Baradene College

The Arts

Students in Year 9 at Baradene College choose 2 subject options from The Arts.

The Arts Course is a half year course, with the options of:

• Music
• Dance and Drama
• Art 

Year 9 Art

In Year 9 students will experience a range of art-making processes and procedures in two and three dimensions, exploring contemporary artist models from New Zealand and abroad. 

• Assignments will involve any combination of painting, drawing, printmaking, sculpture and design aspects. Digital learning will be integral in each unit. 
• Students will have the opportunity to explore their own ideas across a range of media, while developing practical skills. Learning skills such as problem solving, critical thinking, creativity and collaboration are key ideas explored in this area.
• Assessment follows the curriculum strands and NCEA marking descriptors of Achieved, Merit and Excellence.   

At Baradene College all students learn a language at Year 9. 

The Year 9 Chinese course is preparing students to work at Levels 1 and 2 of the New Zealand Curriculum. It integrates language and culture and provides a variety of opportunities for listening, speaking, presenting and performing, viewing, reading and writing. The focus at this level is on developing communication skills.  

At Year 9 level the aim is for the students to understand and use familiar expressions and everyday vocabulary, and to interact in a simple way in supported situations.  

Students will cover the four language skills of listening, reading, writing and speaking. Inherent to language learning is a deepening of intercultural understanding. 

The topics include birthdays, nationalities, family introductions, pets, hobbies and sports, food and drink, health and so on.

The main key competencies in Languages are a focus on using language, symbols and texts and relating to others. 

We advise students who already have a background in Chinese not to choose it as an option in Year 9. The programme is designed for beginners and focuses on foundational skills and basic communication. Instead, these students are encouraged to select a different language to study in Year 9. If they wish, they may join senior-level classes in Chinese later, based on their proficiency.

The Arts

Students in Year 9 at Baradene College choose 2 subject options from The Arts.

The Arts Course is a half year course, with the options of:

• Music
• Dance and Drama
• Art

Year 9 Dance and Drama

This half-year course is largely practical and collaborative. In Year 9 Dance and Drama, students will increase their confidence and build practical skills necessary for performing for an audience. Students will explore drama and dance elements, techniques and conventions, and have the opportunity to use these in performance. Life skills such as speaking in front of an audience, working as a team, being creative and using quick thinking skills will be enhanced throughout the classes. There are two assessments: students will perform a scene from a script and choreograph and perform a group dance. 

The Junior English programme covers the two strands of the New Zealand English Curriculum: 

• Creating Meaning
• Making Meaning

In each year of the programme, students study several units that introduce them to the study of literature at secondary level. These units are designed to help prepare students for Senior English. Each level studies a Shakespeare text as well as two other extended texts.

The focus is on exploring genre and text conventions. Students are assisted to develop effective note-making and study organisation skills, to read widely and thoughtfully and to write accurately and effectively. Students have many enriching opportunities to extend their English studies into areas of personal interest and to produce a range of written, visual and oral texts.  

Year 9 English at Baradene College is compulsory.  All Year 8 students will be entered into the Year 9 English course or the Year 9 English as a Second Language course (at the discretion of the Head of Facility).

Junior English as a Second Language

Junior ESOL, Years 9 and 10 is a course that helps prepare students for mainstream classes. 

Both Year 9 ESOL and Year 10 ESOL courses are based on the four basic skills of reading, writing, listening and speaking. 

Both programmes are aligned to the Junior English programme. There is an emphasis on acquiring the vocabulary and content required for mainstream classes at the various levels. Homework, especially in vocabulary and grammar, deepens students’ learning and a wide variety of reading also helps.  

Year 9 English at Baradene College is compulsory.  All Year 8 students will be entered into the Year 9 English course or the Year 9 English as a Second Language course (at the discretion of the Head of Facility).

At Baradene College all students learn a language at Year 9. 

The Year 9 French course is preparing students to work at Levels 1 and 2 of the New Zealand Curriculum. It integrates language and culture and provides a variety of opportunities for listening, speaking, presenting and performing, viewing, reading and writing. The focus at this level is on developing communication skills.  

 At Year 9 level the aim is for the students to understand and use familiar expressions and everyday vocabulary, and to interact in a simple way in supported situations.  

Students will cover the four language skills of listening, reading, writing and speaking. Inherent to language learning is a deepening of intercultural understanding. 

The main key competencies in Languages are a focus on using language, symbols and texts and relating to others.  

Students will earn how to communicate about their lives, their free time, their school, family and where they live.

We advise students who already have a background in French not to choose it as an option in Year 9. The programme is designed for beginners and focuses on foundational skills and basic communication. Instead, these students are encouraged to select a different language to study in Year 9. If they wish, they may join senior-level classes in French later, based on their proficiency. 

Humanities at Year 9 incorporates the Aotearoa New Zealand Curriculum (ANZHC) and the Social Studies Curriculum. These subjects look at society and human activity in the context of social control, social change, continuity and contemporary issues. 

Perspectives, including both mātauranga Māori, along with Pākehā perspectives are a key focus. Social Studies themes looks at how societies work and how people can participate as critical, active, informed and responsible citizens. The lens of ‘culture and identity’, ‘government and organisation’, ‘place and environment’ and ‘economic activity’ are at its core. 

ANZHC encourages students to understand that Māori history is foundational and continuous, that colonisation and its consequences has been central to our history, and that the exercise and effects of power have shaped Aotearoa New Zealand’s history. A local rohe context is studied at each year level. Students in Humanities will develop a knowledge and understanding of the diverse and dynamic nature of society and how interactions occur among cultures, societies, and environments. 

They will develop and apply skills as they investigate society, explore issues, make decisions, and work co-operatively. Inquiry practices will include identifying and using sequences, identifying and critiquing sources, as well as exploring perspectives and interpreting past decision and actions. 

Year 9 Mathematics Program.

The new curriculum has grouped mathematics into three strands and our courses reflect these: 

• Number and Algebra. This involves calculating, estimating, generalising and patterning. 
• Geometry and Measurement. Properties and symmetries of shapes, as well as quantifying attributes of objects using appropriate units and instruments. 
• Statistics. Collecting, analysing, using and presenting data. Investigating situations that involve elements of chance.  

Students are tested prior to each topic and that prior knowledge is used to inform the teaching programme. 

Students are encouraged to develop the ability to think creatively, critically, strategically and logically.  

Mathematics at Baradene College is compulsory at Year 9.  All Year 8 students will be entered into the Year 9 Mathematics course.

The Arts

Students in Year 9 at Baradene College choose 2 subject options from The Arts.

The Arts Course is a half year course, with the options of:

• Music
• Dance and Drama
• Art

Year 9 Music

Course duration: 18 Weeks (2 Terms)

In Year 9 Music course that spans over two terms, students build on the basic instrument skills and music theory fundamentals acquired in Years 7 and 8 by putting these skills into practice through music performance and creation. They will also learn about music technology, including various music apps, and have the opportunity to explore different music genres.

In Year 9 Music, students can choose from a wider range of instruments, including piano, guitar, drums, and more, as well as singing. Students are expected to have basic instrument skills equivalent to approximately two years of practice. It is recommended that students take instrumental or vocal lessons alongside their Music class to support their in-class performance assignments.

The course will provide students with skills in:

• performance 
• arrangement 
• music theory 
• research and analysis
• music technology

The main focus of the Years 7-10 programmes in Physical Education and Health are to develop: motor skills through a wide range of activities, skills and attitudes needed to maintain and improve personal health and/or physical development and the expertise that improves relationships with other people. 

It is hoped that students develop positive attitudes towards physical activity. 

The Health programmes will cover a range of topics to enhance well-being.  

Year 9 Physical Education and Health at Baradene College is compulsory.  All Year 8 students will be entered into Year 9 Physical Education and Health course.

The Year 9 Religious Education course includes:

• Catholic Ethical Principles.
• World Religions.
• Creation, Covenant and Freedom.
• Images of God.
• The development of the Catholic Church in New Zealand.
• Personal development and well-being.

Year 9 Religious Education at Baradene College is compulsory.  

In the Year 9 Science course students will build on the science foundations of Year 7 and 8. They will continue to investigate science with a focus on the physical, biological and material world and planet earth and beyond. 

Students will use genetics, as well as investigating how plants and animals obtain nutrients for growth. They will explore the behavior of light and sound and the role of energy in our world. 

Students will develop understandings of the composition and properties of matter and the changes it undergoes as new materials are made.

Year 9 Science at Baradene College is compulsory.  All Year 8 students will be entered into Year 9 Science.

At Baradene College all students learn a language at Year 9. 

The Year 9 Spanish course is preparing students to work at Levels 1 and 2 of the New Zealand Curriculum. It integrates language and culture and provides a variety of opportunities for listening, speaking, presenting and performing, viewing, reading and writing. The focus at this level is on developing communication skills.  

At Year 9 level the aim is for the students to understand and use familiar expressions and everyday vocabulary, and to interact in a simple way in supported situations.  

Students will learn how to communicate about their lives, their free time, their school, family, friends and where they live.

The main key competencies in Languages are a focus on using language, symbols and texts and relating to others.  

We advise students who already have a background in Spanish not to choose it as an option in Year 9. The programme is designed for beginners and focuses on foundational skills and basic communication. Instead, these students are encouraged to select a different language to study in Year 9. If they wish, they may join senior-level classes in Spanish later, based on their proficiency.

 All Baradene College students learn a language at Year 9. 

The Year 9 te reo Māori course is preparing students to work at Levels 1 and 2 of the New Zealand Curriculum. It integrates language and culture and provides a variety of opportunities for listening, speaking, presenting and performing, viewing, reading and writing. The focus at this level is on developing communication skills.  

At Year 9 level the aim is for the students to understand and use familiar expressions and everyday vocabulary, and to interact in a simple way in supported situations.  

Students will cover the four language skills of listening, reading, writing and speaking. Inherent to language learning is a deepening of intercultural understanding. 

The main key competencies in Languages are a focus on using language, symbols and texts and relating to others. 

We advise students who already have a background in te reo Māori not to choose it as an option in Year 9. The programme is designed for beginners and focuses on foundational skills and basic communication. Instead, these students are encouraged to select a different language to study in Year 9. If they wish, they may join senior-level classes in te reo Māori later, based on their proficiency.  

In Year 9 Technology, students will engage in a variety of projects which incorporate Design and Visual Communication, Food Innovation Technology and Construction and Materials Technology. 

They will explore the key concepts of aesthetics and function. 

Students will undertake functional modelling and work from a brief to design and create a variety of technological outcomes.

Year 9 Technology at Baradene College is compulsory.  All Year 8 students will be entered into Year 9 Technology.

In Year 10 students will experience a range of art-making processes and procedures in two and three dimensions, exploring contemporary artist models from New Zealand and abroad. 

Assignments will involve any combination of painting, drawing, printmaking, sculpture and design aspects. Digital learning will be integral in each unit. 

Students will have the opportunity to explore their own style and ideas across a range of media, while developing practical skills. Learning skills such as problem solving, critical thinking, creativity and collaboration are key ideas explored in this course.

Assessment follows the curriculum strands and NCEA marking descriptors of Achieved, Merit and Excellence.   

Year 10 is a full year course. 

This course introduces students to key financial literacy required in today’s society. Concepts such as budgeting, saving, investing for retirement, debt and financial planning will be explored to make them confident in using money wisely. It also offers an introduction to the NCEA subjects of Economics and Accounting. Students will learn the key concepts of each course that are required for further study at a senior level and will be given an opportunity to plan and run a small business activity.

The Year 10 Chinese course is preparing students to work towards Year 11, Level 2 and Level 3 Chinese courses.

It integrates language and culture and provides a variety of opportunities for:

• listening 
• speaking
• presenting
• performing
• viewing
• reading
• writing

The focus at this level is on developing communication skills.  

Students will cover the four language skills of listening, reading, writing and speaking. Inherent to language learning is a deepening of intercultural understanding. The main key competencies in Languages are a focus on using language, symbols and texts and relating to others.  The topics include weather forecast, house and town locations, giving directions, telling times and daily activities.

Students will learn to communicate about their daily routine, where they live, food and shopping.

At Year 10 level the aim is for the students to understand and construct simple texts using their knowledge of the target language, describe aspects of their own background and immediate environment.   

Step into the exciting world of Computer Science in Year 10! In this hands-on course, students will design and code their own games, build interactive websites, and explore how computers really work. From learning how data is stored using binary and hexadecimal, to understanding the inner workings of computer hardware and software, this course blends creativity with logic. It’s the perfect foundation for students interested in digital innovation, problem-solving, and future tech careers. 

This course involves the application of the technological process in the development of textile products. Students learn how to use commercial patterns and develop the practical skills needed to construct garments.

This course is largely practical and collaborative. In Year 10 Dance, students will learn and create dance in response to a range of stimuli to communicate ideas. Students will learn to think critically to explore and analyse their work and the work of others. Students will engage in assessments and activities focused on how dance is used to entertain, heal, and educate in society. Students will participate in a range of activities to develop their ability to use dance elements of body, space, time, energy, and relationships.

This course provides a progression from Year 9 Technology, with a focus on spatial and product design. Students will apply a design process to explore, generate and refine product and spatial design ideas to meet the needs or opportunities of a client/stakeholder. This course is designed to help students explore their creativity, technical abilities, problem-solving skills and visually communicate their design ideas.

In Year 10 Drama we cover a range of topics that open the students up to a variety of opportunities. Students are introduced to drama techniques and given the chance to represent these on stage. They are given a range of roles to perform in the different units, which help them to understand how to create character, and how to physicalise their ideas.

Students perform in front of a live audience of their peers and family, which gives them an opportunity to see they skills they are developing, and is a highlight for many students.

The course encourages students to build confidence, and enhances self-direction, as students find time to learn lines, think about characters and consider the implications of diverse roles. It also enhances students ability to work in groups and communication skills; which have multiple real world applications.

The Junior English programme covers the two strands of the New Zealand English Curriculum: Creating Meaning and Making Meaning. In each year of the programme, students study several units that introduce them to the study of literature at secondary level. These units are designed to help prepare students for NCEA. Each level studies a Shakespeare text as well as two other extended texts.

The focus is on exploring genre and text conventions. Students are assisted to develop effective note-making and study organisation skills, to read widely and thoughtfully and to write accurately and effectively. Students have many enriching opportunities to extend their English studies into areas of personal interest and to produce a range of written, visual and oral texts.  

Year 10 English at Baradene College is compulsory.  All Year 9 students will be entered into the Year 10 English course or the Year 10 English as a Second Language course (at the discretion of the Head of Facility).

Year 10 English as a Second Language. (ESOL)

This is a course for international students and students whose first language is not English. 

Proficiency in English is assessed prior to entry and students are placed into one of the ESOL classes, according to their year level and ability in order to achieve literacy.  

Year 10 ESOL is a course that helps prepare students for mainstream classes. 

Year 10 ESOL course is based on the four basic skills of reading, writing, listening and speaking. 

The programmes is aligned to the Junior English programme. There is an emphasis on acquiring the vocabulary and content required for mainstream classes at the various levels. Homework, especially in vocabulary and grammar, deepens students’ learning and a wide variety of reading also helps.  

Year 10 English at Baradene College is compulsory.  All Year 9 students will be entered into the Year 10 English course or the Year 10 English as a Second Language course (at the discretion of the Head of Facility).

This course introduces a variety of basic cooking skills needed to develop innovative food products. Students work both individually and in small groups utilising the design process to develop a variety of products. This course is focussed on innovating with food to create unique products that meet the needs of stakeholders and/or respond to opportunities.

The Year 10 French course is preparing students to work towards Year 11, Level 2 and Level 3 French course.

It integrates language and culture and provides a variety of opportunities for:

• listening 
• speaking
• presenting
• performing
• viewing
• reading
• writing

The focus at this level is on developing communication skills.  

Students will cover the four language skills of listening, reading, writing and speaking. Inherent to language learning is a deepening of intercultural understanding. The main key competencies in Languages are a focus on using language, symbols and texts and relating to others.  

At Year 10 level the aim is for the students to understand and construct simple texts using their knowledge of the target language, describe aspects of their own background and immediate environment.   

Students will learn to communicate about their lives, food, future plans, festivals and celebrations, holidays and Paris.

Geography is the study of place This includes the study of both natural and human environments, and how peoples’ behaviour impacts these environments.

This beginners-level course gives students foundational skills and knowledge about Geography in a fun and engaging way. 

Topics of study could include:

• Megacities
  1. This topic looks at the development of cities with populations over 10 million. We study how city can grow to this size and the challenges that they face because of their huge populations.
• Ebola
  1. Through the topic of the 2013-2016 Ebola outbreak in Africa, we develop our basic geographic knowledge and skills..
• Natural features
  1. In this unit we study the formation of a range of different natural features. This could include the Grand Canyon, Victoria Falls, Sahara Desert, the Himalayas and the Nile River
• Auckland
  1. This topic looks at the geographic of Auckland including the natural and cultural environment. We look at the development of the city from the formation of the land to the modern city today. We will also learn about the challenges and solutions to the problems a city like Auckland faces. 
• Development
  1. In this unit we study the different levels of development in countries and regions around the world. We aim to build an understanding of why areas of high and low wealth exist and effects that different levels of development have on people and places. 
• Tourism
  1. This topic looks particularly at the issue of over tourism. We study how different tourist locations around the world have been affected by the growth of tourism and the different ways we can protect important sites into the future. 

Humanities at year 7-10 incorporates the Aotearoa New Zealand Curriculum (ANZHC) and the Social Studies Curriculum. 

These subjects look at society and human activity in the context of social control, social change, continuity and contemporary issues. Perspectives, including both mātauranga Māori, along with Pākehā perspectives are a key focus. 

Social Studies themes looks at how societies work and how people can participate as critical, active, informed and responsible citizens. The lens of ‘culture and identity’, ‘government and organisation’, ‘place and environment’ and ‘economic activity’ are at its core. ANZHC encourages students to understand that Māori history is foundational and continuous, that colonisation and its consequences has been central to our history, and that the exercise and effects of power have shaped Aotearoa New Zealand’s history. A local rohe context is studied at each year level. 

Students in Humanities will develop a knowledge and understanding of the diverse and dynamic nature of society and how interactions occur among cultures, societies, and environments. They will develop and apply skills as they investigate society, explore issues, make decisions, and work co-operatively. Inquiry practices will include identifying and using sequences, identifying and critiquing sources, as well as exploring perspectives and interpreting past decision and actions. 

Year 10 Mathematics Program.

The new curriculum has grouped mathematics into three strands and our courses reflect these: 

• Number and Algebra. This involves calculating, estimating, generalising and patterning. 
• Geometry and Measurement. Properties and symmetries of shapes, as well as quantifying attributes of objects using appropriate units and instruments. 
• Statistics. Collecting, analysing, using and presenting data. Investigating situations that involve elements of chance.  

Students are tested prior to each topic and that prior knowledge is used to inform the teaching programme. 

Students are encouraged to develop the ability to think creatively, critically, strategically and logically.  

Students will be enrolled in the Numeracy co-requisite standard.

Mathematics at Baradene College at Year 10 is compulsory.  All Year 9 students will be entered into the Year 10 Mathematics course. 

The Year 10 Media course is coming back for the first time since 2022. This is the first opportunity for students to take Media Studies with the main focus being on media literacy.

 The year covers various topics with assessments ranging from making your own film, written work, a social media campaign, and tests.

 Being media literate, especially in today’s world, means you can spot things like fake news, biased information, and hidden messages in advertisements or social media posts. It gives people the opportunity to decode the content they’re consuming by understanding how it is made, why it is made, and how it can influence the way we think and feel.

 The goal of this Year 10 programme is to give students the ‘power’ to think for themselves when consuming various content, to make good choices online, and to create content that is productive and responsible. It’s all about the meaning we make from the media around us.

 Media and Me

• Reflection on media usage.  
• The impacts of using the media

Students create a log of their consumption of media i.e., social media, streaming, gaming, news. From here, they will reflect on how they use the media, what they’re consuming, and how it potentially affects the way they think, feel, and see the world. Discussion topics would include: screen time, identity, body image, parasocial relationships, influencers / content creators, and online habits.

 Genre and Audience

• The importance of genre
• How audiences interact and impact genre

The focus is on the exploration of how different types of media are created for target audiences and how they respond. Through the Coming-of-Age genre, students will be able to explore how these stories tell us about growing up, finding yourself, and facing change. Students will analyse key conventions within this genre, explore how these stories reflect real-life teenage experience, and how they’re shaped to connect with different audiences.

 Fake News & Sensationalism

• Misinformation and Disinformation in the Media
• News Values

Students will learn how to spot fake news, understand how headlines are designed to hook readers, and uncover the techniques used to twist or exaggerate the truth. The focus will be on how this misinformation and disinformation is spread through the media and how easy it is for audiences to believe. The course will explore news values, i.e., the things that make a story newsworthy, and how we need to think critically about who controls the news, what is their bias, and what gets selected or omitted.

The goal is to have students become better equipped to question what they read, spot misleading content, and become more responsible media users.

Social Action

• Exploring social issues
• Creating content that reaches audiences

Students will explore how people use social media and digital platforms to raise awareness, share important messages, and inspire change in their communities or the wider world. Exploring a social issue that they care about, students will plan, design, and create their own social media campaign to showcase how students can use the media to make a difference. To do this, they will view successful campaigns, understand how messages are spread, and learn how to communicate with impact.

License to film / Production

• Understanding film elements
• Working collaboratively to create a product

Students will learn key film techniques like camera angles, lighting, sound, and editing, while exploring how these elements help tell powerful visual stories. Working in groups, students will plan, shoot, and edit their own product whilst taking on different production roles.

By the end of this unit, students will have gained practical experience, developed teamwork and problem-solving skills, and produced a product they can be proud of.

In Year 10 Music, students build on the practical and music theory skills acquired in Year 9 by putting these skills into practice through music performance and creation. They will extend their knowledge about music technology, including various music apps, and have the opportunity to explore different music eras and cultures.

In Year 10 Music, students will continue to implement their acquired instrument skills in group performance tasks. Students are expected to have instrument skills equivalent to approximately three years of practice. It is recommended that students take instrumental or vocal lessons alongside their Music class to support their in-class performance assignments.

Duration: Year 10 Music is a full year course.

The main focus of the Years 7-10 programmes in Physical Education and Health are to develop: motor skills through a wide range of activities, skills and attitudes needed to maintain and improve personal health and/or physical development and the expertise that improves relationships with other people. 

It is hoped that students develop positive attitudes towards physical activity. 

The Health programmes will cover a range of topics to enhance well-being.  

Year 10 Physical Education and Health at Baradene College is compulsory.  All Year 9 students will be entered into Year 10 Physical Education and Health. 

The topics in the Year 10 Religious Education program includes:

• Catholic Ethical Principles.
• Justice, Peace and the Integrity of Creation.
• The Church's story - The Middle Ages
• Personal development and well-being.
• The Alumnae Cup.
• NCEA Unit: Gospels.

Year 10 Religious Education at Baradene College is compulsory.  All Year 9 students will be entered into Year 10 Religious Education.

In the Year 10 Science Program, students will further develop their understanding and application of science in preparation for Year 11.

The Biological topics that they will explore include cardio-vascular system; Life of plants.

In Chemistry, carbon chemistry and chemical reactions are covered, while in Physics the topic of Electricity is explored.

The students will build on this knowledge when they enter Year 11.

Year 10 Science at Baradene College is compulsory.  All Year 9 students will be entered into Year 10 Science.  

The Year 10 Spanish course is preparing students to work towards Year 11, Level 2 and Level 3 Spanish courses.

It integrates language and culture and provides a variety of opportunities for:

• listening 
• speaking
• presenting
• performing
• viewing
• reading
• writing

The focus at this level is on developing communication skills.  

Students will learn how to communicate about their lives, food, clothes, shopping, tourism, going to the movies and health. Inherent to language learning is a deepening of intercultural understanding. The main key competencies in Languages are a focus on using language, symbols and texts and relating to others.  

Students will learn to communicate about their daily routine, shopping, food holidays and health.

At Year 10 level the aim is for the students to understand and construct simple texts using their knowledge of the target language, describe aspects of their own background and immediate environment.   

The Year 10 te reo Māori course is preparing students to work towards Year 11, Level 2 and Level 3 te reo Māori courses.

It integrates language and culture and provides a variety of opportunities for:

• listening 
• speaking
• presenting
• performing
• viewing
• reading
• writing

The focus at this level is on developing communication skills.  

Students will cover the four language skills of listening, reading, writing and speaking. Inherent to language learning is a deepening of intercultural understanding. The main key competencies in Languages are a focus on using language, symbols and texts and relating to others.  

Students will learn to communicate about everyday life, Kapa Haka, Materiki, Myths and Legends and food.

At Year 10 level the aim is for the students to understand and construct simple texts using their knowledge of the target language, describe aspects of their own background and immediate environment.

Accounting is the study of how we communicate financial information to individuals and businesses to help their decision-making.

This course aims to promote knowledge and understanding of financial information for individuals, community organisations and businesses, and enable students to apply financial knowledge and skills to practical situations. Understanding the basic financial principles allows students to make informed decisions in life.

The stereotype of a pencil pushing accountant hunched over a calculator scribbling sums couldn't be more inaccurate in today’s world. Successful businesspeople today are:

• innovative
• wise with money
• confident decision makers

As a result, they have transferable, strongly valued skills that make them exceptional and visionary business leaders in any industry.

Year 11 Science

The Year 11 General Science course is compulsory in Year 11 at Baradene College.

Students may then choose the Year 11 Additional Science course as an optional subject.

The Additional Science course is highly recommended for students who have a strong interest in the sciences and are considering taking two or more sciences in Year 12. It is taken in addition to General Science and it provides the opportunity for students to gain a wider and deeper foundational knowledge and skill set in all three specialist areas of the Sciences.  

This dual pathway is strongly advised for those students who wish to do Chemistry and/or Physics at Year 12.

Year 11 Additional Science

This course involves further study from the specialist areas of Biology, Chemistry and Physics to provide students with a broader Science background to understand everyday science, prepare for the workforce or to choose further study pathways (secondary and tertiary) in all specialist areas.  It is recommended for students to take this optional science alongside the General Science if they are considering doing double or triple science in Year 12.

At this stage the course will include heat and energy, quantitative analysis (titrations) and qualitative analysis (ion identification); and microbes, the ecosystem and disease. 

Students who are interested in creative thinking and expression will enjoy this course. Students will record information from subject matter using a variety of different techniques and media. 

Students will generate and develop their own ideas using artist models. They will be able to extend their ideas into other media (printmaking and painting) to produce new work. 

This course is largely practical and thoroughly prepares students for a wide range of courses offered in Visual Art at Year 12.  

Course Overview

The course is largely practical and allows students to develop their own style, creative imagination and problem-solving capabilities.

Theme: “Our New Zealand, My New Zealand” 

Learning will include:

1. Drawing in wet and dry media
2. Printmaking (woodcut, monoprint and engraving)
3. Painting conventions

Students continue to develop their speaking and listening skills using the communicative approach and increase their ability to read and write characters in Year 11 Chinese.   

They will learn to initiate and sustain a conversation in familiar social situations beyond the immediate context, e.g. past and future, write extended passages and read independently in characters.   

Students will also extend their understanding and awareness of Chinese culture and values. 

Students learn to understand and produce a variety of text types:

• Communicate information, ideas and opinions in the form of letters, reviews, emails or blogs.
• Express and respond to personal ideas and opinions.
• Communicate appropriately in different situations, e.g. restaurant, shops or on streets.  
• Understand ways in which the target language and culture are organised for different purposes, e.g. letters, posters or blog entries. 

This course builds on the Year 10 curriculum, focusing on game development, web programming, video creation, and report writing. Through project-based learning, students will develop skills in tools like Adobe Suite, Python, and Visual Studio, exploring various aspects of the digital world and honing their technical creativity.

Students in Year 11 Construction and Materials Technology will develop design and construction abilities through three creative and hands-on projects. They construct either shorts or pants, upcycle a garment and design a project inspired by their own identity.

This course has a strong focus on pattern adaptation and construction techniques for both knit and woven materials and covers most of the basic skills needed for students to be able to design and make their own clothing.

Students learn about design elements, and some design and fashion history and how this can inform an effective design.

This course is largely practical and collaborative. In Year 11 Dance, students will extend their learning from year 10, developing their understanding of how body awareness, space, time, energy, and relationships are considered to make dance works. Throughout the year, students will expand their personal movement range, learn how to apply safe dance practises in individual and group activities, as well as learning how to respond, reflect and interpret dance choreography.  

This course provides a progression from Year 10 Design and Visual Communication, with a focus on innovative product design and spatial design. A range of freehand, instrumental, and CAD techniques will be taught, enabling students to effectively communicate their design ideas using a variety of visual formats. This course is designed to help students explore their creativity and passion for three-dimensional design possibilities.

Design and Photography Introduction course is the study of photography, design and computer generated art to meet to solutions of a brief. It is through a combination of these forms we communicate and learn about ourselves to make meaning of the world.

Year 11 DPI will seek to provide opportunity for students to experience and experiment with a range of digital media as they work towards an end of year submission.

Learning will include:

1.  Some Photographic processes and procedures, in response to artist models  and a brief. This includes documentary and portrait photography.
2.  Branding: Logo Design and Marketing material towards a given brief.
3.  Collage as a Photographic convention. 
4. The way in which photography and design is viewed and valued and how the context of the work changes this.
5. Exploring the application of these skills outside of the expected outcome.

This course is largely practical and collaborative. In Year 11 Drama, students will deepen their confidence in performance and understanding of theatre. Students will engage in activities and assessments to examine how drama is used to heal, educate, entertain or transform society.  Students will participate in a range of activities to develop their ability to use drama techniques, conventions and elements to enhance performance. The theatre forms of Commedia Dell’Arte, realism and Theatre Aotearoa will be the focus throughout the Year 11 course work. 

Students will participate in a production performance for a live audience and also attend live theatre as part of the course. They will analyse these performances in a written examination at the end of the year.

The aim of Economics is to develop an understanding of how people meet their needs by allocating scarce resources in society. By studying economics, students will consider how New Zealanders are affected by the economic decision-making of individuals, communities, businesses, and government agencies in New Zealand and overseas.

This course looks at how as a result of scarcity, consumers, producers and the government make choices that affect New Zealand society, and how the different sectors of the New Zealand economy are interdependent. 

Students will study:

• Economic decision making of consumers and producers.
• The market system and how in free market economies, prices set by the interaction of supply and demand allocate scarce resources.
• The New Zealand economy and gain an insight into how it works.

In Year 11 English, students build their confidence and skill in understanding and using language across a range of contexts. Through the study of a variety of texts, including novels, short stories, films, poetry, and non-fiction, students explore key ideas such as identity, belonging, and human experience. 

The course encourages learners to make connections between texts, their own lives, and the wider world. Texts are drawn from Aotearoa New Zealand, the Pacific, and global literature, helping students to develop empathy, cultural awareness, and an appreciation of diverse perspectives. 

Students will strengthen their ability to read critically, write fluently and coherently, and speak and present with clarity and purpose. A focus on crafting written and oral texts helps students develop their voice and communicate with impact. 

Throughout the year, students engage in a range of activities that support analytical thinking, creativity, and personal response. These skills prepare them not only for success in NCEA but also for effective participation in their communities and future pathways. 

Year 11 English OR Year 11 ESOL at Baradene College is compulsory.  All Year 10 students will be entered into Year 11 English or Year 11 English as a Second Language course (at the discretion of the Head of Facility or the Dean of International Students).

English as a Second Language (ESOL)

This is a course for international students and students whose first language is not English. 

Proficiency in English is assessed prior to entry and students are placed into one of the ESOL classes, according to their year level and ability in order to achieve literacy.  

Level 1

Students are provided with the opportunity to achieve Achievement Standards for Literacy. The credits are in reading, writing and visual presentation.  

Homework is given to improve grammar, increase vocabulary competency and writing skills as well as helping students to read a variety of texts.

Year 11 English OR Year 11 ESOL at Baradene College is compulsory.  All Year 10 students will be entered into Year 11 English or Year 11 English as a Second Language course (at the discretion of the Head of Facility or the Dean of International Students).

This course provides a progression from Year 10 Food Technology, with a focus on food product development and innovation. Students apply technological processes to investigate, plan and develop products to meet the needs or opportunities of a client/stakeholder. This course is designed to help students explore their creativity and passion for new product development.

Students are provided with an opportunity to explore the language and culture using a communicative approach through the skills of listening, speaking, reading and writing.  Topics include holidays, festivals and celebrations, food, future plans, celebrities and TV programs, Technology, leisure activities and daily routines. Students learn to understand and produce more complex language. They learn to communicate beyond the immediate context, e.g., about past and future events. Students learn to understand and produce a variety of text types.

Students will have the opportunity to take part in the Year 11 Interschool French Quiz.

• Communicate information, ideas and opinions through different text types.  
• Express and respond to personal ideas and opinions. 
• Communicate appropriately in different situations.
• Understand ways in which the target language and culture are organised for different purposes

Year 11 Science

The Year 11 General Science course is compulsory in Year 11 at Baradene College.

Students may then choose the Year 11 Additional Science course as an optional subject.

The Year 11 Additional Science course is highly recommended for students who have a strong interest in the sciences and are considering taking two or more sciences in Year 12. It is taken in addition to Year 11 General Science and it provides the opportunity for students to gain a wider and deeper foundational knowledge and skill set in all three specialist areas of the Sciences.  

This dual pathway is strongly advised for those students who wish to do Chemistry and/or Physics at Year 12.

Year 11 General Science 

This course involves study from the specialist areas of Biology, Chemistry and Physics to provide students with a science background to understand everyday science, prepare for the workforce or to choose further study pathways (secondary and tertiary) in all specialist areas.  It is compulsory for all students to take a science subject in Year 11.

At this stage the course will include physic (mechanics and energy), foundation chemistry (acids and bases, rates of reaction) biology (DNA, cells, genetic variation and organ systems).

Geography is about the relationship between people and environments. It is about the world around us and how people and places interact. It seeks to interpret the world and how it changes over time – past present and future. It explores the relationships and connections between people and both natural and cultural environments. Geography investigates the ways in which features are arranged on earth’s surface. It describes and explains the patterns and processes that create them.  Geography students learn to think spatially and use maps, visual images and new technologies to obtain, present and analyse information.

Topics include: 

• Spatial distribution of geographic features.
  1. In this topic we look at the location different natural or cultural features such as coral reefs, cacao bean plantations, volcanoes and deserts. We study the reason why they are located where they are and why they are important for people and places. 
• Aspects of demography. 
  1. This topic explores populations. Where people live and why, how populations are made up and how they change over time. We also study population issues such as the strain large populations put on the environment and the social challenges countries face when they have a shrinking population.
• Researching a solution to a geographic problem. 
  1. In this topic we undertake a field trip to collect data to help us solve a geographic problem. Field trip locations could include Newmarket, the CBD and Rangitoto Island. The problem could be related to the natural or cultural environment. 
• Geographic processes in a natural environment(s). 
  1. This topic looks at a natural environment such as the Amazon Rainforest and the different process that have taken place to form and shape it over time. We will also study the ways in which humans use natural environments. This topic may also involve the study of natural disasters like tropical cyclones, tsunamis and earthquakes. We will study the processes that cause these disasters and how they affect people and places. 

The programme of learning will relate to the following Big Ideas that reflect the nature of geography and geographical knowledge;

• Big Idea: Te taiao (the environment) is interconnected with ngā tangata (people) and ngā tangata are interconnected within te taiao
• Big Idea: Te taiao can be shaped by natural processes
• Big Idea: Tikanga informs the relationships between ngā tangata and te taiao
• Big Idea: Perspectives and power influence te taiao

Student study the key Health Education concepts, of Hauora, Attitudes and Values, Socio-ecological perspective and Health Promotion.

Health models through the potential topics of Relationships, Mental Health, Decision making and Resilience.

History is the study of people, places and events in the past, and how this has changed over time. History looks at the different perspectives people have about events. In Year 11 History, students look at the causes and consequences of events, and different perspectives people have on events. Learning how to use critical thinking skills underpin History as a subject. History is a research-led subject, where students consider strengths and limitations of sources and developing corroboration skills to determine reliability and historical significance.

Topics include:

• Black Civil Rights in the USA
  • A study into the civil rights movement to end segregation in the USA. This topic starts with setting the context around ‘settler colonialism’ and the removal of native Americans, the establishment of slavery, the Civil War, Jim Crow laws enforcing segregation, the establishment of the NZZCP, Brown vs Board of Education, the lynching of Emmett Till, Rosa Parks and the Montgomery Bus Boycott, the Little Rock Nine students desegregating their high school, Sit-ins and Freedom Rides, and the Birmingham Campaign. All these events led to the 1964 Civil Rights Act. 
• International Relations: The Perspectives of key political figures at the Treaty of Versailles after WWI. 
  • Their perspectives led to a pace plan that planted the seeds of war twenty years later in WWII.                                                                                                                                                
• The Rise of Adolph Hitler and the Nazi ideology of anti-Semitism that led to the Holocaust.
  • The focus is on how Hitler rose to power and Nazi ideology, with a focus on the impact of this regarding the rise of antisemitism policies.
• The 9.11 terrorist attack on the USA in 2001.
  • An understanding of historical concept of causes and effect (consequences) is applied to this terrorist attack on the USA by the Islamic fundamentalist group al Qaeda.

The programme of learning will relate to the following Big Ideas that reflect the nature of history and historical knowledge;

• Big Idea: Historical Narratives are constructed. 

• Big Idea: Historical Narratives are contested.

• Big Idea: Power Relationships often drive History. 

• Big Idea: Place has shaped historical narratives of people. 
• Big Idea: Identify is interwoven with history and is shaped by tūrangawaewae, whakapapa, and whanaungatanga. 

Year 11 Mathematics is compulsory at Baradene College.

• All Year 10 students will be entered into Year 11 Mathematics, Year 11 Mathematics with Numeracy or Level 2 Calculus.
• Those students who require extra support will be placed in Year 11 Mathematics with Numeracy and Statistics.
• Those students who have completed Year 11 Mathematics in Year 10 2025 will be placed in Level 2 Calculus.(Please request an exemption into Level 2 Calculus, which will then be approved)

Year 11 Mathematics

 This is a general Mathematics course that that studies a wide range of topics including: 

• Algebra (fundamentals) 
• Right-angle triangles
• Statistics (Bivariate and Multivariate data) 
• Probability
• Numeric Reasoning
• Financial Literacy

This course will prepare students to move into Level 2 Mathematics with Calculus (providing prerequisite grades are met) and/or Level 2 Mathematics with Statistics.

Year 11 Mathematics is compulsory at Baradene College.

• All Year 10 students will be entered into Year 11 Mathematics, Year 11 Mathematics with Numeracy and Statistics or Level 2 Calculus.
• Those students who require extra support with numeracy will be placed in Year 11 Mathematics with Numeracy and Statistics.
• Those students who have completed Year 11 Mathematics in Year 10 2025 will be placed in Level 2 Calculus. 

Mathematics with Numeracy and Statistics

This course will build on the core mathematical skills developed in Years 7 – 10 and is suited to students who gained mostly Achieved grades in Years 9 and 10 Mathematics and/or who have yet to gain their Numeracy Common Assessment.

Course content includes:

• Financial literacy
• Measurement
• Geometry
• Algebra
• Probability and Statistics 

 The work offered in Year 11 Media Studies is guided by three internal assessments and one exam that covers analysing, writing, and creating.

The two highlights of the year are the genre study and the production. The genre study allows for students to uncover the characteristics that make a genre function and explore how they appeal to an audience. The production is a chance for students to make their own product and learn how the industry works by completing pre-production materials, the production, and post-production refining.

The rest of the year is filled with essay-driven assessment work where students have the chance to analyse film techniques in a text and write a short film script.

This course is designed to enhance students' practical, theoretical, and creative skills in music. Students will advance their abilities in composition, performance (both solo and group), music theory/analysis, and music history. This course fosters public performance confidence, creative expression through composition, and analytical skills through score reading and music theory. Aural skills will be honed by listening to various music styles.

Performance

Over the course of the year, students will perform two contrasting pieces of music on their chosen instrument as a featured soloist before an audience and one piece of music as part of a group. The performances will demonstrate evidence of technique, accuracy, musicianship and presentation skills.

• Solo Performance (1):  - One piece or movement
• Solo Performance (2): - One contrasting piece or movement
• Group Performance:  - One piece or movement

Composition

Over the course of the year, students will compose two short pieces of music based on composition tasks. The nature of these compositions will be outlined in the assessment task sheet.

• Composition 1: Melody and accompaniment
• Composition 2: Collaborative Song Writing

Score Reading and Musical Knowledge

Students will engage with a wide range of scores from various cultures and musical periods. During the Term 4 examination, students will compare different music styles, focusing on World Music, Māori, and Pasifika. Understanding of music in historical contexts will also be assessed.

Aural Skills

While there is no formal assessment for aural skills, these will be developed during class through listening and analysing various compositions, enhancing glossary terms and analytical skills.

Curriculum Level

Music in Year 11 aligns with Curriculum Level 6, with some students possibly working beyond this level. The National Curriculum Achievement Objectives include:

• Developing Practical Knowledge in Music (PK)
• Developing Ideas in Music (DI)
• Communicating and Interpreting in Music (CI)
• Understanding Music in Context (UC)

Learning Outcomes: 

By the end of Year 11, students should be proficient in:

• Playing music as a soloist and in an ensemble (CI)
• Creating music using the MuseScore program (DI)
• Investigating and analysing music and its composers (UC)
• Theoretical skills and stylistic conventions equivalent to Grade 4 Theory (PK)
• Aural perception and listening skills equivalent to Grade 4 Aural (PK)

The course aims to reflect the 5 Sacred Heart Goals of Baradene:

• A Personal and Active Faith in God
• A Deep Respect for Intellectual Values
• Building of Community as a Christian Value
• A Social Awareness Which Impels to Action
• Personal Growth in an Atmosphere of Wise Freedom

The course aligns with the Key Competencies, Values, and Principles of the New Zealand Curriculum.

Students will participate in a wide range of activities. There is a mixture of practical and theory periods. Students will demonstrate performance in different sports with varying skills and be assessed against national standards. They measure their fitness and devise strategies and programmes for their overall well-being. Students will also learn about risk management for a range of outdoor activities, and learn factors that contribute or hinder sport participation in the community. 

The course includes a Snow planet day, Action Matakana assault course, Indoor Rock Climbing and an orienteering or adventure type race in a team.

The Year 11 Religious Education course covers: 

• Social Awareness Programme.
• Our History: In Aotearoa New Zealand.
• Being Human.
• Beliefs and Believing.

Year 11 Religious Education at Baradene College is compulsory.  All Year 10 students will be entered into Year 11 Religious Education.

Students are provided with an opportunity to explore the language and culture using a communicative approach through the skills of listening, speaking, reading and writing. Topics include communicating about leisure time, movies, special events, celebrities, future careers, healthy living, our city, justice issues, recycling and a trip to Madrid. There will also be opportunities for food, yoga and dancing in Spanish. 

Students learn to understand and produce more complex language. They learn to communicate beyond the immediate context, e.g., about past and future events. Students learn to understand and produce a variety of text types.   

• They will communicate information, ideas and opinions through different text types. 
• Express and respond to personal ideas and opinions. 
• Communicate appropriately in different situations. Understand ways in which the target language and culture(s) are organised for different purposes. 
• Understanding ways in which the target language and culture are organised for different purposes.

Te reo Māori is an official language of New Zealand. Studying it shows respect for this important part of our culture. It is a treasured language protected by the Treaty of Waitangi and is a key part of our national identity.

When New Zealanders learn and use te reo Māori, they become more aware of how the language and culture shape our unique identity in the world. Learning te reo Māori and understanding its customs help students connect with their own identities and build shared cultural understandings.

Everyone who learns te reo Māori helps keep it alive and vibrant. They also come to see that our differences make us stronger together. Te reo Māori supports Māori cultural growth and contributes to social and economic progress in New Zealand and beyond. Learning the language also challenges the mind and encourages deep thinking.

Course overview:

The Year 11 course aims to improve students' skills in both written and spoken Māori. It builds on the basic grammar learned in Year 10, helping students become more fluent in speaking and writing. By the end of the year, students will be able to have conversations with te reo Māori speakers in familiar situations and handle some new ones. They will use basic Māori language patterns naturally and be willing to try out new language and read on their own. They will be able to write short passages, personal letters, and simple formal letters in te reo Māori. Students will become more confident using various strategies for learning te reo Māori and communicating in mostly Māori social settings.

Course description:

Assessments will include a mix of exams, tests, and a portfolio as suited to the course.

The Year 11 course will correspond to Level 5 and 6 of the te reo Māori Curriculum.

Students may choose from one or both of the Level 2 Mathematics Courses

Mathematics with Calculus OR Mathematics with Statistics.  

• Year 11 students in 2025: who have completed NCEA Level 2 (Year 12) Mathematics choose from Year 13 Calculus or Year 13 Statistics 
• Year 10  students in 2025: who have completed the Year 11 Mathematic course in Year 10  please enter Year 12 Mathematics Calculus (Level 2) course (Please request an exemption into Level 2 Calculus, which will then be approved) 

Mathematics Towards Calculus

Topics studied include:

• algebra
• calculus
• trigonometry 
• graphs

The Level 2 Accounting course further utilises the knowledge, understanding and analysis skills gained in Year 11 Accounting. The focus continues to be on providing financial information to individuals, households, communities and small businesses. The objectives of the course are to enable students to:

• Manage the financial affairs of individuals, whānau, and local or regional entities, that operate accounting sub-systems, while acting with integrity.
• Make use of appropriate communication tools and skills to process, report, and interpret information for individuals, whānau, and local or regional entities, that operate accounting sub-systems.

Biology is the scientific study of living things and their interactions within the ecosystem. In this course students study the bigger concepts of plant and animal relationships through ecology as well as the microconcepts.  

Within the course the students will study:

•    Cell processes investigations

•    Comparison of the respiratory systems of animals such as a polar bear, snapper, weta etc

•    Patterns of distribution of species in different ecosystems

•    Cell processes

•    Genetic variation

This course is designed for students to explore the fundamental principles that control the intriguing domain of chemistry. They will be introduced to:

• Structure and Bonding 
• Redox
• Organic Chemistry 
• Chemical Reactivity 

This course continues the study of a wider range vocabulary and extends grammar, expressions and Chinese characters. There is a focus on developing listening and reading (receptive skills), speaking and writing (productive skills) and communication and conversation skills. Topics covered include: health and lifestyle, school life, leisure, festivals, travel and various school events. 

Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.  

• Communicate information, ideas and opinions through increasingly complex and varied texts.  
• Explore the views of others, developing and sharing personal perspectives.  
• Engage in sustained interaction and produce extended text.  
• Analyse ways in which the target language is organised in different texts and for different purposes.
• Explore how linguistic meaning is conveyed across languages.
• Analyse ways in which the target culture is  organised for different purposes and for different audiences.
• Analyse how the use of the target language expresses cultural meanings.

Classical Studies is the study of people, places and events of the classical world and how they influence the modern world. Classical Studies is an interdisciplinary subject: students engage with literature, languages, art, history, science, technology, religion, and philosophy. 

Students explore community, cultural identity, values and perspectives and think critically about human behaviour and relationships to appreciate the civilisation of ancient Greece and Rome, understand the past and the present and to imagine possible futures. 

The course includes an introduction to the classical world, Greek literature, public art and architecture and the discovery of Pompeii.  

Topics Studied:

• Homer’s epic poem - The Odyssey

                    The Odyssey covers Odysseus’ 10-year journey home from the Trojan War. We study it with particular reference to ideas and values contained in Books 1,5,6,9,19-23. 

Or

• Sophocles’ play Antigone

                    Antigone is a play about a pious and compassionate young woman who defied a king. It explores the timeless conflict between loyalty to family and religion, and loyalty to the state.

• Architecture and Sculpture of Fifth-Century Athens 

                    This topic covers Greek Temples (including frieze sculpture), Sculpture and Portraiture from 5th Century Athens. 

• The Eruption of Mt Vesuvius

                    This internal involves demonstrating understanding of a significant event in the classical world. For this, you will focus on the eruption of Mt Vesuvius and its significance in regard to preserving Pompeii                         and the insight this gives into Roman life. 

• Iliad vs. Troy

                    This internal involves demonstrating understanding of the relationship between aspects of the classical world and aspects of other cultures. For this standard, you will make comparison between scenes from                     the Iliad and compare/contrast to scenes in the film Troy, analysing how one has influenced the other. 

The programme of learning will relate to the following Big Ideas that reflect the nature of Classical Studies;

• Big Idea: Citizenship
• Big Idea: Culture and identity
• Big Idea: Conflict
• Big Idea: Art and aesthetics
• Big Idea: Heritage

In this course, students are introduced to Arduino, C++ programming, and their practical applications. They will learn to work with Arduino boards, sensors, actuators, and shields of their choice. The course covers control systems, automation, and robotics. Students will explore the fundamentals of engineering, mechatronics, and electronics.

This course involves the application of the technological process in the development of textile products. Students identify needs and opportunities from a given issue and complete one main project throughout the year. Global environmental issues in the textile industry guide the project. The design process is supported by independent research and the development of practical skills in patternmaking and construction. The course requires research and planning, along with interaction and on-going communication with a client.

This course is largely practical and collaborative. In Level 2 Dance, students will develop their confidence as a performer and choreographer, while extending their dance literacy and repertoire. Students will participate in dance from a variety of styles, learning technique and stylistic movements. Expert tutors will teach phrases to students which will be rehearsed and polished. Students will also refine choreographic devices and processes to create an original dance work. There will be opportunities to watch, appreciate and evaluate a variety of dance.

Students will research information, methods and ideas in the context of a drawing study in Design. They will learn to generate and develop their ideas using drawing processes and procedures. This includes hand-rendered and computer-based drawing. 

Students will produce a body of work to show an understanding of art-making methods and ideas.

Students are only able to select TWO Visual Art subjects at Level 2 (this does not include History of Art). 

Design at Level Two is largely practical and requires students to generate and develop ideas in response to a topical issue. The learning involved includes being able to think creatively, problem solve, work collaboratively and to show the progression of an idea across multiple outcomes.

Overall, Design at Level Two provides an experience that prepares students not only for creative industries but also equips them with valuable skills applicable across various disciplines and professions. Students not only learn essential design skills but also gain valuable insights into the role of design in addressing real-world challenges and creating meaningful connections within their community.

Learning will include:

1              Identify a real-world context to base their work around. Research and explore this context to understand what they are designing and for who.

2              Generate and develop ideas across a related series of Design briefs, including logo, map, ticket and poster design.

3              Produce a resolved series of work to present as a portfolio for the end of year submission.

‘KAI hei Whakaaro! FOOD for THOUGHT! A New Zealand food event’.
 Students will explore and research a food issue and or cuisine and create a series of promotional briefs that promotes their chosen theme and event to New Zealanders in a new and exciting way.

This course builds on the foundation that was formed in Year 11 Design and Visual Communication. Students will develop advanced visual communication skills enabling them to communicate detailed visual information.

 At Level 2, students will generate and evolve design ideas, demonstrating use of specialist spatial or product design knowledge in response to a brief context. They will use drawing and rendering techniques to generate divergent design possibilities and communicate design details. Students will use a range of hand drawing and CAD techniques to visually communicate design ideas.

Students will show understanding that design does not develop in a vacuum but is affected by the circumstances of the society in which it exists and serves.

This course is largely practical and collaborative. In Level 2 Drama, students will research, critically evaluate and refine ideas to develop drama in specific forms. These include Brechtian theatre, documentary theatre, feminist theatre and physical theatre. Students will select and use techniques, conventions and technologies in different performance contexts. They will perform a role in a production for an audience, responding to rehearsal processes and performance protocols. Students will work with prominent theatre company ‘Red Leap’ in workshops to develop tools and skills for devising an original drama. They will also study a true crime documentary from Theatre Aotearoa and prepare an extract for performance. Students will also watch at one live performance at the theatre, which will be written about in the external examination. For this, students analyse theatre aspects and their contribution to a live performance.

By studying Economics, students will consider how New Zealanders are affected by the economic decision-making of individuals, communities, businesses, and government agencies in New Zealand and overseas.

 In this course, students will:

• Develop an understanding of the New Zealand economy and the policies that the Government uses to manage it.
• Make sense of economic problems that they may be facing, now and in the future.
• Make connections between New Zealand’s economy and the global economy.

Students will be challenged to find solutions to current macro-economic issues, such as unemployment, poverty, low economic growth and inflation. 

In Year 12 English, students deepen their ability to think critically and analyse texts. They study a range of literature, film, and non-fiction to explore how authors use language and structure to shape meaning. 

The focus is on developing strong analytical skills, crafting developed and sustained arguments and responding thoughtfully to complex ideas. Students also continue to refine their creative and formal writing, preparing for both internal and external NCEA assessments. 

This course builds confidence in interpreting and creating texts, helping students become clear, effective communicators and independent thinkers. 

Year 12, Level 2 English at Baradene College is compulsory.  All Year 11 students will be entered into Level 2 English Course or English as a Second Language Course.

English as a Second Language.

This is a course for international students and students whose first language is not English. Proficiency in English is assessed prior to entry and students are placed into one of the ESOL classes, according to their year level and ability in order to achieve literacy.  

Level 2/3

This two-year Level 2/3 course provides students with the opportunity to begin achieving their Level 2 achievement standards which gives them the opportunity to gain entry to a New Zealand or overseas university.  

Students focus on gaining Level 2/3 achievement standards in reading, writing, speaking and presenting. 

Homework is given to increase grammar, accuracy and develop vocabulary competency.

Year 12, Level 2 English at Baradene College is compulsory.  All Year 11 students will be entered into Level 2 English or Level 2 English as a Second Language course (at the discretion of the Head of Facility or the Dean of International Students).

This course involves the application of the technological process in the development of food innovations to meet the requirements of student-developed briefs. The course requires considerable independent research and planning, along with interaction and on-going communication with real clients/stakeholders. Students will also develop skills and knowledge of product development and sensory evaluation techniques. Global health issues and environmental impact guide the design and production of the innovations. Students will present their research and development as a portfolio alongside the production of their products.

Students adopt a more focussed approach to grammar and vocabulary and are introduced to some French literature and film. Topics covered include personal relationships and issues which concern young people, Family issues and relationships, technology and the future and the environment.

Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.  

Students will have the opportunity to take part in the Senior Interschool French Quiz and Debating competition.

• Communicate information, ideas and opinions through increasingly complex and varied texts.
• Explore the views of others, developing and sharing personal perspectives.
• Engage in sustained interaction and produce extended texts.
• Analyse ways in which the target language is organised in different texts and for different purposes.
• Explore how linguistic meaning is conveyed across languages.
• Analyse ways in which the target culture is organised for different purposes and for different audiences.
• Analyse how the use of the target language expresses cultural meanings.

Geography is about the relationship between people and environments. It is about the world around us and how people and places interact. It seeks to interpret the world and how it changes over time – past present and future. It explores the relationships and connections between people and both natural and cultural environments. Geography investigates the ways in which features are arranged on earth’s surface. It describes and explains the patterns and processes that create them.  Geography students learn to think spatially and use maps, visual images and new technologies to obtain, present and analyse information.

Topics include: 

• The Tongariro Volcanic environment
  1. This topic involves an in-depth study of the natural environment of the central North Island around the volcanoes of Ruapehu, Tongariro and Nguruhoe. We will undertaken a three day field trip to the area to study the environment up close. We will particuarly focus on the different aspects of the environment like relief and vegetation and how they have formed and changed over time. 
• Geographic research 
  1. In this topic we gather data geographic on a field trip. We use this data to explain a natural environment and why it’s features look the way that they do. 
• Global geographic patterns 
  1. This topic looks at a global geographic pattern such a malaria. We study where malaria occurs in the world and the reasons why. We also study the affects that this disease has on people across the world. 
• Using spatial analysis to find a solution to a geographic problem
  1. In this topic we use digital mapping tools such as Geographic Information Systems (GIS) to explore the issue of crime in Chicago. We look at the reasons for urban crime and the patterns it creates. We then use this data to come up with a solution to the crime problem in the city of Chicago.

 The programme of learning will relate to the following Big Ideas that reflect the nature of geography and geographical knowledge;

• Big Idea: Te taiao (the environment) is interconnected with ngā tangata (people) and ngā tangata are interconnected within te taiao
• Big Idea: Te taiao can be shaped by natural processes
• Big Idea: Tikanga informs the relationships between ngā tangata and te taiao
• Big Idea: Perspectives and power influence te taiao

The Year 12 Health course is theory based with classes full of discussions as well as many and varied scenarios that enable students to complete notes and the worksheets to create a full and comprehensive understanding of all the key concepts.

History offers an understanding of human activities in the past in the context of change through time. It enables society to understand their heritage and that of their community, society and nation. By leading students to enter into other times and places to see how the past appeared to the people living then, it challenges them to think about continuity and change, similarities and difference, cause and effect. In the process, students learn that events require explanations, that change is complex, that truth is often difficult to establish and that personal judgements and opinions should be supported by firm evidence and coherent argument. Students at Year 12 continue to develop skills in finding and presenting information, deciding what is relevant, structuring an essay and distinguishing facts from opinions. 

The Year 12 (Level 2) course looks at topics that deal with ‘historical forces’ such as: 

• Colonialism
• Nationalism
• Imperialism
• Feminism. 

Topics include:

• Bosnian War
  • The conflict in Bosnia illustrates the impact of Serbian Nationalism as an historical force. The course will focus on the background to the Bosnian Conflict in the 1990s, where communism was replaced by nationalism as the historical force. The students will focus on the Siege of Sarajevo, and the massacre at Srebrenica. New Zealand sent peacekeepers to Bosnia as part of the UN Peacekeeping force. 
• The Second Wave of Feminism in New Zealand (1970-1985).
  • This topic looks at how change happened in society that led to the removal of limitations on women and the improvement of their rights. An understanding of how women’s liberation groups carried out protest and activism in New Zealand allows students to understand the significance of social, economic, and political change was achieved as a short and long-term consequence of this activism. 
• The Cold War
  • In this topic, the focus is on International Relations and the Search for Security in the twentieth century (1946-1989). The Historical Forces of Communism and Anti-Communism are emphasised. Students will look at specific case studies, using both primary and secondary documents. They will then undertake research into a Cold War event of their choice. 

The programme of learning will relate to the following Big Ideas that reflect the nature of history and historical knowledge;

• Big Idea: Historical Narratives are constructed. 

• Big Idea: Historical Narratives are contested.
• Big Idea: Power Relationships often drive History.
• Big Idea: Place has shaped historical narratives of people.
• Big Idea: Identify is interwoven with history and is shaped by tūrangawaewae, whakapapa, and whanaungatanga.

The aim of History of Art is to develop an understanding of the historical, cultural and social context of art. Students will learn to research topics, analyse artworks and examine techniques, subjects and themes in art. Students will gain intellectual confidence recognising, interpreting and delivering facts. Literacy, communication and discussion’s form the basis of this exciting course.

The area of study is Towards Modernism (1780-1900), which includes French Painting, Sculpture and Architecture from the French Revolution to Post Impressionism. 

Course Overview

Learning will include:

Styles:

• Neoclassicism
• Impressionism
• Iron and steel innovations
• Post-Impressionism
• Realism
• Architectural Revivalism (Neoclassical)
• Romanticism.

Meanings:

• Depictions of men and women
• Work and leisure
• Contemporary events
• Modernity (e.g. cities, railways, café society, technological innovations).

Contexts:

• Economic (e.g. wealth, prosperity, patronage)
• Social (e.g. domestic life, social class, rural and urban environments) 
• Political (e.g. revolution, national identity)
• Philosophical (e.g. enlightenment, orientalism, socialism)
• Technological (e.g. industrialisation, mass production, new materials).

Students may choose from one or both of the Level 2 Mathematics Courses

Mathematics with Calculus OR Mathematics with Statistics.  

• Year 11 students in 2025: who have completed NCEA Level 2 (Year 12) Mathematics choose from Year 13 Calculus or Year 13 Statistics 
• Year 10  students in 2025: who have completed the Year 11 Mathematic course in Year 10  please enter Year 12 Mathematics Calculus (Level 2) course (Please request an exemption into Level 2 Calculus, which will then be approved) 

Mathematics Towards Calculus

Topics studied include:

• algebra
• calculus
• trigonometry 
• graphs

Students may choose from one or both of the Level 2 Mathematics Courses

Mathematics with Calculus OR Mathematics with Statistics.  

• Year 11 students doing Year 12 Mathematics in 2025:  2026 choose from Year 13 Calculus or Year 13 Statistics 

Mathematics with Statistics

Topics studied include: 

• Simulation.
• Experimental design 
• Probability.  
• Coordinate Geometry.

This course will build on the foundations laid out in Year 11 Media Studies. The work offered in Level 2 Media Studies is guided by four internal standards and one external standard that covers analysing, writing, and creating. .

Each year students love the representation assessment that happens at the beginning of term 1.  This research task allows students to identify texts where women have been poorly represented through a media lens, and further explore the impact this has on society. It’s a great opportunity for us to think more deeply about how women are treated and controlled by the media.

Students have the chance to create horror short films at Level 2 which is always a highlight of the year. Through studying the horror narratives and conventions, this process teaches students how the industry works by completing pre-production materials, the production, and post-production refining.

The rest of the year is filled with written assessment work where students have the chance to write a short film script, analyse narratives, and explore the changes in a genre.

This course develops skills in composition, performance (group and solo), and music history. Music enhances students' confidence in public performance, fosters creativity through composition, and improves problem-solving skills through analysis and score reading. Students will also develop their aural ability by listening to various styles of music.

NCEA Level 2 students will be assessed using the following Achievement Standards:

Making Music:

• Perform two substantial pieces of music as a featured soloist 
• Demonstrate ensemble skills by performing a substantial piece of music as a member of a group 
• Compose two substantial pieces of music

Music Studies:

•  Devise an instrumentation for an ensemble 
•  Demonstrate knowledge of conventions in a range of music scores 

Performance

Students will be marked on Solo and Group Performances this year.

• Solo Performance (1): Term 1 - One piece or movement
• Solo Performance (2): Term 2 - One contrasting piece or movement
• Group Performance: Term 3 - One piece or movement

Every credit you get in performance should ideally equate to 10 hours of playing. Therefore, to gain 6 credits for Level 2 Solo Performance, we expect roughly 60 hours of preparation time, including personal practice, lessons, and rehearsals with the accompanist.

Key Competencies for Performance:

• Thinking: Find ways to work through technical difficulties on your instrument.
• Using Language, Symbols, and Texts: Use the symbols and text on the score to understand what the composer is intending.
• Managing Self: Set personal goals and practice times at home; persistence in practice; be responsible - attend instrumental lessons and care for your instrument; be prepared and punctual for rehearsals.
• Relating to Others: Get feedback from your teachers and peers on your performance; be able to constructively feedback other performers.
• Participating and Contributing: Give performances to friends and whanau; share your talents with your school and the wider community.

Composition

Composition is assessed, over the course of the year, you will compose two substantial pieces of music based on composition tasks. The nature of these compositions will be outlined in the assessment task sheet.

• Composition 1: Term 2
• Composition 2: Term 3

Key Competencies for Composition:

• Thinking: Think creatively; use a variety of compositional devices; critically reflect on your compositions.
• Using Language, Symbols, and Texts: Use notation and symbols appropriately to create a piece of music; understand the wide variety and subtle nuances of musical symbols.
• Managing Self: Concentration and focus; develop sensitive listening skills when working with others; back up Sibelius computer files to ensure the security of work.
• Relating to Others: Get feedback from your teachers and peers on your composition; give constructive feedback for other compositions.
• Participating and Contributing: Give live performances of your compositions to friends and whanau; express personal emotions, experiences, or opinions through composition.

Instrumentation

Instrumentation is assessed, over the course of the year, you will devise an instrumentation of existing pieces from a reduced score. The nature of the instrumentation will be outlined in the assessment task sheet.

Key Competencies for Instrumentation:

• Thinking: Think creatively; use a variety of compositional/arranging devices; critically reflect on your instrumentation.
• Using Language, Symbols, and Texts: Use notation and symbols appropriately to create a piece of music; understand the wide variety and subtle nuances of musical symbols.
• Managing Self: Concentration and focus; develop sensitive listening skills when working with others; back up project files to ensure the security of work.
• Relating to Others: Get feedback from your teachers and peers on your instrumentation; give constructive feedback for other instrumentation.
• Participating and Contributing: Give a live performance of your instrumentation to friends and whanau; express personal emotions, experiences, or opinions through composition.

Score Reading

The Score Reading. It is important that you consistently work towards this assessment throughout the year by building up your knowledge of terms and symbols.

Key Competencies for Score Reading:

• Thinking: Use practical experiences to apply theoretical knowledge and vice versa; respond critically to what you see.
• Using Language, Symbols, and Texts: Use the symbols and text on the score to interpret what the composer is intending. 
• Managing Self: Persist and work towards self-improvement for further assessments; make flashcards to learn musical symbols.
• Relating to Others: Interact and share ideas with others.
• Participating and Contributing: Work out theoretical knowledge practically in group situations; test each other on glossary terms.

Curriculum Level

Music in Year 12 is based around Curriculum Level 7. However, some students will be working beyond this level. The Achievement Objectives of the National Curriculum are:

• Developing Practical Knowledge in Music (PK)
• Developing Ideas in Music (DI)
• Communicating and Interpreting in Music (CI)
• Understanding Music in Context (UC)

Learning Outcomes

By the end of Year 12, students should be proficient in:

• Playing music as a soloist and in an ensemble (CI)
• Creating music using Music Software (DI)
• Investigating and analyzing music and their composers (UC)
• Theoretical skills and stylistic conventions equivalent to Grade 5 Theory (PK)
• Aural perception and listening skills equivalent to Grade 5 Aural (PK)

We aim to reflect the 5 Sacred Heart Goals of Baradene as we undertake our learning:

1. A Personal and Active Faith in God
2.  A Deep Respect for Intellectual Values
3. Building of Community as a Christian Value
4. A Social Awareness Which Impels to Action
5. Personal Growth in an Atmosphere of Wise Freedom

Our aim is to create opportunities and quality outcomes that reflect the Key Competencies, Values, and Principles of the New Zealand Curriculum.

Students will explore a variety of drawing processes and procedures in Painting. This includes using a variety of wet and dry media within the established practice of painting. 

Students will also learn to generate, develop, extend and present their ideas sequentially.  This practical, hands on course enriches student knowledge in creating, collaboration, problem solving and critical thinking skills.

Students are only able to select TWO Visual Art subjects at Level 2 (this does not include History of Art).  

Learning will include:

1. Drawing in wet and dry media
2. Painting conventions
3. Established practice investigation

Students identify and develop a personal style as they explore a theme and artist models of interest through drawing and painting.

Course Overview

This practical, hands-on course provides students with the opportunity to learn creatively through the lens of a camera. They will learn to research established practice and explore techniques and ideas for decision making purposes. This will provide students with the ability to produce a body of work within Photography, working in series to generate, develop and present their ideas to show an understanding of art making methods and concepts.

Learning will include:

Processes and procedures involved with photography:

1. Camera use
2. Photoshop and digital manipulation
3. Extension of ideas through a variety of art-making practices
4. Printing

 Students are only able to select TWO Visual Art subjects at Level 2 (this does not include History of Art).  

Year 12 Physical Education will offer students the opportunity to experience and participate in a wide range of physical activities, in a variety of contexts.  You will study how the body moves and responds to physical activity, as well as be able to develop your interpersonal skills in a variety of settings.  

The main focus of this course is to equip students with the necessary skills to maintain and develop your personal well-being, both now and in the future; as well as prepare you for future academic and vocational opportunities.

Physics is the study of the relationship between energy and matter. It provides curious students the opportunity to think about how the world works and how to explain observed phenomena in a mathematical way. Within this course you will develop the skills to break down a problem into its component parts and apply mathematics, data analysis, and experimental techniques to arrive at a solution.  In this course students will cover the following topics:

• Mechanics
• Electricity
• Waves (optional)
• Nuclear Physics
• Investigation skills

The Year 12 (Level 2) Religious Education course covers: 

• Biblical Studies.
• World Religions.
• Justice and Peace.
• Relationship Education.

Year 12 (Level 2) Religious Education at Baradene College is compulsory.  

Students adopt a more focussed approach in grammar and vocabulary in order to extend their comprehension and production skills. Topics covered include communicating about our holidays, events and people in the past, where we live, civilisations, sport and exercise, future plans and organising a party.  There will also be opportunities for food, yoga and dancing in Spanish.   

Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts. 

• Communicate information, ideas and opinions through increasingly complex and varied texts. 
• Explore the views of others, developing and sharing personal perspectives. 
• Engage in sustained interaction and produce extended text. 
• Analyse ways in which the target language is organised in different texts and for different purposes. 
• Explore how linguistic meaning is conveyed across languages. 
• Analyse ways in which the target culture(s) is (are) organised for different purposes and for different audiences.
• Analyse how the use of the target language expresses cultural meanings. 

Te reo Māori is an official language of New Zealand. Studying it shows respect for this important part of our culture. It is a treasured language protected by the Treaty of Waitangi and is a key part of our national identity.

When New Zealanders learn and use te reo Māori, they become more aware of how the language and culture shape our unique identity in the world. Learning te reo Māori and understanding its customs help students connect with their own identities and build shared cultural understandings.

Everyone who learns te reo Māori helps keep it alive and vibrant. They also come to see that our differences make us stronger together. Te reo Māori supports Māori cultural growth and contributes to social and economic progress in New Zealand and beyond. Learning the language also challenges the mind and encourages deep thinking.

Course overview:

The Year 12 course focuses on developing students' te reo Māori skills in listening, speaking, reading, and writing. Students will build on the basics of the language.

By the end of the year, they will be able to:

• Join general conversations with te reo Māori speakers, understand most of what is said, and make relevant comments. 
• They can explain and discuss their own ideas and use te reo Māori creatively. 
• They will be able to tell the difference between facts and opinions, recognize when someone is trying to persuade or influence them, and talk effectively about their future.  
• Students will use various strategies to learn te reo Māori and will show a high level of fluency for a second-language learner.

Course Outline:

The Year 12 course will correspond to Level 6 and 7 of the te reo Māori Curriculum.

Students study the key aspects of the tourism industry and the major tourist destinations in New Zealand and the World.   

This course is the first year of the New Zealand Certificate in Travel and Tourism(Introductory) Level 2. All assessment is internal.  

Travel and Tourism courses do not count towards University Entrance requirements. Students intending to pursue university study at Auckland University must ensure they have enough credits from the subjects on the approval list. 

Level 3 Mathematics, students may choose up to two courses;

•   Calculus
•   Statistics

Calculus

This course is made up of algebra, linear programming and calculus. 

The Level 3 Accounting course further utilises the knowledge, interpretation and analysis skills gained in Year 11 and Level 2 Accounting. This course will promote knowledge and understanding of Accounting as a financial language for partnerships and companies, which may be service, trading or manufacturing businesses. It covers Generally Accepted Accounting Practice (GAAP) including the New Zealand Framework, the New Zealand International Reporting Standards (NZIFRS) and the associated statutory requirements.

Biology at this level introduces students to the new world that is opening up in this subject. Areas studied include plant and animal behaviour, homeostasis and human evolution.  

Level 3 Mathematics, students may choose up to two courses;

•   Calculus
•   Statistics

Calculus

This course is made up of algebra, linear programming and calculus. 

Level 3 Advanced builds on the foundation laid in Level 2, this course is designed for students who seek a deeper understanding of the material world. The course covers the following topics:

• Panicles and Thermochemistry
• Equilibrium in Aqueous systems
• Organic Chemistry
• Spectroscopy

Level 3 builds on the foundation laid in Level 2, this course is designed for students who seek a deeper understanding of the intricate world of chemistry. The course covers the following topics:

•    Pantacles and Thermochemistry

•    Oxidation-Reduction Processes

•    Organic Chemistry

•    Spectroscopy

This course provides students opportunities to relate themselves to the society and the bigger world. They will develop the ability to express and share opinions, interact with others, and communicate in a variety of spoken and written contexts. The topics will cover different lifestyles, stereotypes, cultural events and living in China. The students can participate in the National Chinese Speech Competition and the Essay Competition held by the Confucius Institute.  

Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.  

• Communicate information, ideas, and opinions through increasingly complex and varied texts.  
• Explore the views of others, developing and shaping personal perspectives.  
• Engage in sustained interaction and produce extended text.  
• Analyse ways in which the target language is organized in different texts and for different purposes.  
• Explore how linguistic meaning is conveyed across languages.  
• Analyse ways in which the target culture(s) is(are) organised for different purposes and for different audiences. 
• Analyse how the use of the target language expresses cultural meanings. 

This course develops and extends ideas and values of the classical world with both a Roman and Greek focus. 

Students will examine the complexity and diversity of social, political, artistic, and ideological aspects of the classical world and how these aspects influenced the lives of Romans living in those times. They will also understand how and why ideas and values of the classical world have influenced other cultures, including New Zealand, over time. 

The course includes Alexander the Great or Augustus, Literature, Roman Art and Architecture.   

Topics studied:

• Alexander the Great 
  • Alexander the Great who, before the Roman Empire came into existence, conquered the largest empire at the time, which was the Persian Empire hence making him an important historical figure. We study it with particular reference to primary and secondary sources that give us insight into how Alexander was able to do this, the trials and tribulations that he faced along the way (luck vs. actual strategy) and how Alexander and his conquering impacted the classical world at the time and beyond. 

Or 

• Augustus
  • Augustus became the first Roman Emperor and established a form of government which would last for hundreds of years. We will study how he was able to come to power after the assassination of Julius Caesar and make far reaching military, societal and governmental reforms. In addition, we will evaluate his achievements.
• Art and Architecture of the Roman Empire 
  • This topic covers sculpture (portraits and reliefs), Religious and public architecture of the Roman Empire from the time of Augustus through to Constantine, with particular reference to the artworks listed below:
  • The Theatre at Lepcis Magna    
  • The Arch of Constantine
  • Maison Carree at Nimes            
  • The Arch of Titus and reliefs
  • Temple of Bacchus at Baalbek        
  • Ara Pacis Augustae
  • The Pantheon                
  • Bust of Commodus
  • Hadrian’s Baths at Lepcis Magna    
  • Patrician Carrying Busts
  • The Colosseum                
  • Bust of Philip the Arab
  • The Pont du Gard            
  • Prima Porta Augustus
  • Trajan’s Column
• The Infernal Internal or The Hungry Heroes 
  • The Infernal Internal requires you to write an analysis that demonstrates your understanding of the lasting influences of the classical world over time. You will use Homer’s Odyssey, Virgil’s Aeneid and Dante’s Inferno as the context for this analysis. The Hungry Heroes internal requires you to write an analysis that demonstrates your understanding of the lasting influences of the classical hero and the epic poem over time. You will use Homer’s Odyssey, Virgil’s Aeneid and Suzanne Collins The Hunger Games as the context for this analysis. 
• Roman Religion 
  • An aspect of the ideology(ies) of religion in the Roman Empire will be investigated, with particular focus on attitudes towards Christianity.

The programme of learning will relate to the following Big Ideas that reflect the nature of Classical Studies;

• Big Idea: Citizenship
• Big Idea: Culture and identity
• Big idea: Empire and power
• Big Idea: Conflict
• Big Idea: Art and aesthetics
• Big Idea: Heritage

This course builds on the Year 12 Computer Science curriculum. Students will apply their prior knowledge of Arduino electronics to solve real-world problems or identify opportunities in the market. It offers a chance for students to engage in a purposeful, year-long project. At this level, students have full access to the Makerspace, during and outside of class time, to bring their projects to life.

Level 3 Construction and Materials Technology encourages students to respond to real-world problems with in the contaxt of "Good Design" and "Inclusive Design". 

Students undertake independent briefs and have explored a range of contexts in the past including sustainability, products for children, performance wear, and inclusive design. 

This course aims to teach product development and empower students to produce innovative, sustainable and individual technological solutions. 

A great choice for any students wanting to build portfolio for design courses at tertiary level.

This course is largely practical and involves both group and individual work. In Level 3 Dance, students will advance and refine their skills in a range of dance styles. They will explore the world of dance and challenge their understanding of the role of dance in society. Students will choreograph a dance that they teach and rehearse with a group of peers. Students will have the opportunity to watch, appreciate and evaluate a variety of dance, using critical thinking to analyse dance performances and their aspects.

Level Three Design offers students an immersive and a largely practical learning experience that combines problem-solving skills with creative design solutions. By integrating these components into the curriculum, Level Three Design equips students with the skills and knowledge needed to tackle complex design challenges, create impactful design solutions, and effectively communicate their ideas to a wider audience. Typography and imagery are integral components of graphic design. Students learn how to select and manipulate typefaces to enhance readability and convey meaning. They also explore how to integrate imagery seamlessly into their designs, ensuring visual coherence and impact.

 Learning will include:

1. Identifying a real-world context to base their work around. Researching and exploring this context to understand what they are designing and for whom.
2. Generation and development of ideas across a related series of Design briefs, including logo, map, ticket and poster design.
3. Producing a resolved series of work to present as a portfolio for the end of year submission.

E Puru! E whakahihiko ana ō pūhiko hoahoa. Plug-in! & re-charge your Design batteries.
To design promotional products/outcomes for an event that supports either an environmental, social, educational or cultural issue you are interested in.

Students are only able to select TWO Visual Art subjects at Level 3 (this does not include History of Art).  

Students will choose either product design, fashion design or spatial design as their main project for the year 13 Design and Visual Communication course. This project can be extended for those students who choose to work towards Scholarship.

This course requires students to generate innovative design ideas from a starting experience of their choice and evolve these ideas towards a design solution. Students will demonstrate skills in complex visual communication techniques to communicate the intent and details of design ideas.

The design process incorporates human factors and environmental considerations, relating to the broader needs of our society, the global society and future generations.

In Level 3 Drama, students research, analyse and critically evaluate how drama interprets, records or challenges social and cultural discourse. Students will be part of a performance, script an original drama, direct a one act play, and view and analyse live theatre. Students will be expected to rehearse, perform, and show understanding of works from a variety of theatre practitioners and forms. Level 3 Drama students work both individually and collaboratively to produce original work throughout the year.

In this course, students combine microeconomic and macroeconomic theory to understand the factors influencing a well-functioning market. They will learn to examine how the nature and size of the New Zealand economy is influenced by internal and external factors. 

Students will explore issues of:

• sustainability (efficient use of scarce resources)
• enterprise (identifying profit-maximising levels of output)
• citizenship (economic decisions affecting New Zealand society)
• globalisation (the benefits of international trade)

This course challenges students to think deeply and write with sophistication. At Level 3, English focuses on developing an informed, critical understanding of literature and language. Students study complex written, visual, and oral texts from a range of genres, time periods, and cultural contexts. 

A strong focus is placed on interpreting the ideas, themes, and stylistic choices of authors, directors, and poets, and evaluating how these create meaning. Students are expected to engage with texts at a high level; examining symbolism, narrative voice, structure, tone, and social or historical influence. 

Through close reading, critical response, and extended writing, students learn to construct insightful arguments and communicate with clarity and precision. They will also produce crafted writing and deliver a formal oral presentation. 

This course is academically rigorous and designed to prepare students for tertiary study and life beyond school by strengthening analytical thinking, interpretation, and writing skills. 

English as a Second Language 

 This two-year Level 2/3 course provides students with the opportunity to begin achieving their Level 2 achievement standards which gives them the opportunity to gain entry to a New Zealand or overseas university.  

Students focus on gaining Level 2/3 achievement standards in reading, writing, speaking and presenting. 

Homework is given to increase grammar, accuracy and develop vocabulary competency.

Entry is at the discretion of the Head of Facility or the Dean of International Students. Please select this course and the Head of Facility or the Dean of International Students will approve this selection.

This course is designed for students who demonstrate excellence in English and are ready for a deeper, more independent exploration of literature and language. It supports students aiming for Scholarship English. Extension English challenges students to engage critically with sophisticated and often unfamiliar texts across poetry, drama, prose, and film drawing on literary theory and contextual knowledge to build nuanced interpretations. Students are encouraged to read widely, think independently, and express original, insightful ideas through discussion and extended written responses. 

A strong emphasis is placed on academic writing, intertextual thinking, and exploring connections across genres, time periods, and worldviews. Students will be expected to take intellectual risks, justify interpretations with evidence, and reflect on the role of literature in shaping thought and society. 

In addition to meeting NCEA Level 3 standards, the course includes targeted scholarship preparation through practice essays, seminars, and opportunities for independent inquiry. 

This course is intellectually demanding, creatively stimulating, and designed to extend capable readers, writers, and thinkers beyond the standard curriculum. 

This course involves the application of the technological processes in the development of food innovations to meet the requirements of a student-developed context, and solutions for issues within that context. The course requires independent research and planning, along with interaction and communication with real authentic clients/stakeholders. Students will also develop skills and knowledge of food product development, sensory evaluation techniques, and project management skills. Consideration of wide social and physical environmental factors will influence the design and production of their innovations. Students will present their research and development as a portfolio alongside their product innovations.

Students develop the ability to express themselves more fully in the language. Students look in depth at topics such as: Social Problems, New Zealand, the famous French novel ‘Le Petit Prince’ by St Exupéry and a film study “Intouchables”. Students also read a comic book about the life of Madeleine Sophie Barat.   

Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.  

Students will have the opportunity to take part in the Senior Interschool French Quiz and Debating competition.

• Communicate information, ideas and opinions through increasingly complex and varied texts.
• Explore the views of others, developing and sharing personal perspectives.
• Engage in sustained interaction and produce extended text.
• Analyse ways in which the target language is organised in different texts and for different purposes.
• Explore how linguistic meaning is conveyed across languages.
• Analyse ways in which the target culture is organised for different purposes and for different audiences.
• Analyse how the use of the target language expresses cultural meanings.

The Gateway program is a subject choice available to Year 13 Students only. It is designed to expose senior students to different careers by gaining work experience with employers and gaining work related skills. The course is limited to 15 students who will be selected based on interviews.

The Gateway program is designed to strengthen the pathway for Year 13 students to progress from school to the workplace. Students are given the opportunity to ‘test drive’ their career choices, while gaining work experience.

Work experience placements occur every Thursday afternoon in Term 2 but are designed so that students do not miss any classes. Additionally, students can complete unit standards relating to their chosen career.

Please note that Gateway credits count towards Level 3 NCEA, but not University Entrance.

Work placements could include:

• Agriculture/Horticulture
• Graphic Design
• Hospitality
• Retail/Customer Service
• Event Management
• Aged Care and Social Services
• Hairdressing and Beauty Therapy
• Armed Services and Security
• Trades eg Mechanic, Electrician
• Nursing and Midwifery
• Primary and Early Childhood Education

Courses

Each student will complete a Health and Safety course prior to their work placement and a First Aid course in Term 2. Both contribute towards NCEA credits.

Students also have an opportunity to undertake courses related to their area of interest and this is discussed at an individual level.

Assessments

As Gateway is an individualised program, assessments may vary for each student. Every Gateway student is expected to complete a minimum of 20 unit standard credits. These credits may come from a combination of general work and life-skills preparation standards, or standards more specifically linked to a student’s career pathway.

General Work and Life-Skills papers may include:

• Financial literacy
• Leadership in the workplace
• Creating a targeted curriculum vitae
• Conducting a formal interview

Geography is about the relationship between people and environments. It is about the world around us and how people and places interact. It seeks to interpret the world and how it changes over time – past present and future. It explores the relationships and connections between people and both natural and cultural environments. Geography investigates the ways in which features are arranged on earth’s surface. It describes and explains the patterns and processes that create them.  Geography students learn to think spatially and use maps, visual images and new technologies to obtain, present and analyse information.

 Topics include: 

• Tourism in Rotorua
  1. This topic looks at the development and operation of tourism in Rotorua. We will undertake a field trip where you will see and experience the tourism industry in this region.
• Coastal processes
  1. This unit involves the study of local beaches and coastlines. We look at how different coastal features are created and compare west and east coast beaches. This topic may also involve a field trip.
• Geographic research 
  1. We will investigate a natural or cultural environment in this topic through a field trip. Students will come up with their own aim and hypothesis and collect data in order to prove or disprove this. 
• Global geographic patterns 
  1. In this unit we look at the global drug trade. This involves studying the geographic patterns of production and distribution and the ways in which people are affected by this illegal activity. 
• Contemporary geographic issue
  1. This unit explores the global issue of human trafficking. We look at the causes of this issue and possible solutions. Students will have to evaluate different courses of action in order to combat this global issue.

The programme of learning will relate to the following Big Ideas that reflect the nature of geography and geographical knowledge;

• Big Idea: Te taiao (the environment) is interconnected with ngā tangata (people) and ngā tangata are interconnected within te taiao
• Big Idea: Te taiao can be shaped by natural processes
• Big Idea: Tikanga informs the relationships between ngā tangata and te taiao
• Big Idea: Perspectives and power influence te taiao

This course is theory based and focuses heavily on the underlying health concepts - Hauora, Socio-Ecological perspective, Attitudes and Values, and Health Promotion.  

Students have a choice of a range of topics that they want to discuss for each of their assessments where they can find topics they are most passionate about.

History offers an understanding of human activities in the past in the context of change through time. It enables society to understand their heritage and that of their community, society and nation. By leading students to enter into other times and places to see how the past appeared to the people living then, it challenges them to think about continuity and change, similarities and difference, cause and effect. In the process, students learn that events require explanations, that change is complex, that truth is often difficult to establish and that personal judgements and opinions should be supported by firm evidence and coherent argument.

Level 3 History looks at the events and issues that led to a social awareness which impelled individuals and groups to take action. These events have helped shape our place in the modern world. Students will cover a range of topics which explore how ‘trends and patterns’ are shaped over time, as well as case studies on historical significance. Making judgements on Historical Significance underpins the topics looked at as well. One of the key skills taught this year is how to use historians’ opinions/perspectives (historiography) within writing as evidence. We will learn to critique evidence – both primary and secondary.

Topics include:

• Historical Trend: Advancement of Civil Rights in NZ
  • This topic links to the period of counterculture focused on in Year 12 where a trends across an extended period of time emerged as both social attitudes and laws changed. Students will look at how individuals and groups made change, focusing on changing legal, medical, and religious opinions, as well as broader ideological changes.
• Inquiring into World History
  • Own topic choice individual research topic. Students will research a topic of significance, using both primary and secondary sources, in order to illustrate their understanding of the research process, source analysis and evaluation skills. 
• An Historical Event of Significance: Stonewall Uprising in the USA
  • This topic links to the period of counterculture focused on in Year 12 and in the NZ Civil Rights topic. Students will look at a ‘turning point’ which led to social and political change, and how the event has links to New Zealand.
• Contested Event: Pacific History: Captain Cooks Death in Hawai’i
  • Students will study the Sahlins–Obeyesekere debate where two different perspectives emerged as to why the British explorer James Cook was killed in Hawai’i. Students will investigate historians’ perspectives, analysing the evidence each used.

The programme of learning will relate to the following Big Ideas that reflect the nature of history and historical knowledge;

• Big Idea: Historical Narratives are constructed. 
• Big Idea: Historical Narratives are contested.
• Big Idea: Power Relationships often drive History. 
• Big Idea: Place has shaped historical narratives of people. 
• Big Idea: Identify is interwoven with history and is shaped by tūrangawaewae, whakapapa, and whanaungatanga. 

History of Art is a study of the historical, social and cultural context of artworks. The subject encourages and enhances effective analysis, communication, research and literacy skills. 

Students will learn to analyse stylistic characteristics in artworks, examine meaning, study media and processes in art, explain a theory and it’s role in art and examine the context of an art movement. The area of study is Modernism to Post Modernism 1940-c2000.

Topics covered:

• Abstract Expressionism
• Pop Art
• Modernism in NZ Art
• Woman’s movement and Feminist Art

Learning will include:

Styles:

• Abstraction
• Neo Dada
• Feminism
• Postmodernism
• Abstract Expressionism
• Pop Art
• Realism
• Modernism.

Meanings:

• Place
• Philosophy, spirituality and beliefs 
• Identity
• The everyday, popular culture, and consumerism 
• Ideas about art.

Contexts:

• Social contexts
• Economic contexts
• Political contexts
• Mass media.

This course will build on the foundations laid out in Level 1 and Level 2 Media Studies. The work offered in Level 3 Media Studies is guided by four internals and one external that covers analysing, writing, and creating. A total of 15 internal credits and 4 external credits can be attained in this course.

In Year 13, we complete a genre study that has a relationship with society. Through the study of the genre’s conventions and a specific time period, we draw links to uncover how genre and society interrelate.

Students have the chance to apply their understanding of film genres through the making of a media production. This process teaches students how the industry works from working in small groups to complete pre-production materials, the production, and post-production refining.

The rest of the year is filled with written assessment work where students have the chance to research a development in an industry, write a short film script, and analyse a film to reveal a deeper meaning behind the text.

This course will introduce students to many new aspects of music and provide opportunities to improve skills already developed in Level 2 Music.

Course Description

This course develops skills in composition, performance (group and solo), and music history. Music enhances students' confidence in public performance, fosters creativity through composition, and improves problem-solving skills through analysis and score reading. Students will also develop their aural ability by listening to various styles of music.

All students must be learning an instrument or voice and be involved in a music group at Baradene College. Please see the Head of Music if you need to join a group.

Music in Year 13 is based around Curriculum Level 7-8. However, some students will be working beyond this level. The Achievement Objectives of the National Curriculum are:

• Developing Practical Knowledge in Music (PK)
• Developing Ideas in Music (DI)
• Communicating and Interpreting in Music (CI)
• Understanding Music in Context (UC)

Music Achievement Standards

Level 3 Music is divided into two separate courses – Music Studies and Making Music – though overlap is permitted to suit an individual’s strengths and areas of specialty. Music is an approved domain for University Entrance. The credits contribute towards the Level 3 National Certificate of Educational Achievement.

The total number of credits available in Music at Level 3 is 58, of which students will design their own course and complete between 20-24 credits. It is likely that everyone in the class will be doing different combinations of standards, so students will need to develop strong independent work skills to succeed in Level 3 Music.

Students will be asked to select which standards they want to enter early in the year. They should think carefully about their strengths and interests as well as university requirements. Consultation with parents and teachers is recommended before making a final decision.

NCEA Level 3 students will be assessed using the following Achievement Standards:

Making Music:

• Perform two programmes of music as a featured soloist
• Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group 
• Perform a programme of music as a featured soloist on a second instrument 
• Communicate musical intention by composing three original pieces of music 
• Compose three original songs that express imaginative thinking

Music Studies:

• Create two arrangements for an ensemble 
• Research a music topic 
• Demonstrate knowledge of conventions in a range of music scores

Performance

Students will be marked on Solo, Second Instrument, and Group Performances this year.

Performance 

• Solo Performance (1): Term 1 - One piece or movement
• Solo Performance (2): Term 2 - Two contrasting pieces or movements
• Second Instrument: Term 2 - Two contrasting pieces or movements
• Group Performance: Term 3 - One piece or movement.

Every credit students get in performance should ideally equate to 10 hours of playing. Therefore, to gain 8 credits for Level 3 Solo Performance, we expect roughly 80 hours of preparation time, including personal practice, lessons, and rehearsals with the accompanist.

Key Competencies for Performance:

• Thinking: Find ways to work through technical difficulties on your instrument.
• Using Language, Symbols, and Texts: Use the symbols and text on the score to understand what the composer is intending.
• Managing Self: Set personal goals and practice times at home; persistence in practice; be responsible - attend instrumental lessons and care for your instrument; be prepared and punctual for rehearsals.
• Relating to Others: Get feedback from your teachers and peers on your performance; be able to constructively feedback other performers.
• Participating and Contributing: Give performances to friends and whanau; share your talents with your school and the wider community.

Composition and Songwriting

Composition and Songwriting are assessed over the course of the year, students will compose three pieces of music based on composition/songwriting tasks. The nature of the pieces will be outlined in the assessment task sheet.

Composition and Songwriting 

• Composition/Song 1: Term 1
• Composition/Song 2: Term 2
• Composition/Song 3: Term 3

Key Competencies for Composition:

• Thinking: Think creatively; use a variety of compositional devices; critically reflect on your compositions.
• Using Language, Symbols, and Texts: Use notation and symbols appropriately to create a piece of music; understand the wide variety and subtle nuances of musical symbols.
• Managing Self: Concentration and focus; develop sensitive listening skills when working with others; back up Sibelius computer files to ensure the security of work.
• Relating to Others: Get feedback from your teachers and peers on your composition; give constructive feedback for other compositions.
• Participating and Contributing: Give live performances of your compositions to friends and whanau; express personal emotions, experiences, or opinions through composition.

Arrangement 

Arrangement is assessed over the course of the year, students will devise two arrangements of existing pieces from a reduced score. The nature of the arrangement will be outlined in the assessment task sheet.

Arrangement 

• Arrangement 1: Term 2
• Arrangement 2: Term 3

Key Competencies for Arrangement:

• Thinking: Think creatively; use a variety of compositional/arranging devices; critically reflect on your Arrangement.
• Using Language, Symbols, and Texts: Use notation and symbols appropriately to create a piece of music; understand the wide variety and subtle nuances of musical symbols.
• Managing Self: Concentration and focus; develop sensitive listening skills when working with others; back up project files to ensure the security of work.
• Relating to Others: Get feedback from your teachers and peers on your Arrangement; give constructive feedback for other Arrangements.
• Participating and Contributing: Give a live performance of your Arrangement to friends and whanau; express personal emotions, experiences, or opinions through composition. 

Score Reading 

The Score Reading. It is important that students consistently work towards this assessment throughout the year by building up their knowledge of terms and symbols.

Score Reading 

•    NZQA External Examination in November

Key Competencies for Score Reading:

• Thinking: Use practical experiences to apply theoretical knowledge and vice versa; respond critically to what you see.
• Using Language, Symbols, and Texts: Use the symbols and text on the score to interpret what the composer is intending.
• Managing Self: Persist and work towards self-improvement for further assessments; make flashcards to learn musical symbols.
• Relating to Others: Interact and share ideas with others.
• Participating and Contributing: Work out theoretical knowledge practically in group situations; test each other on glossary terms.

Music Research

This achievement standard requires students to research a music topic and to present and reflect on their findings. Researching a music topic involves sourcing, collating, and processing evidence from a range of sources to construct and deliver a presentation that draws insightful, substantiated, and valid conclusions on the selected area of research.

The topic can be anything directly related or connected to music. This could be an individual or a group, the development of an important technical advance, a cultural or historical convention, or one of many other possibilities. The nature of the Research will be outlined in the assessment task sheet.

Music Research

Key Competencies for Music Research:

• Thinking: Analyze and synthesize data; respond critically to information and draw conclusions.
• Using Language, Symbols, and Texts: Filter relevant information from symbols and text.
• Managing Self: Persist and work towards self-improvement for further assessments; create sub-questions.
• Relating to Others: Interact and share ideas with others.
• Participating and Contributing: Present and share research outcomes with others.

 Learning Outcomes

By the end of Year 13, students should be proficient in:

• Playing music as a soloist and in an ensemble (CI)
• Creating music using Music Software (DI)
• Investigating and analyzing music and their composers (UC)
• Theoretical skills and stylistic conventions equivalent to Grade 5 Theory (PK)
• Aural perception and listening skills equivalent to Grade 5 Aural (PK)

We aim to reflect the 5 Sacred Heart Goals of Baradene as we undertake our learning:

1. A Personal and Active Faith in God
2.  A Deep Respect for Intellectual Values
3. Building of Community as a Christian Value
4. A Social Awareness Which Impels to Action
5. Personal Growth in an Atmosphere of Wise Freedom

Our aim is to create opportunities and quality outcomes that reflect the Key Competencies, Values, and Principles of the New Zealand Curriculum.

Students who have a passion for experimenting with a range of paint media will enjoy this practical and hands on course. They will have the opportunity to problem solve, expanding their 'thinking' to develop their skills and explore associated ideas and techniques of practicing artists, while exploring their selected theme for the year.

Students will produce a body of work that demonstrates knowledge of established painting practice. 

This course will also prepare students for tertiary applications.  

Students are only able to select TWO Visual Art subjects at Level 3 (this does not include History of Art).  

Students identify and develop a personal style as they explore a theme and artist models of interest through drawing and painting.

Learning will include:

1. Drawing in wet and dry media
2. Painting conventions
3. Established practice investigation

Students who are interested in learning about computer based digital photography will enjoy this course. They will produce work using the industry-based Adobe computer programme, Photoshop. Students will also be encouraged to develop their photography skills and their own personal ideas. 

Students will have the opportunity to produce a body of work that demonstrates knowledge of established photography practice. This course will also prepare them for tertiary applications.  

Students are only able to select TWO Visual Art subjects at Level 3 (this does not include History of Art).  

In this course students work independently to investigate processes and procedures involved with photography. Each student’s learning is individualised. They will select personalised concepts for investigation and explore these ideas by researching artist models to generate, analyse and clarify ideas within photography practice.

Learning will include:

Processes and procedures involved with photography, for example,

1. Camera Use
2. Photoshop and digital manipulation
3. Extension of ideas through a variety of art-making processes
4. Printing

Students will participate in a wide range of fitness and sporting activities.  There is a mix of practical and theory periods.  Students will demonstrate performance against national standards, examine trends and issues in sports and activities and devise strategies and programmes for their well-being.  The course includes a rafting trip, a surf camp and reflection on outdoor experiences.

Students are assessed on the following topics:

Analyse issues in safety management and devise safety management strategies for experiences with rafting and surfing

Evaluate past  physical activity experiences and make strategies for the lifelong involvement

Devising strategies in their training programme and appraising the results

Assessment in the practical performance of badminton or the students' sport of choice when they complete the badminton unit

Analyse a physical skill using the knowledge of biomechanics

Physics is the study of the physical universe. It provides curious students with the opportunity to think about how the world works and how to explain observed phenomena in a mathematical way. Within this course you will develop the skills to break down a problem into its component parts and apply mathematics, data analysis, and experimental techniques to arrive at a solution.  In this course the students will cover the following topics:

• Mechanics,
• Electricity
• Waves
• Atomic and Nuclear Physics
• Practical Investigation

The Level 3 course covers: 

• Contemporary Ethical Issues
• Sects, Cults and New Religious Movements
• Hermenutics and the Book of Genesis.

Year 13 (Level 3) Religious Education at Baradene College is compulsory.  

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Students adopt a more focussed approach in grammar and vocabulary in order to extend their comprehension and production skills. Topics include in depth communication about friends, important events in the past and news events, advertising, future plans, the environment, travelling and playing games. There will also be opportunities for food, yoga and dancing in Spanish.

Students learn to use language variably and effectively to express and justify their own ideas and opinions and support or challenge those of others. They learn to use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.   

• Communicate information, ideas and opinions through increasingly complex and varied texts. 
• Explore the views of others, developing and sharing personal perspectives. 
• Engage in sustained interaction and produce extended text. 
• Analyse ways in which the target language is organised in different texts and for different purposes.   
• Explore how linguistic meaning is conveyed across languages. 
• Analyse ways in which the target culture(s) is (are) organised for different purposes and for different audiences.
• Analyse how the use of the target language expresses cultural meanings. 

Level 3 Mathematics, students may choose up to two courses;

•  Calculus
•  Statistics

Level 3 Statistics

The course extends the development of statistical methods to find, use and assess appropriate statistical models, to make inferences about populations and to investigate situations that involve elements of chance.   

Te reo Māori is an official language of New Zealand. Studying it shows respect for this important part of our culture. It is a treasured language protected by the Treaty of Waitangi and is a key part of our national identity.

When New Zealanders learn and use te reo Māori, they become more aware of how the language and culture shape our unique identity in the world. Learning te reo Māori and understanding its customs help students connect with their own identities and build shared cultural understandings.

Everyone who learns te reo Māori helps keep it alive and vibrant. They also come to see that our differences make us stronger together. Te reo Māori supports Māori cultural growth and contributes to social and economic progress in New Zealand and beyond. Learning the language also challenges the mind and encourages deep thinking.

Course Overview:

This subject encourages Māori students to take pride in their heritage and invites all students to share in it. Students will use language two years ahead of the NCEA Level 1 standard. They will enjoy and feel satisfied by improving their skills in spoken and written Māori, understanding and respecting te rao Māori and tikanga Māori (especially local customs).

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

• Join conversations with te reo Māori speakers, understand most of what is said, and add relevant comments.
• Explain and discuss their ideas creatively in te reo Māori.
• Tell the difference between facts and opinions, recognize when someone is trying to persuade them, and talk about their future
• Use different strategies to learn te reo Māori effectively.
• Show a high level of fluency for a second-language learner.

Course description:

The Year 13 course will correspond to Level 7 and 8 of the te reo Māori Curriculum.

This course is the second year of the New Zealand Certificate in Travel and Tourism (Introductory) Level 2 and completes the Certificate. Students will study tourism industry including the Pacific Islands and Australia as tourist destinations. All assessment is internal.  

Travel and Tourism courses do not count towards University Entrance requirements. Students intending to pursue university study at Auckland University must ensure they have enough credits from the subjects on the approval list.