play their instrument, as well building readiness for NCEA Music the following year should they choose to continue with the subject.

Step into the exciting world of digital creativity, where art and technology come together. This course focuses on developing digital art-making skills using Adobe Photoshop and Illustrator. Students explore drawing, photography, and digital collage through practical projects that introduce key design principles such as layout, composition, and colour. Opportunities to use DSLR cameras in studio photography help build confidence in lighting and image capture. The course also includes elements of paper crafting and construction, allowing ideas to move from digital concepts into tangible forms. Engaging and skill-focused, this course prepares students for NCEA Level 1 Design and Photography. A dynamic introduction to digital and creative design.

This course is for half a year (ie 2 terms).  Prior learning could include study at Year 9 the previous year.  The course outline is potentially as follows. 

Unit 1: ¡Hola de nuevo! (Weeks 1–3)

Themes:

• Greetings, introductions, personal information
  
  
• Talking about family and friends
  
  
• Describing appearance and personality
  
  

Grammar:

• Present tense of ser, tener, llamarse
  
  
• Adjectival agreement and word order
  
  
• Possessive adjectives
  
  

Skills:

• Listening: short introductions
  
  
• Speaking: role-plays and pair interviews
  
  
• Reading: profiles of teenagers from Spanish-speaking countries
  
  
• Writing: personal description
  
  

Project idea:
 Create a digital or poster “Mi perfil” introducing yourself.

Unit 2: Mi tiempo libre (Weeks 4–6)

Themes:

• Hobbies, sports, technology, and social media
  
  
• Expressing likes/dislikes
  
  

Grammar:

• Regular -ar, -er, -ir verbs in present tense
  
  
• Me gusta / me encanta / no me gusta + infinitive
  
  

Project:
 Class survey on free-time habits; present results in Spanish.

Unit 3: Mi rutina y el colegio (Weeks 7–10)

Themes:

• School subjects, opinions, timetable
  
  
• Daily routine and time expressions
  
  

Grammar:

• Reflexive verbs (me levanto, me acuesto…)
  
  
• Time expressions (a las ocho, por la mañana)
  
  
• Sequencers (primero, luego, después)
  
  

Cultural focus:
 Compare school life in Spain and New Zealand.

Assessment:

• Speaking: describe a typical day
  
  
• Writing: paragraph about school life
  
  

(Weeks 11–20): “El mundo a mi alrededor”

Unit 4: En mi ciudad (Weeks 11–14)

Themes:

• Describing your town and neighbourhood
  
  
• Giving and understanding directions
  
  
• Places in town, transport
  
  

Grammar:

• Hay / no hay, estar
  
  
• Prepositions (al lado de, entre, delante de…)
  
  
• Near future (ir a + infinitive)
  
  

Project:
 Create a tourist brochure or map for your town in Spanish.

Unit 5: La comida y las costumbres (Weeks 15–17)

Themes:

• Food, meals, and eating out
  
  
• Spanish-speaking food culture
  
  

Grammar:

• Using querer and preferir
  
  
• Ordering in a restaurant
  
  
• Introduction to simple past (comí, bebí, fui)
  
  

Activities:

• Menu design project
  
  
• Spanish-style tasting or cooking demo
  
  

Unit 6: ¡Vamos de vacaciones! (Weeks 18–20)

Themes:

• Holidays and travel experiences
  
  
• Weather, transport, accommodation
  
  

Grammar:

• Simple past of ir, ser, hacer
  
  
• Porque / cuando / si to link ideas
  
  
• Revision of ir a + infinitive for future plans
  
  

Project:
 Write and present a short holiday diary or travel vlog in Spanish.

Tēna koutou e te tauira

Ko te reo Māori te kākahu o te whakaaro, te huarahi i te ao tūroa. 

By learning te reo and becoming increasingly familiar with tikanga, Māori students strengthen their identities, while non-Māori journey towards shared cultural understandings. All who learn te reo Māori help to secure its future as a living, dynamic, and rich language. As they learn, they come to appreciate that diversity is a key to unity. 

Te reo Māori underpins Māori cultural development and supports Māori social and economic development in Aotearoa New Zealand and internationally. Understanding te reo Māori stretches learners cognitively, enabling them to think in different ways and preparing them for leadership. 

By learning te reo Māori, students are able to: 

• participate with understanding and confidence in situations where te reo and tikanga Māori predominate and to integrate language and cultural understandings into their lives; 
• strengthen Aotearoa New Zealand’s identity in the world; 
• broaden their entrepreneurial and employment options to include work in an ever- increasing range of social, legal, educational, business, and professional settings. 

Ko te manu e kai ana i te miro, nōna te ngahere. Ko te manu e kai ana i te mātauranga, nōna te ao. Ko te reo te mauri o te mana Māori.

The New Zealand Curriculum

Wood Technology

This is a practical-based course that prepares students for the senior school. At Year 10 students develop their skill in the use of hand tools, power tools and some fixed machinery. Study will explore materials and their properties, their suitability and selection for project construction as well as learning about general workshop practice and safety. In the senior school this subject leads to NCEA and is useful beginning for wood and building trade-based courses and lifelong skills they will be able to use in the future.

Senior English Language - Level 1

This is an English language course for student from non-English-speaking backgrounds, who are beginner or elementary users of English. This is a multi-level class where students will develop their listening, speaking, reading, writing skills through a range of activities. They will increase their range of grammar, vocabulary and phonology through theme-based topics.

Level 1 Mixed Media Art is a vibrant, hands-on subject that encourages creativity, experimentation, and visual storytelling. Students engage with a wide range of media including drawing, painting, printmaking, and mixed media. Emphasis is placed on developing original ideas, learning new techniques, and building confidence in visual expression. Students don't have to be a confident artist but should enjoy sketching, this course is about exploring  ideas, building new skills, and developing your creative voice.

Students will learn how to research artists for inspiration, tell stories visually, and create artworks that connect to their own identity and environment. Students will explore both contemporary and traditional approaches to art, including Māori and Pākehā art practices. This class will also take part in trips to local sites that help spark ideas and give context to student's work — connecting their art to real-world places, people, and stories.

Success in this course requires commitment, creative risk-taking, and effective time management.

Commerce is a new subject specifically designed to cover the basics of Economics, Business Studies and Accounting in order to prepare students for future study in these subjects at Level 2, if offered. Up to 20 credits will be offered through a study of local businesses which could include Te Puia, Rotorua Canopy Tours, Mitai Maori Village, Rotorua Mountain Bike, or Hells Gate. 

The focus will be on: 

• How financial decisions are made 
• How businesses set their prices 
• What would cause prices to change 
• How the sectors of the economy interact with each other and how events can affect the sectors. 

The standards offered can be completed by running a group or class business or studying an existing business. The class will be involved in deciding which option is chosen.

Dance is an embodied language. In dance education, ākonga learn to communicate through movement and interpret meaning from movement. Learning in Dance supports ākonga to expand the ways they express ideas, feelings, values, and beliefs, as well as how they understand those of others. Ākonga develop literacy in dance as they learn about, and extend their skills in movement, performance, and choreography.

Dance is a way of strengthening relationships. Personal experiences and identities are valid and valued components of learning in Dance, which supports whanaungatanga. 

Working as a collective emphasises core values of fa'aaloalo/faka’apa’apa, aro’a, tautua, and kuleana, which nurture vā in learning spaces. These values are fundamental to positive learning experiences that will support ākonga in Dance. Dance supports ākonga to develop relational skills they can take beyond the learning environment, such as collaboration, communication, teamwork, and problem-solving. 

At the same time, ākonga will also develop confidence and a deeper awareness of their own identities.

Dance is always evolving as innovations develop from or alongside dance forms and practices. Dance can be seen as a social and historical artefact reflecting the culture from which it descends.

Design and Visual Communication is about the interrelated strands of design thinking, visual communication, and design heritage. Design encompasses the ideation, exploration, progression, and communication of design ideas into potential outcomes that serve a specific purpose, provide innovative possibilities, and can be informed by design heritage and a designer’s perspective.

Digital Technologies (DGT) and Computer Science (CS) Level 1 is a dynamic four-term program that immerses students in the world of computer programming and game development. Beginning with an intensive six-week Python course, students build a strong foundation in programming fundamentals.

Transitioning to game development in Term 2 using Godot, a cross-platform game engine for developing 2D and 3D games. Students will design and develop 2D games while exploring storytelling, game-level design, and character creation. The curriculum encourages students to draw inspiration from New Zealand’s emerging game development community, fostering cool and creative ideas. Term 4 focuses on finalising projects and preparing for the DGT Common Assessment Task (DCAT) Exam, providing a holistic understanding of digital technologies through hands-on experience and practical assessments.

This course is designed to develop competent Drama students.

Drama students demonstrate high engagement, empathy, and courage in their learning because it allows them to have fun while taking creative risks within a safe environment. They quickly learn that they are responsible for themselves and for others.

The collaborative, creative process of drama develops learners' skills in giving and receiving constructive feedback. Drama students learn to share, develop, and extend ideas to realise a shared goal and serve the intention of the drama.

Through participating in, and responding to, drama, learners develop confidence in expressing their ideas as they seek to communicate with a variety of audiences and thereby influence society.

Te toi whakairo, ka ihiihi, ka wehiwehi, ka aweawe te ao katoa- Artistic excellence makes the world sit up in wonder

This English course will explore the use and enjoyment of the English language, communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of forms. It is creative and critical, receptive and productive. In Aotearoa New Zealand, the study of English incorporates mātauranga Māori and considers our place in the Pacific.

Materials and Processing Technology (Food) is a hands-on, creative subject that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. The practice of technology is grounded in intervention by design and ākonga will have multiple opportunities to demonstrate this.

Geography is the study of people and places and the interactions between the cultural and natural world. Geography considers how the natural and cultural world changes over time and how different features are arranged on the earth's surface. 

In Level one Geography, students will explore an environment using data, focusing on the natural processes operating within it. Students will consider a spatial pattern in relation to tourist attractions in Rotorua. 

The external assessment will focus on different perspectives connected to a contemporary issue facing Aotearoa or the wider Pacific region. 

Throughout the level one course, students will learn the foundational geographic skills connected to mapping, graphing, data interpretation and modelling. 

Level one Geography encourages students to think critically and to explore the world through a varied lens. 

Through Health Studies students can learn about how actions can enhance hauora, as well as exploring ways to manage change situations that impact it. They learn that hauora is more than a matter of personal choice and individual responsibility and explore the impact of health issues not only for themselves but for interpersonal relationships, whānau and their communities. This learning helps students develop strategies to strengthen their identity and self worth and foster healthy relationships.

History provides an opportunity for akonga to knot together the following three strands: 

• Understand how our histories are shaped 
• Understand how these histories influence their understanding of both themselves and the world around them and 
• Gain a number of transferable skills which they can take out into the wider world, Central to these is mana. Mana is seen as the concept that underpins the teaching of History in Aotearoa as the power, authority and respect associated with a person, group or object is a driving force behind many historical events.

History in Level 1 aides in students ability to gain Level 1 Literacy. 

Learning Support

Materials and Processing Technology (Metal) is a hands-on, creative subject that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. The practice of technology is grounded in intervention by design and ākonga will have multiple opportunities to demonstrate this. 

Materials and Processing Technology (Wood) is a hands-on, creative subject that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. The practice of technology is grounded in intervention by design and ākonga will have multiple opportunities to demonstrate this.

This course is designed for students who are progressing in Mathematics but find Algebra challenging. The course focuses on developing skills in statistics, number, measurement, and context-based problem solving. It does not cover algebraic reasoning to the level required for progression to Mathematics with Algebra in Level 2 or Calculus in Level 3.

This course provides a solid foundation for further study in Level 2 Mathematics and Level 3 Statistics.

Mathematics with Algebra is designed for students who are confident and capable in Mathematics. It provides a strong foundation in both algebraic reasoning and statistical thinking, covering all strands of the Mathematics curriculum.

This course prepares students for further study in Level 2 Mathematics with Algebra, and potentially Level 3 Calculus and/or Statistics.

Music at NCEA Level 1 encompasses the four strands of the curriculum, developing musicians holistically in areas of performance, composition, aural skills and understanding music in context. We build on the foundation skills from the junior program to extend students' knowledge of music theory, writing original music and performing to an audience.

Through music, ākonga can develop a deeper understanding of themselves, and explore different contexts and kaupapa. Music can be a waka for ākonga to connect with their whakapapa and engage with contexts, spirituality, emotions, and the ideas of others. They can build confidence as artists by bringing their own experiences and cultures to their music making.

This new creative, technology rich course focuses on Digital Media Art. Students will learn through instruction how to use their camera’s basic functions, compose their photographs and edit photographs in Adobe Photoshop. They will also learn how to generate their own original drawings and translate these into designs using and Adobe Illustrator (vector). Students don't have to be confident artists but should enjoy being creative. This course is about exploring ideas, building new skills, and developing your creative voice.

Students will learn how to research artists for inspiration, tell stories visually, and create artworks that connect to their own identity and environment. Students will explore both contemporary and traditional approaches to art, including Māori and Pākehā art practices. This class will also take part in trips to local sites that help spark ideas and give context to student's work — connecting their art to real-world places, people, and stories.

Success in this course requires commitment, creative risk-taking, and careful time management.

This is a great base course to start our Senior Sport Science students pathway in NCEA Physical Education. It covers all the important theoretical and practical aspects of Sport Science and Physical Education required to gain full Level 1 PE credits that go towards our students' NCEA qualifications.

We offer a full NCEA credit course with practicals involved in the teaching of the topics.  Please note this is not a 100% practical course and classroom based theory is a component of the course.  

This course encourages learners to develop:

• knowledge, skills and understanding of a range of relevant physical activities
• ability to plan, perform and evaluate physical activities
• understanding of effective and save performance
• understanding of the role of sport and physical activity in society
• great foundation for advanced study
• enjoyment of physical activity

This course is predominantly practically based with some theory. 

Students will develop

•  knowledge and skills to plan, apply strategies, perform and evaluate relevant physical activities. 
• understanding of effective and safe performance 
• enjoyment of physical activity

This course looks in depth at multiple curriculum topics, which involve looking at the history and origins of the Catholic Church, central beliefs of the Catholic Church and ethical issues that the Catholic Church may respond to. Three major topics will be taught across the year. The fourth topic will be taught with the external assessment being optional.  The three main topics focus on the the call of the Gospel, one around our Religious Community, and one around how we respond to Social Issues.

For each topic taught students will have six to seven weeks of class lessons followed by one to two week assessment period. All year 11 students are expected to sit at least three Achievement Standards offered at level 1 NCEA in Religious Studies. This will be the two internal standards.  They may choose to sit one, or both, of the externally marked assessments. It is important that students write in their own words and do not repeat the teacher notes. The National Moderator regards this as plagiarism; all sources, including these, must be acknowledged. To assist in this, students will be allowed to use a planning/revision sheet and bible during the internal assessments. The sheet should be handed in with the completed assessment and should not be copied from another student.

Why Science?

Taking a Science course in Year 11 is a great way to build your understanding of how the world works. Whether it's exploring the building blocks of matter in chemistry, uncovering the laws that govern forces and energy in physics, or learning how living things function in biology, Science helps you make sense of everyday life. This course will give you a solid foundation in all three areas, open up a wide range of future career paths, and sharpen your critical thinking and problem-solving skills—useful no matter what you do next.

This course consists of one internally assessed standard and two externally assessed standards. 

We strongly recommend taking this course, if you are thinking about taking Level 2 Physics in Year 12.

Why Science?

Taking a Science course in Year 11 is a great way to build your understanding of how the world works. Whether it's exploring the building blocks of matter, learning how living things function, or understanding how traits are passed on in families,  Science helps you make sense of everyday life. This course will give you a solid foundation in Science, open up a wide range of future career paths, and sharpen your critical thinking and problem-solving skills—useful no matter what you do next.

This course consists of two internally assessed standards and one externally assessed standard. 

Level 1 Social Studies focuses on people; who they are, what they do and how they respond to change. This course offers students an opportunity to gain a deeper understanding of the issues facing their community and society at large. Students will have the chance to build their capacity as agents of change. The skills and knowledge they will gain in this course will enable them to participate in society as ethical, informed, confident and responsible citizens. This course is flexible and can easliy be adpated to current events and student interest. 

There are also 15 Literacy Credits available through this course. 

This course introduces students to the foundational skills needed to communicate in Spanish in everyday situations. This course focuses on developing students’ abilities in listening, reading, writing, and speaking, while also deepening their understanding of Hispanic cultures.

Students will learn to:

• Exchange personal information and express opinions
• Understand and use common vocabulary and grammatical structures
• Read and interpret texts on familiar topics
• Write short texts for practical communication
• Explore cultural practices, traditions, and values in Spanish-speaking communities

Assessment includes a combination of internal tasks (such as writing and spoken interactions) and external exams (listening and reading comprehension). By the end of the course, students will be able to communicate about themselves and their world with increasing confidence and accuracy in Spanish. This is an ideal starting point for those wishing to continue with Spanish at higher levels.

Te Ao Haka

Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.

Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.

Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.

L1 Trades

Year 11 students with an excellent attitude, attendance and a desire to follow a trade career path may apply for a place (one day a week) on Trade Academy, in consultation with parents and the Dean. Trade Academy in Rotorua is based at Toi Ohomai. Units and courses are subject to change. This programme offers students the experience of hands-on, work relevant, learning that provides a strengthened pathway to apprenticeships, employment, or further trades training. This programme is funded through the MoE, so it is a free study option for students to develop trades skills and knowledge that support their pathway of interest. Applications are approved firstly by the students' school Careers Department. Courses open to change, but in 2025 the following courses were offered: Hairdresser Foundation, Electrical Foundations, Automotive, Construction, Agriculture, Mechanical Engineering. 

NCEA Taumata 1 / Level 1 Te Reo Māori

Ko tōku nui, tōku wehi, tōku whakatiketike, tōku reo.

My language is my greatness, my inspiration, that which I hold precious.

Te reo Māori is the key to understanding the Māori world. Te Reo Māori lays the foundation of communicative skills and cultural knowledge to enable students to be bilingual and bicultural with an appreciation and consideration of a Māori worldview. 

Te Reo Māori is a national language of New Zealand therefore future pathways for proficient speakers of Te Reo Māori are: Tour guide, News Reporters, Translators, Cultural advisors, Teachers, Radio Station DJ’s, composers, managers, Ambassador of New Zealand.

Nā reira, kai ngā kahurangi o tō tātou reo, kia tika, kia ngātahi te hoe i tō tātou waka, kia eke panuku, kia eke tangaroa ki te kōeketanga e tika ana mōu.

Ngā akonga o Te Whare Tapere o Hoani Pāora, Kōkiri!

Pūhoro chooses to acknowledge mātauranga Māori within this scientific acronym, not to state that mātauranga Māori belongs with STEM, but to categorically declare, in fact, that STEM exists within Mātauranga.

‍Mātauranga Māori offers unique perspectives throughout all of the STEM disciplines, as well as consistent perspectives on issues relating to sustainability, environmental stewardship and the health and well-being of others. By empowering rangatahi to take up STEMM pathways and bridging the underrepresentation gap in the STEM workforce, Māori can feel inspired and supported to demonstrate the interconnections between mātauranga Māori and modern science. The integration of mātauranga Māori and STEM enriches both, while simultaneously empowering rangatahi Māori in building a more meaningful connection to the STEMM workforce.

Pūhoro is committed to creating impactful programmes that integrate mātauranga Māori with STEM. The goal is to create opportunities and pathways for Māori into the STEMM workforce successfully. To achieve this, Pūhoro offers practical learning experiences, guidance from mentors, and access to valuable resources and inspiring role models. Throughout all these efforts Pūhoro remains rooted in our strong connections to Te Ao Māori, paving the way for a more sustainable future.

Senior English Language - Level 2

This is an English language course for students from non-English-speaking backgrounds, who are at intermediate level English.

 In a multi-level class, students will develop their listening, speaking, reading and writing skills through a range of communication activities. They will increase their range of grammar, vocabulary and phonology through theme-based topic study. Students will also have opportunities to learn about New Zealand culture, prepare for external exams.

Gateway

The Gateway Programme gets students work-ready and gives senior students the opportunity to explore an occupation of interest to them. Students gain work experience, and industry related NCEA credits through the Gateway programme, and strengthen pathways to further education, training or employment.

Gateway students are required to gain (on average) a minimum of 20 credits throughout their placement. Whenever possible unit standards will be designed around each individual student and their specific place of work and will also contribute towards their achievement in NCEA. They will also be required to achieve NCEA requirements within the school curriculum. If students are to move into tertiary studies, whether an apprenticeship, or at a tertiary education organisation, NCEA academic requirements need to be kept up to date.

Students usually go out on placement one morning/day a week for around 8 weeks. This is flexible around your needs and those of the employer, i.e. you may wish to do a placement during the school holidays to suit your academic timetable. PPE may be needed, i.e. boots, builder's apron, overalls - this can be borrowed from the Careers Department for the duration of your placement. 

Some of the placements in 2025 include primary teaching, mechanic workshops, hair salon, equestrian, electrical, retail, vet clinic, performing arts centre, farming, landscaping, wildlife park, engineering and architecture. 

An interest in Physical Activity and Sport. This is both a theoretical and practical course.

This course covers the following:

• Practical activities
• An outdoor excursion involving tramping
• Risk management
• Planning and implementing an event or activity 

N.B. This is not a 100% practical course and classroom based theory is a component of the course.

Activity Based Learning involves the study of outdoor pursuits, the development of interpersonal skills, safety in the outdoors, personal qualities, including leadership opportunities and personal success.

By completing the course students also develop:

Interpersonal Skills,

Leadership Skills

Resilience

Problem Solving Skills

Team Work

This course has a large practical component.

• High and low ropes
• Climbing
• Tramping
• Camping
• Bushcraft/outdoor skills
• Navigation skills
• Mountain biking

Why Biology?

Biology is at the centre of all life and students explore the living world, its ecology, plant and animal life processes, evolution, and relationships between biology and technology. Through this study, students gain an understanding of themselves, the world, and how organisms survive and live together. They also develop essential scientific knowledge, methods and techniques. From here, ākonga are able to analyse scientific information effectively and discuss the wide range of implications science has on our world, including medical and environmental issues. Biology is a broad interest subject and is important for careers in a variety of areas, from health to forestry and zoology. 

The biological sciences have never been more important for preserving New Zealand’s economic prosperity and the natural biodiversity of our islands in the face of global threats such as climate change and population growth. Discovery in the biosciences has advanced at breathtaking speed. This has led to a new generation of therapies in health and medicine, sustainable consumer-focused products in ag-biotech industries, and novel strategies for the protection of fragile ecosystems.

The Level 2 Biology course enables students to gain an understanding of fundamental living world concepts to prepare them for further biological study. This course includes an in-depth look at inheritance and other factors that influence the phenotypes of organisms. It introduces the biological processes that affect the expression of genes and how life processes occur at the cellular level.  Students will have the opportunity to research how different organisms have adaptations for life processes that allow them to survive successfully in their habitats. If you are interested in understanding how we evolved, finding out how cells carry out so many different processes in a seemingly effortless fashion, tracking down natural resources, the true impacts of pollution on the natural world, or animal care and conservation programmes, to name a few, then this is your subject.

Level 2 Business Studies explores how  businesses operate and respond to challenges in a dynamic environment. Students will investigate key internal functions such as human resource management, financial forecasting, and strategic decision-making. This course is designed to build critical thinking, problem-solving, and financial literacy skills through both theoretical study and practical application.

Students will also explore how businesses remain viable in a changing world by examining motivation theory, future-proofing strategies, and cash flow forecasting.

There is a need to provide courses for students who wish to prepare themselves for the practical world of the workplace, Trades Training and Apprenticeships.One of the main aims of this course is to send students into employment ready to work. All activity in the classroom is geared to this goal. This course is industry focused rather than an academic approach. Throughout the year other Industry-Based courses will be offered through outside provider other providers. Mrs Hewitson co-ordinates these courses. Students can achieve credits for these courses.

Course Objectives

This course is designed for students who would like to gain valuable employment skills. A wide range of outside courses will be offered especially in Health & Safety and Customer Service.

Why Chemistry?

Chemistry is a central science that helps us understand the world at a molecular level—from how medicines work in the body to how materials are made and energy is produced. Choosing Chemistry in Year 12 opens doors to a wide range of career pathways, including health sciences (like medicine, nursing, and pharmacy), engineering, environmental science, forensics, food technology, and more. Even if you're not sure of your future plans, studying Chemistry builds strong problem-solving and analytical skills that are highly valued in many fields. It's a subject that challenges you to think deeply and rewards you with a deeper understanding of how the world works.

Level 2 Classical Studies

Students will examine the history and influences of Classical world through a range of case studies including an introduction to Greek mythology, the Trojan war, Roman society, politics and the assassination of Julius Caesar. Students will analyse primary classical evidence to identify and explore significant ideas, events and influences of the classical world. This course will develop students’ knowledge and understanding of the classical world as well as their academic research and writing skills and will lead to level 3 Classics.

This course is designed for students who are competent dancers. Students will learn performance and choreography skills together and individually. Students will learn to critically analyse all areas of dance performances. They will learn in-depth knowledge of the history of several dance genres. This course enhances students’ creativity, confidence, co-ordination, fitness and teamwork.

Design is a super creative, technology rich version of Graphic Design. This course is aimed at students who have a passion for visual presentation; whose work always has creative headings and borders; whose posters are always a source of pride. This course will teach students how to develop their work digitally and professionally.

Level 2 Design offers students an introduction into designing logos, posters, character design and more. They will learn how to generate their own, original ideas and images. Students will be taught how to translate their drawings and photographs into designs using both Adobe Photoshop (pixels) and Adobe Illustrator (vector). Their work will be presented in a portfolio at the end of the year.

Careful time management is critical for this course.

Digital Technologies (DGT) and Computer Science (CS) Level 2 equips students with advanced skills and knowledge in digital technologies, preparing them for further studies or careers in the dynamic digital sector. Students will explore key areas of digital development, including:

• Advanced digital media creation, such as developing 2D or 3D games or designing websites using HTML and CSS.
• Advanced programming techniques using Python.
• Advanced processes to design and develop innovative digital outcomes.
• Understanding and applying fundamental computer science concepts.
• Showcasing their learning journey and digital outcomes through a professional portfolio.

This course is designed to develop competent Drama students. Students will undertake a course of study that will enable them to engage with and enjoy drama in all its varieties, understand, respond to and use relevant acting techniques and production skills.

This is a performance class, and students will be expected to perform their work to the public in a Scripted Production. Students will identify drama as part of everyday life and recognise that it serves a variety of purposes.

Te toi whakairo, ka ihiihi, ka wehiwehi, ka aweawe te ao katoa- Artistic excellence makes the world sit up in wonder

Level 2 Earth on Edge

If you're interested in the powerful natural forces that shape Aotearoa - volcanoes, earthquakes, and tsunamis - this course is a great choice. Through hands-on investigations such as lava flow experiments and real-world examples like the 1886 Tarawera eruption, you’ll build science capabilities in investigating, interpreting data, using evidence, and communicating ideas to understand the impact of natural hazards. This subject is ideal for students pursuing careers in geology, hazard management, engineering, conservation, and urban or environmental planning.

This course has a macroeconomic focus and covers a variety of current economic issues - including employment, growth, inflation and New Zealand government policies. Students will explore important issues that affect all people in New Zealand and study is based on contemporary New Zealand examples. In Accounting, the students will be preparing Financial Statements. This involves the recording of financial information on an accrual basis, using the perpetual inventory system. Adjustments to record assets and liabilities on balance day are made and reported using financial statements.

Whether you're a future university student or heading into the workforce, Level 2 English at JPC has a course tailored to help you succeed in the real world. 

Why does English still matter?

Because universities — even for sciences, engineering, medicine, or law — often expect strong English results.
To gain University Entrance (UE), you’ll need at least 10 UE Literacy credits (5 in reading + 5 in writing).

Examination English (EEN)

For confident students aiming for Level 3 English, Scholarship, or University Entrance.

You’ll need to have passed at least two external standards at Level 1 to enrol.
This course will push your writing, reading, and analysis skills to the next level.

Perfect for students who:

• Enjoy reading and writing
• Think critically and communicate clearly
• Are university-bound

Course Objectives – What You’ll Gain

No matter which course you’re in, you’ll:

• Engage with language in all its forms
• Learn to understand and respond to ideas in oral, written, and visual texts
• Develop skills to communicate clearly, creatively, and confidently

NOTE: Students who do not gain 10 literacy credits at Level 1 must select Applied English Level 2.

Real Skills. Real Confidence. Real-World Ready.

This course is designed for students who might be looking to continue on a practical learning pathway with a focus on workplace communication and applied skills.

This course will offer Assessment Standards that will count towards University Entrance literacy credits, but full UE credits can be attained from standards from other courses.

What makes this course a great fit?

• It builds confidence in everyday communication – both spoken and written
• It offers practical, achievement-based standards with real-world relevance
• It provides a pathway for students who want to earn additional English credits without the pressure of external exams

If you're ready to strengthen your skills, boost your confidence, and prepare for life after school, this course is a smart step forward.

Faith in Action

If you wish to take this, request an exemption and we will review it and switch from your 12RED selection.

In accordance with the requirements of the Special Character of the College, all Year 12 students will study Religious Education. All units studied will contribute towards the award of the National Certificate of Education, Level 2.

The focus of Level 2 Faith in Action is to give students the opportunity to build on their Level 1 knowledge with a added Service component. In this course students have the opportunity to explore topics such as Scripture, Social Action and Art and Architecture. 

The course is a combination of Health and Food Technology. This course covers two areas to establish the needs of the students and give direction for YEAR 13. The Food Technology component is a student-centred course dealing with real problem solving in a practical environment. The students establish a client for whom they use technological practice to produce a creative practical solution for the client. The student will break the client’s problem down into key factors, then research possible solutions and apply that research to the final practical solution. It focuses on researching, analyzing and decision making.

Why General Science?

If you enjoy science and want to keep exploring how it connects to the real world—without the pressure of exams—the General Science course is a great option. This subject focuses on practical, hands-on learning and real-life applications. It’s ideal for students who are curious about how things work and want to build useful scientific knowledge and skills for life and future careers. Whether you're thinking about pathways in trades, community services, health, or simply want to stay engaged in science, this course offers a flexible and engaging way to continue your learning. You can pass this course through internal assessments only, or sit one external examination for the chance to endorse the course.

Level 2 Geography explores contemporary issues facing New Zealand and the World. 

The Main theme focuses on global development and inequality. With a third of the global urban population living in Dickensian slums, at least half under the age of twenty, students will explore explore the causes, patterns and processes connected to slum development, as well as the impacts of poverty to people and environments. Contrasted with this, students will study the rapid urban growth of Dubai and how it has transitioned from a sleepy fishing village to one of the World's richest, most technologically advanced cities. 

Secondary focus will be on climate issues facing New Zealand with particular emphasis on the Auckland floods.

Throughout the topics, students will develop their Geographic skill set, including mapping, graphing and interpreting data. These skills will be embedded into all of the geographic learnings throughout the course.

This course provides students with up to date relevant knowledge about health issues relating to hauora. It will assist students in other areas of their study at Level 2 and provide valuable life skills for decision making in the real world. The learning helps students develop strategies to strengthen their sense of identity and self worth and foster healthy relationships.

Step into the past to understand the present. History is more than dates and events—it's about uncovering powerful stories, challenging perspectives, and understanding how past decisions shape our world today.

• The Polynesian Panther Movement & Dawn Raids: Discover how young activists stood up to racism in 1970s New Zealand and fought for justice.
• The Vietnam War: Explore the causes, key battles, and the human impact of one of the most controversial wars of the 20th century.
• The Cold War: Dive into the global tension, propaganda, and espionage between the U.S. and the USSR, and how it reshaped international politics.

Skills You'll Gain:

• Critical thinking and analysis
• Empathy and understanding of diverse perspectives
• Research and communication skills

History helps you become a more informed citizen and prepares you for a wide range of future careers—from law and journalism to education and public policy.

This is an entry level course in Hospitality. The course comprises Industry based standards provided by Service IQ. Students undertaking this course will follow a set of pre-determined requirements as set by Service IQ under each set of unit standards that are delivered. The course is practical based with a written component (including written assessments). Attached which students must also complete to earn the credits. The standards provide students with opportunities to develop their base knowledge and skills identified as useful and desirable in a variety of Hospitality and Tourism trades. The course provides entry level training which can be carried on at Polytechnic and other training providers for careers in the Hospitality Industry. A range of cookery is covered with accompanying theory. Food Safety (167, which is also a by-law), preparation and cookery methods, skills and techniques. Also, Level 2 Barista training is offered. This course is intended for students who have shown an interest in learning within this area already or have a passion for cookery and are willing to learn more; perhaps interested in pursuing a career in the Hospitality and Tourism industry.

This course covers the basics of NZ law. Topics include principles of law; law making; principles of justice; how to challenge the power of the state; what are the checks and balances in our system of government.  Each of the topics is looked at using actual cases and examples. 20 Credits internally assessed using open book assessment methods. 

Please note: the course overview and contexts provided below are indicative only and may change for a variety of reasons including current events and student interest. 

Material Technology is a metal-based workshop course with a strong emphasis on Engineering design. This programme has been ‘tailored’ for students to gain the necessary qualifications, knowledge and skills in engineering design, materials, tools and equipment for university entrance to a range of engineering courses. It also provides an ‘in-depth’ pathway for polytechnic courses and trade apprenticeships in the various engineering disciplines when they leave school. This is a multi-level course that begins at Level 1 but has the flexibility to cater for student abilities at various levels. Students use the knowledge and experience gained as the year progresses to inform decision-making in the design and manufacture of an ‘own choice’ project. The Level 2 programme is a design orientated practical course that requires students to use a design process to develop a product of their choice, from a concept into a functioning prototype. These programmes progressively extend and further develop the student’s skill knowledge and understanding from the Level 1 programme. To be successful students are expected to demonstrate confidence, initiative and competency in all theory, design and practical work. It is essential that prototype research, analysis and design development work is undertaken as both class and homework. The Achievement Standards selected for the programme will develop student understanding of the materials they are working with and enhance their design skills. These standards will be an asset for entry to the various engineering courses offered in the two dominant Engineering Universities in our region.

This course is designed for students who found aspects of Level 1 Mathematics, especially algebra, challenging but who wish to continue studying mathematics at Level 2.

The course focuses on practical and applied mathematics, with topics including statistical investigations, probability, networks, simulations, and trigonometry. Students will develop problem-solving, reasoning, and data analysis skills in real-world contexts, supporting future pathways in trades, services, and further statistical study.

Note: Achievement Standards may be replaced or removed at the discretion of the teacher.

This course is designed for students who are confident in Mathematics and are preparing for further study in Calculus, Statistics, or STEM-related fields at Level 3. It focuses on the development of core algebraic and calculus skills through the study of topics including algebra, graphs, calculus, trigonometry, coordinate geometry, probability, and systems of equations.

Note: Achievement Standards may be replaced or removed at the discretion of the teacher.

Music at NCEA Level 2 continues the journey for students to develop holistically as musicians. We build on the skills started in the Level 1 course and start to focus on areas of success and interest. Students will further develop performance skills as an individual musician, with the option to also do this in a group setting. A study of an aspect of New Zealand music, as well as learning and applying the skills of instrumentation and music notation software complete the internal standards. Further optional standards offer opportunity to develop skills composing original music, and understanding music theory and score conventions.

Through music, ākonga can develop a deeper understanding of themselves, and explore different contexts and kaupapa. Music can be a waka for ākonga to connect with their whakapapa and engage with contexts, spirituality, emotions, and the ideas of others. They can build confidence as artists by bringing their own experiences and cultures to their music making.

This course is for students who love to be creative, enjoy drawing and wish to take their art making to a higher level - specialising in painting. There are possibilities to extend into sculpture if desired.

Students will learn how to generate and develop visual ideas using drawing, painting, and mixed media techniques. They will explore how to use composition, colour, texture in the creation of their work. Students are introduced to a range of painting approaches and are encouraged to take inspiration from established artists. They will develop their own series of artworks around a chosen theme, with a focus on experimentation and personal expression.

Careful time management is essential. Students will need to regularly work outside of class to complete drawing and painting studies.

This course is an introduction to Photography. Students will receive comprehensive instruction of how to, use their camera’s basic functions, compose their photographs and edit photographs in Adobe Photoshop. Students are required to explore the world around them in their major assignment “Location and Light”.

Careful time management is critical for this course. 

Students will need to complete several photo-shoots for homework, which may require parental assistance in transport and managing logistics.

Why Physics?

Physics helps us understand the fundamental laws that govern the universe—from how objects move to how electricity powers our homes and technology. Studying Physics in Year 12 builds strong problem-solving, mathematical, and critical thinking skills, making it an excellent foundation for many career pathways. These include engineering, architecture, data science, aviation, robotics, renewable energy, and even fields like medicine and computer science. If you're curious about how and why things work, and enjoy challenges that make you think in new ways, Physics is a subject that can open up exciting opportunities for your future.

Level 2 Product and Spatial Design is a standards-based course that is both internally and externally assessed. The course is built upon principles and skills learned at Year 11. Study involves developing and presenting solutions to architectural, engineering and product design problems by allowing students to utilise a range of modern Computer Aided Design (CAD) tools, as well as traditional drawing and presentation techniques. Students will design and develop their ideas, then present them using a combination of portfolio, virtual presentation and scale models. Leads to NCEA Level 3 Product and Spatial Design and Scholarship. As an approved subject on the NZQA Framework, DVC provides qualifications and experiences suitable for University Entrance, particularly for courses in industrial design, engineering, architecture, product and spatial design. DVC is a useful subject for many apprenticeships and industrial training opportunities, as well as Polytechnic courses.

Psychology is the scientific study of human thought, emotions, and actions. Psychology helps us to understand human behaviour. It attempts to explain why we behave in the way that we do and explores questions such as:

• Why do people take risks?
• Why do good people do bad things?
• How does culture influence behaviour?
• What is the nature of intelligence?

Content for 2026 will include

1) Sleep/Dreams

2) Nature versus Nurture

3) Memory

This subject is a wholly internally assessed course

Please note: the course overview and contexts provided below are indicative only and may change for a variety of reasons including current events and student interest.

Religious Education

The focus of Level Two Religious Education is broaden their perspectives and give students the opportunity to build on their Level One knowledge. In this course students have the opportunity to look in depth at Three Curriculum Topics which involve looking at themes within the Bible, significant key beliefs, and issues of Social Justice that the Catholic Church has responded to. Each of these topics is linked to an NZQA Achievement Standard.  Students will work towards Three internal Achievement Standards worth 6 credits each with a Fourth Internal being offered as optional extra.

For each topic taught students will have six to seven weeks of class lessons followed by a one week assessment period. All Year 12 students are expected to sit the first three Achievement Standards offered at Level 2 NCEA in Religious Studies. If they successfully pass these, the fourth assessment, (not topic), is optional. 

This course builds on the foundations laid in Level 1 Spanish, developing students’ confidence and fluency in using Spanish to communicate in a wider range of contexts. The course focuses on practical and creative language use, as well as a deeper understanding of Hispanic cultures and perspectives.

Students will:

• Interact in spoken and written Spanish to share ideas, opinions, and information
• Understand and respond to a variety of written and spoken texts
• Use more complex grammatical structures and a broader vocabulary
• Explore themes such as identity, youth culture, daily life, travel, and global issues
• Make connections between their own culture and those of Spanish-speaking communities

Assessment includes internal standards (e.g. writing and interactions) and external standards (listening and reading comprehension). Level 2 Spanish prepares students for more advanced communication and is ideal for those considering travel, international study, or careers in global contexts.

This course allows students to develop and apply the concepts of training and relevant scientific knowledge to help them understand the concepts of skill development. Students gain a very good knowledge of anatomy, biomechanics and training/fitness concepts. During the year the students will experience a mix of theory and practical periods.

Students are assessed in on the following topics:

• Examine a sporting event, a physical activity or a festival  
• Methods and principles of training
• Examine the quality of movement
• Assessed in the practical performance of the secondary schools Tough Guy/Gal in Rotorua

N.B. Students may not take 12SSC in conjunction with 12ABL

        Students must play a sport, preferably for John Paul College.

Te Ao Haka

Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.

Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.

Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.

Tourism

Course Objectives

This course introduces you to the tourism, travel and hospitality industries. 

Topics covered include:

Destinational tourism

General knowledge of New Zealand and other countries

Rotorua tourism

Communication relevant to tourism and travel

Entry Requirement: Course numbers are limited. The following units are available: 

L2 Trades

The Futures Academy focuses on delivering Trades and Technology Programmes to Secondary Students based on partnerships between Schools, Tertiary Institutions, and Industry Training Organisations. Students in Year 12, who are interested in a career in Trades or Technology are able to combine study at a Futures Academy, with studies towards their National Certificate of Educational Achievement (NCEA), and a nationally transferable tertiary qualification Level 1, 2 or 3. The purpose of the Futures Academy is to: 

motivate students to stay engaged in learning and training, by providing them with a greater number of

options for study

provide Students with clear pathways post-school by giving them a head start on training for vocational

qualifications, and smooth access to employment

improve the responsiveness of Schools to businesses and economic needs

John Paul College in conjunction with the Futures Academy offers courses in:

Construction & Infrastructure

Manufacturing & Technology

Creative Industries

Service Industries

Primary Industries

Social & Community Services

Note: These are subject to change. Courses are delivered in a range of settings including Toi Ohomai, Yoobee College and Hair to Train, ETCO and Employ NZ. All courses have NCEA credits attached. Students enrolled in Trades Academy will attend one day a week at Level 2. Please see Mrs Jan Thompson Careers Assistant/Futures Academy Coordinator for further details: [email protected]

Level 2 Materials Technology is a wood-based workshop course assessed through a combination of MOE Achievement Standards, Furniture-making Industry Training Organization (FITO) Unit Standards and Building Construction Industry Training Organization (BCITO) Unit Standards that follow-on from the Level 1 course. However, after consultation with the teacher, the opportunity of a more ‘in-depth’ programme for students oping to achieve Level 2 course endorsement credits is available. The list below is a guide to those that may be used. Usually, we select the standards that place an emphasis upon practical skills, competence, knowledge, understanding and safety matters. The course flows through to Level 3 (Year 13).

NCEA Taumata 2 - Level 2 Te Reo Māori

Course Description - He Kupu Whakatakotoranga

Ko tōku nui, tōku wehi, tōku whakatiketike, tōku reo.

My language is my greatness, my inspiration, that which I hold precious.

This is a full year NCEA Level 2 course with 28 available credits.  There are 6 internal assessments throughout the year and 2 external assessments available at the end of year.  

Nā reira, kai ngā kahurangi o tō tātou reo, kia tika, kia ngātahi te hoe i tō tātou waka, kia eke panuku, kia eke tangaroa ki te kōeketanga e tika ana mōu.

Ngā akonga o Te Whare Tapere o Hoani Pāora, Kōkiri!

Pūhoro chooses to acknowledge mātauranga Māori within this scientific acronym, not to state that mātauranga Māori belongs with STEM, but to categorically declare, in fact, that STEM exists within Mātauranga.

‍Mātauranga Māori offers unique perspectives throughout all of the STEM disciplines, as well as consistent perspectives on issues relating to sustainability, environmental stewardship and the health and well-being of others. By empowering rangatahi to take up STEMM pathways and bridging the underrepresentation gap in the STEM workforce, Māori can feel inspired and supported to demonstrate the interconnections between mātauranga Māori and modern science. The integration of mātauranga Māori and STEM enriches both, while simultaneously empowering rangatahi Māori in building a more meaningful connection to the STEMM workforce.

Pūhoro is committed to creating impactful programmes that integrate mātauranga Māori with STEM. The goal is to create opportunities and pathways for Māori into the STEMM workforce successfully. To achieve this, Pūhoro offers practical learning experiences, guidance from mentors, and access to valuable resources and inspiring role models. Throughout all these efforts Pūhoro remains rooted in our strong connections to Te Ao Māori, paving the way for a more sustainable future.

Senior English Language - Level 3

This is an English language course for students from non-English-speaking backgrounds, who are at upper-intermediate level English (The Common European Framework of Reference for Languages mid B1). 

In a multi-level class, students will develop their listening, speaking, reading and writing skills through a range of communication activities. They will increase their range of grammar, vocabulary and phonology through theme-based topic study. Students will also have opportunities to learn about New Zealand culture, prepare for external exams such as TOEIC and IELTS, and use their English language study to support their other curricular subjects.

Gateway

The Gateway Programme gets students work-ready and gives senior students the opportunity to explore an occupation of interest to them. Students gain work experience, and industry related NCEA credits through the Gateway programme, and strengthen pathways to further education, training or employment.

Gateway students are required to gain (on average) a minimum of 20 credits throughout their placement. Whenever possible unit standards will be designed around each individual student and their specific place of work and will also contribute towards their achievement in NCEA. They will also be required to achieve NCEA requirements within the school curriculum. If students are to move into tertiary studies, whether an apprenticeship, or at a tertiary education organisation, NCEA academic requirements need to be kept up to date.

Students usually go out on placement one morning/day a week for around 8 weeks. This is flexible around your needs and those of the employer, i.e. you may wish to do a placement during the school holidays to suit your academic timetable. PPE may be needed, i.e. boots, builder's apron, overalls - this can be borrowed from the Careers Department for the duration of your placement. 

Some of the placements in 2025 include primary teaching, mechanic workshops, hair salon, equestrian, electrical, retail, vet clinic, performing arts centre, farming, landscaping, wildlife park, engineering and architecture. 

Activity Based Learning involves the study of outdoor pursuits, the development of interpersonal skills and personal qualities. The course covers a range of outdoor activities. 

Students can pick this course up at Level 3 with no prior Physical Education courses. TIC approval to gain entrance into this course.

This course has a large practical component.

• Risk management
• Bushcraft/outdoor skills
• Tramping and camping
• Mountain biking

N.B. Activities & US subject to change.

Why Biology?

Continuing with Biology in Year 13 allows you to explore fascinating and important topics like human evolution, how the body maintains balance through homeostasis, and the behaviours of both animals and plants. You’ll also dive into real-world socio-scientific issues, learning how biology connects to ethical and environmental challenges we face today. This deeper understanding of living systems builds valuable analytical and critical thinking skills, and is excellent preparation for a wide range of careers in health, medicine, environmental science, agriculture, biotechnology, and beyond. If you're curious about life and how it works, Year 13 Biology offers both challenge and real-world relevance.

This course focuses on analysing how and why New Zealand businesses operating in global markets make operational and strategic decisions in response to interacting internal and external factors.

Careers

There is a need to provide courses for non-academic students who wish to prepare themselves for the practical world of the workplace, Trades training and apprenticeships. One of the main aims of this course is to send students into employment ready to work. All activity in the classroom is geared to this goal. This course is industry focused rather than an academic approach. Throughout the year other Industry-Based courses will be offered through outside provider other providers. Mrs Hewitson co-ordinates these courses. Students can achieve credits for these courses.

Course Objectives:

This course is designed for students who would like to gain valuable employment skills.

A wide range of outside courses will be offered especially in Health & Safety

Entry Requirement: Course numbers are limited. The following standards are available. 

Why Chemistry?

Continuing with Chemistry in Year 13 gives you the opportunity to deepen your understanding of the chemical principles that explain how the world works. You’ll explore topics like thermochemistry (how energy is involved in chemical reactions), spectroscopy (how we identify substances), organic chemistry (the chemistry of carbon-based molecules), and redox reactions (which are key to processes like corrosion and energy production). These areas not only build your problem-solving and analytical skills but are also essential for a wide range of future careers in medicine, engineering, pharmacy, environmental science, food technology, and more. Year 13 Chemistry is both challenging and rewarding—and it opens doors to exciting study and career options.

Level 3 Classical Studies

Students will examine the history and influences of Classical world through a range of case studies including the life and influence of Alexander the Great, the influence of Heroism, the founding myths of Rome, and the influence of art and propaganda in the classical world. Students will analyse primary classical evidence to identify and explore significant ideas, events and influences of the classical world. This course will develop students’ knowledge and understanding of the classical world as well as their academic research and writing skills.

This course is designed for students who are competent dancers.

Students will develop their performance and choreography skills working both individually and in groups.

Students will create performances, including aspects such as lighting, costuming and video production.

Students will gain further understanding of dance cultures and different dance genres. This course enhances student’s creativity and ability to develop management skills.

This course continues from Level 2 Design, where students have built a strong foundation of skills and knowledge. Students work on their own graphic design project and explore their own personal design style. They are expected to be competent in translating their own drawings and/or photographs using both Adobe Photoshop (pixels) and Adobe Illustrator (vector). They will continue to grow their understanding as they learn more complex and sophisticated digital manipulations.

Students explore how powerful design is as a communicative tool. Traditional and current design trends are studied to inspire and may involve branding, logos, posters, illustration, character design and more. This will ensure students develop high-level thinking as young designers.

Careful time management is critical for this course.

Scholarship is offered in this subject and it is UE approved.

Digital Technologies (DGT) and Computer Science (CS) Level 3 focuses on a project-based approach where students will design, develop, and present functional digital outcomes that address real-world needs or opportunities within the John Paul College community. Students will conduct their research, learn the skills necessary for their chosen outcome, and implement these skills to produce a high-quality, functional digital product. Outcomes may include websites, video productions, print media, games, or mobile applications.

By the end of the course, students will: 

• Conduct in-depth research to identify a problem or opportunity within the school community. 
• Learn and apply advanced digital tools and techniques relevant to their chosen outcome.
• Engage with stakeholders to refine concepts and validate solutions.
• Develop a fully functional digital outcome that meets stakeholder requirements.

This is a course designed for students who are competent Drama students. Students will undertake a course of study that will enable them to: Integrate drama techniques to communicate meaning in improvised and scripted drama. Use elements and conventions to devise, script and perform individual drama. Research, prepare and perform a production role, analyse, apply and reflect critically on drama processes and performances.

This is a performance course and students will need to present their work to the public for their Scripted Production.

Te toi whakairo, ka ihiihi, ka wehiwehi, ka aweawe te ao katoa- Artistic excellence makes the world sit up in wonder

Scholarship Drama is also available to select students in negotiation with the Teacher in Charge.

Economics focuses on how resources are allocated in the economy via both the market system and government. Students will research economic issues within New Zealand and the policies available to government as remedies. Students will gain an understanding of economics that will enable them to make sense of what is happening in the New Zealand economy. In Accounting, students will be learning about the processing and preparation of financial statements for companies. The Management Accounting unit includes the use of costing, budgeting, including CVP analysis and use of the decision-making model. The Accounting internal involves the preparation and communication of a professional report to a potential investor in terms of whether they should buy shares in a reporting entity. 

It is strongly recommended that students wishing to study commerce, management or business degrees take this course in Year 13.

At Level 3, the English Examination Course (EEN) is designed for students who are aiming for University Entrance (UE) and who wish to include English as one of their university-approved subjects.

Who is this course for?

This course is intended for students who:

• Are highly competent in English
• Have a strong interest in literature and essay writing
• Possess broad reading skills
• Are aiming for tertiary study in areas such as law, arts, science, or education

Course Objectives

The Examination English course is structured to develop:

• Advanced critical thinking and analysis
• Sophisticated writing and communication skills
• The ability to construct well-reasoned, insightful responses to complex texts
• Preparation for NCEA Level 3 external exams (essential for university-bound students)

While core standards are included, the course is flexible and allows teachers to substitute standards to better suit the needs and strengths of the class.

Faith in Action

If you wish to take this, request an exemption and we will review it and switch from your 13RED selection.

QUALIFICATION: 18 Credits towards NCEA Level 3.

DESCRIPTION: In accordance with the requirements of the Special Character of the College, all Year 13 students will study Religious Education. All units studied will contribute towards the award of the National Certificate of Education, Level 3. The focus of Level 2 Faith in Action is to give students the opportunity to build on their Level 2 knowledge with a added Service component. In this course students have the opportunity to explore topics such as Scripture, Sects and Cults as well as Ethics. 

The course is a combination of Health and Food Technology. This course covers two areas to establish the needs of the students and give direction for a design-based career or a career in health and nutrition. The Food Technology component is a student-centred course dealing with real problem solving in a practical environment. The students establish the needs of a sports person. They use technological practice to produce a practical solution. The student will break the client’s problem down into key factors, then research possible solutions and apply that research to the final practical solution. It focuses on researching, analyzing and decision making. This is all Internally assessed.

Why General Science?

Continuing with General Science in Year 13 allows students to explore exciting topics like ocean systems, astronomy, and socio-scientific issues that have real-world relevance. You’ll gain a deeper understanding of how Earth’s natural systems work, from the vastness of space to the complexities of our oceans, and explore how science intersects with societal challenges like environmental conservation and technology. This broad knowledge base develops critical thinking and problem-solving skills, and opens doors to a wide range of careers in areas such as environmental science, sustainability, education, policy-making, and beyond. If you're passionate about understanding the world around you and want a flexible foundation for your future, Year 13 General Science is a fantastic choice.

This course develops the understanding of the environment and how it is used by people, as well as challenges facing populations worldwide. Concepts taught are reinforced by case study and possible fieldwork. 

The main topics studied are: Natural Processes in an environmental setting. Global issues such as human trafficking and blood diamond mining. and the study of how the environment is used for a contemporary geographic event.  

All topics studied are linked to one or more of the Important Geographic Concepts of sustainability, environment, location, interaction and perception. 

Geography is useful for engineering careers, town planning, management of resources and any career that involves people interacting with the environment. It is accepted as a support subject in the Science, Social Science and Arts faculties at University so gives flexibility in planning your degree subjects.

The Achievement Standards taught will reflect the needs of the students and the resources available.

Health Education

This course requires students to use research skills to analyse the following health issues. A New Zealand health issue, ethical issues, health practices and poverty's impact on life outcomes such as disease, sexual health or life expectancy.    

A study of:

• Event: The period 1975-1993 in Aotearoa politics: either Muldoon or Neoliberalism
• Trend: The emergence of Youth Culture in Aotearoa NZ in the 1950’s and it’s connection with conceptions of juvenile delinquency.

Please note: the course overview and contexts provided below are indicative only and may change for a variety of reasons including current events and student interest.

There is the opportunity to be involved in Scholarship History. This is an exam whose content will be set in 2026

This is the top tier course of a Secondary based Hospitality program. Students who opt into this course have proven themselves with a range of knowledge across contexts, have a keen understanding of Food Safety and possess excellent time management skills during cookery. Students are expected to demonstrate a high level of autonomy at this level and have a thorough understanding of commercial cooking requirements. This course is Industry based and is run via our provider, Service IQ. Students will be required to complete all requirements of both theory and practical components of each Unit Standard and will be awarded credits through competency-based assessment. This is done via observational judgements, completion of written work and assessment papers. Students who opt into this course understand the commercial requirements in terms of cooking under commercial realism whereby time is a factor and food prepared has an end user. Students who complete this course have a fantastic skill set they will be able to take with them into cheffing apprenticeships at Polytechnics into restaurant kitchens or into training for other careers within the Hospitality and Tourism industry. Students may be required to supply extra ingredients.

This course follows on from Level 2 Legal Studies by examining aspects of the New Zealand legal system in more depth. We evaluate concepts such as how our laws are made, the sentencing of criminals, and challenging the power of the state by looking at specific examples. While this course is not necessary if you are wanting to study law at university, this will introduce you to key concepts and ideas. 

Please note: the course overview and contexts provided below are indicative only and may change for a variety of reasons including current events and student interest.

Material Technology is a metal-based workshop course with a strong emphasis on Engineering design. This programme has been ‘tailored’ for students to gain the necessary qualifications, knowledge and skills in engineering design, materials, tools, and equipment for university entrance to a range of engineering courses. It also provides an ‘in-depth’ pathway for polytechnic courses and trade apprenticeships in the various engineering disciplines when they leave school. This is a multi-level course that begins at Level 1 but has the flexibility to cater for student abilities at various levels. Students use the knowledge and experience gained as the year progresses to inform decision-making in the design and manufacture of an ‘own choice’ project. The Level 3 programme is a design orientated practical courses that requires students to use a design process to develop a product of their choice, from a concept into a functioning prototype. These programmes progressively extend and further develop the student’s skill knowledge and understanding from the Level 1 programme. To be successful students are expected to demonstrate confidence, initiative and competency in all theory, design, and practical work. It is essential that prototype research, analysis and design development work is undertaken as both class and homework. The Achievement Standards selected for the programme will develop student understanding of the materials they are working with and enhance their design skills. These standards will be an asset for entry to the various engineering courses offered in the two dominant Engineering Universities in our region.

This course provides a balanced programme of mathematics and statistics, focusing on practical applications rather than advanced algebra or calculus. Students will develop skills in solving real-world problems using linear programming, trigonometry, networks, and simultaneous equations, as well as interpreting and evaluating statistical information through formal inference and statistical reports. The course supports the development of problem-solving, logical reasoning, and data interpretation skills across a broad range of contexts.

This course focuses on the development and application of advanced mathematical skills, particularly in algebra, calculus, and trigonometry. Students will explore methods for solving real-world and abstract problems using differentiation, integration, trigonometry, and complex numbers. This course is ideal for students intending to pursue further study in mathematics, physics, engineering, or other sciences.

Note: Not all Achievement Standards listed may be offered. The final selection will depend on class progress and teacher discretion.

This course focuses on developing students’ abilities to investigate and interpret real-world data using a range of statistical methods. Students will explore time series, bivariate data, formal inference, probability distributions, and statistical reports. The course supports the development of critical thinking, analytical reasoning, and clear communication of findings.

Music at NCEA Level 3 continues the journey for students to develop holistically as musicians. We build on the skills from the previous two years, and start to focus on areas of success and interest. Students will further develop convincing performance skills as an individual musician, with the option to also do this in a group setting. Students complete a research project on an aspect of music, as well as further optional standards around composing original music, arranging music, analysing music, and understanding music harmonic and tonal procedures. 

There is one compulsory standard, and then students select a course (in discussion with their teacher) that will allow for their strengths and interests. The credit load for this subject depends on the individual student and their needs. The aim is to have a minimum of 14 credits to allow students to use Music as a University Entrance subject.

Through music, ākonga can develop a deeper understanding of themselves, and explore different contexts and kaupapa. Music can be a waka for ākonga to connect with their whakapapa and engage with contexts, spirituality, emotions, and the ideas of others. They can build confidence as artists by bringing their own experiences and cultures to their music making.

This course continues from Level 2 Painting, where students have developed a foundation in drawing, painting techniques, and visual idea generation. Students work on an individual painting project based around a theme of personal interest, developing their own visual language and painting style.

There are possibilities to extend into sculpture if desired.

At Level 3, students are expected to be confident in using a range of wet and dry media, and able to work independently to explore and refine their ideas. They will reference established painting practices and artists throughout the year to support their conceptual and technical development. A strong emphasis is placed on creativity, originality, and visual storytelling.

Careful time management is critical for this course. Students should be willing to do a significant amount of work outside of class to complete their preparatory work and folio.

Scholarship is offered in this subject and it is UE approved.

This course continues from Level 2 Photography, to build on the instruction of camera function, using the studio at school, editing images in Adobe Photoshop, and developing ideas in a folio.

At level 3, students are expected to be competent in controlling basic functions of a DSLR camera. Students will further their digital fluency in Adobe Photoshop, as they learn more complex and sophisticated digital manipulations. In the development of their ideas, students will be required to reference established artists continually and clearly. This will ensure students develop high-level thinking as young photographers. 

Careful time management is critical for this course. Students should be willing to do a considerable amount of their photographic work independently for homework, which may require parental assistance in transport and managing logistics. 

Scholarship is offered in this subject and it is UE approved.

Why Physics?

Continuing with Physics in Year 13 allows students to deepen their understanding of fundamental concepts like mechanics, electricity, and waves—building on knowledge from previous years to tackle more complex and real-world applications. These topics not only explain how the physical world works but also develop strong problem-solving, analytical, and mathematical skills that are highly valued in a wide range of careers. Whether you're interested in engineering, architecture, technology, medicine, or environmental science, Year 13 Physics provides a strong foundation for university study and opens doors to diverse and exciting career pathways.

Level 3 Product and Spatial Design is an achievement standards-based course that is both internally and externally assessed. The course builds upon principles and skills learned at Level 2 and earlier. Study involves developing and presenting solutions to architectural and product design problems using a range of design, drawing and presentation techniques. As an approved subject on the NZQA Framework, DVC provides qualifications and experience suitable for University Entrance, particularly for courses in industrial design, engineering, and architecture. DVC is a useful subject for many apprenticeships and industrial training opportunities, as well as Polytechnic courses.

Psychology is the scientific study of human thought, emotions, and actions. Psychology helps us to understand human behaviour. It attempts to explain why we behave in the way that we do and explores questions such as:

• Why do people take risks?
• Why do good people do bad things?
• How does culture influence behaviour?
• What is the nature of intelligence?

Please note: the course overview and contexts provided below are indicative only and may change for a variety of reasons including current events and student interest.

There is the opportunity to be involved in Scholarship Psychology. This is an exam whose content will be set in 2026

The focus of Level 3 Religious Education is ‘On The Threshold’ and gives students the opportunity to build on their Level One and Two knowledge. In this course students have the opportunity to explore topics such as Scripture, Ethics, the comparison of other worldviews and the beliefs and those of the Catholic Church. Students will participate in three internal Achievement Standards worth 6 credits each with the option of completing a fourth. Religious Education is a University Approved subject. Reading credits can be gained from this course. 

For each topic taught students will have six to seven weeks of class lessons followed by a one week assessment period. All Year 13 students are expected to sit the first three Achievement Standards offered at level 3 NCEA in Religious Studies. If they successfully pass these, the fourth assessment, (not topic), is optional. 

Scholarship Religious Education is also available to select students in negotiation with the Teacher in Charge.

Social Studies is the systematic study of an integrated body of content drawn from the social sciences and the humanities. It enables students to develop their knowledge and understandings of the diverse and dynamic nature of society and of how interactions occur among cultures, societies and environments.

Students develop and apply skills as they investigate society, explore issues, make decisions, and work cooperatively with others. The understandings and skills they developed, enable them to participate in society as informed, confident and responsible citizens.

It is a subject for students who are interested in people: how and why they behave as they do.

Please note: the course overview and contexts provided below are indicative only and may change for a variety of reasons including current events and student interest.

This course is designed for students who have already developed a strong foundation in the language and wish to extend their fluency, accuracy, and cultural understanding. This course focuses on expressing more complex ideas, engaging in deeper conversations, and analysing authentic Spanish texts.

Students will:

• Communicate confidently in spoken and written Spanish on a wide range of topics
• Explore themes such as global issues, social change, youth perspectives, and cultural identity
• Interpret and respond to more sophisticated spoken and written texts
• Use a variety of tenses, complex sentence structures, and idiomatic expressions
• Reflect critically on their own and others’ values, customs, and worldviews

Assessment includes both internal standards (e.g. spoken interactions and writing) and external standards (listening and reading comprehension). Level 3 Spanish prepares students for further study at university or for real-world use of the language in travel, work, and intercultural communication.

Scholarship Spanish is also available to select students in negotiation with the Teacher in Charge.

During the year the students will experience a mix of theory and practical periods.

Please note this is not a 100% practical course and classroom based theory is a component of the course

Practical activities include:
- Completing athletics 5 star practical, experiencing a range of physical activities during our "Wellbeing Wednesday" sessions to help make strategies for lifelong involvement, and participation in a tennis programme.

- A outdoor excursion with surfing and kayaking.

Students are assessed on the following topics:

• Evaluate past physical activity experiences and making strategies for lifelong involvement.
• Evaluate a current trend, issue or physical activity event in relation to its impact on New Zealand society
• Get assessed in the practical performance of a choice of athletics, tennis, and/or the students' sport of choice.
• Evaluate a performance improvement programme using tennis.

An optional achievement standard is available. 

Scholarship Health & PE is also available in this course for interested students.

N.B. Students may not take 13SSC in conjunction with 13ABL

 Students must be playing a sport, preferably for John Paul College

Te Ao Haka

Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.

Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.

Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.

Tourism

Course Objectives

This course introduces you to the tourism, travel and hospitality industries. 

Topics covered include:

Destination tourism

General knowledge of New Zealand and other countries

Rotorua tourism

Communication, calculations and computing applications relevant to tourism and travel

Entry Requirement: Course numbers are limited. The following units are available:

L3 Trades

The Futures Academy focuses on delivering Trades and Technology Programmes to Secondary Students based on partnerships between Schools, Tertiary Institutions, and Industry Training Organisations. Students in Years 11 to 13, who are interested in a career in Trades or Technology can combine study at a Futures Academy, with studies towards their National Certificate of Educational Achievement (NCEA), and a nationally transferable tertiary qualification Level 1, 2 or 3.

The purpose of the Futures Academy is to:

motivate more Students to stay engaged in learning and training, by providing them with a greater number of options for study

provide Students with clear pathways post-school by giving them a head start on training for vocational qualifications, and smooth access to employment

improve the responsiveness of Schools to businesses and economic needs

John Paul College in conjunction with the Futures Academy offers courses in:

Construction & Infrastructure

Manufacturing & Technology

Creative Industries

Service Industries

Primary Industries

Courses are delivered in a range of settings including Toi Ohomai, Yoobee College, Hair to Train and Employ NZ. All courses have NCEA credits attached. Students enrolled in Trades Academy will attend up to two days a week at Level 3.

Please see Mrs Jan Thompson Careers Assistant/Futures Academy Coordinator for further details: [email protected]

This course is oriented towards the practical skills of woodworking and is structured to suit students who enjoy working with tools, machines and equipment. However, after consultation with the teacher, the opportunity of a more ‘in-depth’ programme for students hoping to achieve Level 3 course endorsement or credits towards university entrance.is available. The Technology Faculty reserves the right to be the final judge on the course structure offered to students. Level 3 Practical Woodworking is specifically aimed at students who enjoy the practical side of woodwork. It has a high practical component with students being involved with project work for most of the year. Students will gain knowledge and skills in the safe use of a variety of hand tools, portable power tools and machines. Students interested in becoming electricians, builders, cabinet makers, construction workers, or involved in the agricultural sector would find this course very useful. Students who join the course will be encouraged, when appropriate, to seek opportunities and involvement with the ‘Gateway’ and other career programmes organised by the school through external providers. These programmes would be linked to their woodworking course.

NCEA Taumata 3 / Level 3 Te Reo Māori

Ko tōku nui, tōku wehi, tōku whakatiketike, tōku reo.

My language is my greatness, my inspiration, that which I hold precious.

This is a full year NCEA Level 3 course with 28 available credits.  There are 6 internal assessments throughout the year and 2 external assessments available at the end of the year.  

Students must pass all of NCEA Level 3 Te Reo Māori i.e. gain all 28 credits available for both internal and external assessments, in order to move into NCEA Level 3 Te Reo Rangatira & Scholarship Te Reo Māori.

Te Reo Māori is a national language of New Zealand therefore future pathways for proficient speakers of Te Reo Māori are: Tour guide, News Reporters, Translators, Cultural advisors, Teachers, Radio Station DJ’s, composers, managers, and Ambassadors of New Zealand.

Nā reira, kai ngā kahurangi o tō tātou reo, kia tika, kia ngātahi te hoe i tō tātou waka, kia eke panuku, kia eke tangaroa ki te kōeketanga e tika ana mōu.

Ngā akonga o Te Whare Tapere o Hoani Pāora, Kōkiri!

Pūhoro chooses to acknowledge mātauranga Māori within this scientific acronym, not to state that mātauranga Māori belongs with STEM, but to categorically declare, in fact, that STEM exists within Mātauranga.

‍Mātauranga Māori offers unique perspectives throughout all of the STEM disciplines, as well as consistent perspectives on issues relating to sustainability, environmental stewardship and the health and well-being of others. By empowering rangatahi to take up STEMM pathways and bridging the underrepresentation gap in the STEM workforce, Māori can feel inspired and supported to demonstrate the interconnections between mātauranga Māori and modern science. The integration of mātauranga Māori and STEM enriches both, while simultaneously empowering rangatahi Māori in building a more meaningful connection to the STEMM workforce.

Pūhoro is committed to creating impactful programmes that integrate mātauranga Māori with STEM. The goal is to create opportunities and pathways for Māori into the STEMM workforce successfully. To achieve this, Pūhoro offers practical learning experiences, guidance from mentors, and access to valuable resources and inspiring role models. Throughout all these efforts Pūhoro remains rooted in our strong connections to Te Ao Māori, paving the way for a more sustainable future.