Mt Albert Grammar School

Year 9 Chinese language courses are structured in two semesters of approximately 6 months each. There are three periods of class work a week for 17-18 weeks. This semester course provides a solid basis of knowledge upon which to build future years of Chinese studies through Year 10 – Year 13, Level 3 and Scholarship, as well as having opportunities to participate in trips in future years. 

Aims and goals: during the semester, pupils are encouraged to communicate in Chinese during each class as well as learning the basics of vocabulary and grammar which relate to the topics below.

Topics:

1. Learning about China and Chinese culture
2. Introductory Chinese Pronunciation - PinYin 
3. Introductory Chinese characters - Hanzi       
4. Greeting, introducing
5. Saying nationality
6. Asking for and giving the day and date, using numbers from 1 to 100
7. Saying age and birthday
8. Asking who someone is, giving basic personal details about others, asking what something is and replying, ask how someone is and replying, taking leave
9. Saying what languages you speak and which country or city you are from
10. Talking about your family and pets.
11. Talking about leisure activities and expressing likes and dislikes
12. Learning basic verb structures and understanding how they work

Outcomes: The main wish for all our pupils is that they feel accomplished in using what they have learnt. To do this we have 2 main assessments but the majority of our learning is shown through conversation activities, using scripted dialogue or informal unscripted videoing of conversations about the chosen topics. Other activities include formative games such as singing songs, bingo, cards, board games plus cultural events such as making dumplings in class and making lanterns, doing paper-cuts, calligraphy and watching two Chinese films and researching and presenting a mini-assignment of their choice, about an aspect of Chinese culture, animals, food,  technology or landmarks and etc.

Year 9 French language courses are structured in two semesters of approximately 6 months each. There are three periods of class work a week for 17-18 weeks.

Aims and goals: During the semester, pupils are encouraged to communicate in French during each class as well as learning the basics of vocabulary and grammar which relate to the topics below. 

This semester course provides a solid basis of knowledge upon which to build future years of French studies through Year 10 – Year 13, Level 3 and Scholarship, as well as having opportunities to participate in trips in future years. The study of French also develops overall communication and literacy skills.

Topics:
1. Greetings and introductions.
2. Asking for and giving the day and date, using numbers from 1 to 100.
3. Asking who someone is and giving basic personal details about others.
4. Saying what languages you speak and which country or city you are from.
5. Talking about your family and pets.
6. Talking about leisure activities and expressing likes and dislikes.
7. Learning about French culture.

The majority of our learning is shown through conversation activities about the chosen topics. Learning also occurs through games and French film. Students also complete some research about an aspect of French culture.

Year 9 German language courses are structured in two semesters of approximately 6 months each. There are three periods of class work a week for 17-18 weeks.

Aims and goals: during the semester, pupils are encouraged to communicate in German  during each class as well as learning the basics of vocabulary and grammar which relate to the topics below. This semester course provides a solid basis of knowledge upon which to build future years of German studies through Years 10 – Year 13, Level 3 and Scholarship.

Topics:

1. Greetings, introductions, describing things or people, saying where you live, numbers up to 10, saying goodbye and thank you, expressing likes and dislikes and asking others about their likes/dislikes. 
2. The alphabet, enquiring how people are, ages, numbers up to 100, saying what class you are in and asking others, exchanging e-mail addresses, asking the meaning of words in English and German. 
3. Talking and asking about families, colours, asking where people come from and saying where you come from. 
4. Pets and animals. 

Outcomes: The main wish for all our pupils is that they feel accomplished in using what they have learnt. To do this we have 2 main assessments but the majority of our learning is shown through conversation activities, using scripted dialogue. Other activities may include formative games, cultural events such as enjoying German-themed food, watching German films and researching and presenting a mini-assignment on their family.

Year Nine Japanese is a half-year long course for three periods per week. Students can study Japanese through all Levels of NCEA, and taken for Scholarship.

References will be to the course workbook and Hiragana alphabet workbook.
Course objectives
By the end of the course, the students will be able to:
1. greet and farewell people, apologise and thank someone appropriately.
2. introduce oneself and have basic conversation about personal information;
Name, age, nationality, residency, telephone number, birthday, zodiac sign, school year. level etc.
3. recognize three different writing systems and master the basic Japanese alphabets, Hiragana.
4. master the numbers in kanji, Chinese characters.
5. gain certain knowledge about Japan and Japanese culture:
• identify the main islands and six cities in Japan.
• say something about life in Japan.
• understand the cultural events in Japan and New Zealand.
6. understand classroom instructions.

Cultural activities
1. Japanese origami (paper folding)
2. calligraphy
3. traditional Japanese games

Compulsory core subject

The course covers skills at the beginning of phase 4 of the curriculum in number, algebra, geometry, measurement, statistics and probability and students will be assessed on applying these skills to solve problems.

Assessment

Regular topic tests

End of year examination

Compulsory core subject

Students will develop their knowledge, skills, and attitudes to make informed decisions and act in ways that contribute to their personal well-being and to the well-being of others.

Students will develop through a wide range of physical activities:
- Interpersonal skills.
- Technical and tactical understanding of game play.
- Improve own skill performance.
- Develop self-management skills.
- Develop water confidence.
- Develop knowledge around physical health and well-being.
- Develop understanding of anatomy.
- Participate in a range of cultural and non-traditional games.

The general subject of Science is compulsory for Year 9 and 10 students. It gives students a taste of Biology, Chemistry, Physics and Earth & Space Science.

In Biology students study ecology (animal and plant adaptations), life processes, cells and work with microscopes. 

Chemistry introduces them to atoms, particles (different types and how they interact), the Periodic Table and gets them doing hands-on experiments to test chemical reactions. 

In Physics they start to learn about energy and the behaviour of waves. 

A small unit on Astronomy is also done at the end of the year.

Social Studies is a core subject in Year 9 and follows on in Year 10. 

From Social Studies, students can move into specialist Social Science subjects in the senior school, namely Geography, History, Classical Studies, Psychology and Tourism. Social Studies encourages ākonga to observe, to wonder and be curious about people, places, and society, and to take an interest and engage in social issues and ideas.Social Studies helps us to understand different societies, perspectives, values and viewpoints. We learn to value and contribute to our own society as critical, ethical, informed and responsible citizens with a concern for the wellbeing of communities and a commitment to a fair society for all. 

Topics taught in Year 9 include; Te Taiao (the environment), Migration and Change (Pacific and Polynesian focus) and Our World - Resources, Globalisation and Population. Current Events and Social Sciences Skills are interwoven throughout the course.  

Assessment
A range of assessment methods are used to evaluate students’ understanding of concepts and level of skills. Emphasis is placed on inquiry, understanding perspectives, collaborating with others and formal essay writing.

9 Te Reo Māori - Half-year

09 Te Reo Māori 1 - Full-year

The Technology course encourages students to understand and use processes and materials to create exciting, innovative solutions to technological problems. 

Students will work with a range of materials to design and make a product/project using their creativity and problem-solving skills. These skills will enable students to access a variety of Technology related courses available at Year 11. These courses are Technology Product Design, Building Carpentry and Digital Technology. Students will be introduced to a variety of skills, like: Freehand design drawing, technical drawing  and workshop skills.

The Year 10 course introduces students to the fundamental principles of Agricultural and Horticultural Science in a New Zealand context. 10AG1 is about the interaction between people, plants and animals in the New Zealand environment. 

Students will be expected to practically participate on the school farm, orchard and gardens to complete this course. Topics include plant and animal science, an introduction to NZ agriculture, conservation, environmental impact and careers in the primary industries. 

Assessment
The students will have one topic test on plants. There is also assignment work which will be completed in and out of class.

Y10 Chinese 1 (Table B) 2 lessons per week for the whole year

This option is designed for students who wish to continue their language but also need flexibility to take more option subjects. The same course content is covered, but in a more intensive format. Students will need to take more responsibility for their learning and complete additional work at home to keep up with the pace. This option is only suitable for highly motivated and independent learners.

Please note that this course may not run depending on numbers.  If this 2 period course does not run then students who have selected this option will be able to move to the 4 period course in this language and then drop one of their options other than Health.

The students will learn how to understand, speak, read and write Chinese as it applies to

• Greetings
• Personal description
• Family/House
• Animals
• Classroom
• Dates
• Numbers
• Food
• Sports
• Countries

Assessment

Tests and examinations along with assessed course work.

Approximate equal value will be given to the four skills of listening, speaking, reading and writing.

Chinese: The official language Modern Standard Chinese is the form taught.

Students will:

- Perform a range of dance sequences from a range of dance genres and styles

- Learn and utilise dance elements and devices to compose and choreography sequences.

- Be introduced to the history and context of a chosen dance genre 

- View and respond to dance performances

- Complete one of the new NCEA Level One Dance standards 

You will learn movement sequences in a variety of dance genres including Hip Hop, Stomp, Jazz and various cultural dances. You will also be introduced to the creative process of making dance in groups, using dance devices and elements for choreography and learn about dance perspectives. 

You will build confidence, resilience and gain leadership skills within this course. There is also a huge focus on teamwork and how to work alongside peers.

Students learn movement sequences in a variety of dance genres including Hip Hop, Contemporary, Jazz and various cultural dances. Students are introduced to the creative process of making dance in groups, using dance devices and elements for choreography and learn about dance history and contexts.

Students will also learn skills such as how to work with peers as well as build their resilience and confidence. 

The Year 10 Design and Photography is a new digital art course created to prepare students for senior digital art subjects such as Photography and Design and Painting.
This will be a 1 semester course where students will explore digital art making techniques and conventions to develop and communicate ideas in a digital way.
The course will be made up of 3 units, each exploring a different art making approach. These include
- Photography
- Graphic Design
- Illustration
- Animation

Students will use multiple media such as personal devices, school cameras, school computers with Adobe Software such as Photoshop and school printers to develop unique ideas and work toward set tasks.  

Students who take this course will have priority in Year 11 Photography and Design over those who have not.

This course prepares students for specifically for 11PH1- Photography and Design Visual Art programme but also for 11PN1 -Painting too.

Course Information
The course will cover:

•Exploring art making processes and conventions in a range of digital Visual Art fields such as Graphic Design, Photography and Illustration
•Practising in-depth technical skills using multiple media
•Using appropriate processes to develop unique ideas
•Looking at established artist models and genres for inspiration

The Design and Visual Communication course is planned to provide a variety of design and drawing experiences relating to architecture and product design that are challenging, creative and purposeful. It includes freehand and instrumental drawing techniques, CAD design (computer-aided design) and rendering skills. 

The course continues through to Year 13 as an independent subject and qualifies for scholarship at Year 13. 

Design and Visual Communication leads to design courses offered throughout most tertiary institutions and universities.
Career pathways can lead into architecture, draughting, product design, fashion, furniture design and much more. Visual Communication is also a useful subject for students considering a career in the building or engineering industries.

Assessment
Four Assignments & Course work / exercises

1. Product Design - Techniques
2. Product Design - Chocolate packaging
3. Spatial Design - Techniques
4. Spatial Design - Designing a sleepout

New students are welcome to join, no experience required.

Year 10 is designed to develop skills, techniques and understanding of performance conventions in preparation for senior Drama. This course is beginner friendly and is designed to cater to all skill levels. 

As part of the course, students will:

- Do a class production open to the public

- Write and devise their own plays

- Explore a variety of theatre forms and genres

- Watch a professional production outside of school

- Learn drama performance vocabulary and learn how to describe and analyse performances

- Direct and perform scenes from a play

_________________

10 Drama is open to ALL students.

See the links below for more photos or check us out on instagram! 

@mags.drama

Year 10 Drama Accelerate is designed to push students who are already showing potential in drama theory and performance. 

To apply, students must have strong academic results in Drama at Year 9.

Across the year students will:

> Do a class production open to the public

> Write and devise their own plays

> Watch and respond to a professional production outside of school

> Direct and perform scenes from a play

_________________

check us out on instagram! 

@mags.drama

Course information

In this course students cover a combination of both Economics and Sustainability topics. Economics topics include introduction to consumer demand, producer supply and the market as well as looking at contextual economic issues currently impacting New Zealand society. This course also examines the importance of Sustainability in Commerce using the Mount Albert Grammar School Farm as a context as well as students critiquing how different New Zealand businesses could use more sustainable practises in their business activity.

Assessment
Assessments include end of topic tests and assignments.

This full year course further develops skills learnt in Year 9 in all six areas of the national curriculum: listening, reading, viewing, speaking, writing and presenting.

You will study a variety of written, visual and oral texts, develop a range of writing styles and deliver an oral presentation. Using language, symbols and text is central to this subject.

The English Faculty also provides students with the opportunity to take part in co-curricular debating, writing club, film club, spoken word poetry and trips to the annual Auckland Writers’ Festival. 

The teaching strategies used for each class are differentiated in order to extend those who are already working at or above Level 5 on the national curriculum and support those who are below the level to meet learning requirements in Year 11.

Assessment

There are a variety of assessments throughout the year and an end of year examination. 

This course aims to support students for whom English is an additional language. It develops their knowledge of the English language for both social and classroom (academic) use and helps students to cope with the language requirements of mainstream classes. The four skills of listening, speaking, reading and writing will be covered using a range of communicative activities in different contexts. There is a strong focus on building vocabulary knowledge, reading, and writing skills.

Assessment
One reading and one writing test at the end of each term.

Course information

Students will first examine the purpose of Accounting, how Accounting is the 'language of business' and even with advances in technology Accounting is still a critical skill in assisting users understanding Financial Statements and thus a businesses actual performance and position today. Students will also learn about a number of modern business concepts and apply their learning at a school Market Day. This course leads to Accounting, Agri Business, Business Studies and Economics in Year 11, 12 and 13 as well proving the inspiration for students to become Business owners and managers in the future.

Assessment
Assessments include end of topic tests and projects.

Y10 French 1 (Table B) 2 lessons per week for the whole year

This option is designed for students who wish to continue their language but also need flexibility to take more option subjects. The same course content is covered, but in a more intensive format. Students will need to take more responsibility for their learning and complete additional work at home to keep up with the pace. This option is only suitable for highly motivated and independent learners.

Please note that this course may not run depending on numbers.  If this 2 period course does not run then students who have selected this option will be able to move to the 4 period course in this language and then drop one of their options other than Health.

Throughout the course, pupils are encouraged to communicate in French during each class, as well as learning the basics of vocabulary and grammar which relate to the topics below. 

This course provides a solid basis of knowledge upon which to build future years of French studies through Year 11 – Year 13, and Scholarship, as well as having opportunities to participate in trips in future years. The study of French also develops overall communication and literacy skills.

Topics of study include:
1. Describing yourself and others.
2. Talking about your everyday life, including school.
3. Describing your interests and leisure preferences.
4. Talking about where you live.
5. Describing a French town and things you can see and do there.
6. Shopping language.
7. Discussing food and food specialties.

The majority of our learning is shown through conversation activities about the chosen topics. Learning also occurs through games and French film. Students also complete some research about an aspect of French culture.

Assessment
Unit tests occur each term across the four skills of listening, speaking, reading and writing.

Y10 German 1 (Table A) 4 lessons per week for the whole year

This option is ideal for students who are serious about continuing with their language learning in the senior school. With four lessons a week, students have more time to build strong language skills through regular practice, support, and feedback. This option provides a steady pace and is highly recommended for those intending to take the language in Year 11 and beyond.

Please note that this course may not run depending on numbers.  If this 4 period course does not run then students who have selected this option will be able to move to the 2 period course in this language and then pick up another option. 

The students will learn how to understand, speak, read and write German as it applies to:

• Hobbies
• Dates and seasons
• School
• Eating out
• Telling time
• Body + illnesses
• Town
• Transport
• Clothes
• Description of people
• Weather
• Trips

Assessment

Tests and Examinations

Approximate equal value will be given to the four skills of listening, speaking, reading and writing.

German has the same origin as Anglo-Saxon (i.e. Germanic).  The study of German gives an insight into how English grammar is organised.

Y10 German 1 (Table B) 2 lessons per week for the whole year

This option is designed for students who wish to continue their language but also need flexibility to take more option subjects. The same course content is covered, but in a more intensive format. Students will need to take more responsibility for their learning and complete additional work at home to keep up with the pace. This option is only suitable for highly motivated and independent learners.

Please note that this course may not run depending on numbers.  If this 2 period course does not run then students who have selected this option will be able to move to the 4 period course in this language and then drop one of their options other than Health.

The students will learn how to understand, speak, read and write German as it applies to:

• Hobbies
• Dates and seasons
• School
• Eating out
• Telling time
• Body + illnesses
• Town
• Transport
• Clothes
• Description of people
• Weather
• Trips

Assessment

Tests and Examinations

Approximate equal value will be given to the four skills of listening, speaking, reading and writing.

German has the same origin as Anglo-Saxon (i.e. Germanic).  The study of German gives an insight into how English grammar is organised.

This course provides you with an introduction to both Geography and History. Geography is all about people, places and the environment in which we live. History is about people and events of the past and how this can shape our future. A range of topics are studied including current global issues, Australia as a case study, the Middle Ages and 20th Century Conflict.

Assessment
Tests and assignments occur in both the Geography and History components of the course. Half the course is spent studying Geography and half the course studying History.

This course provides you with an introduction to both Geography and History. Geography is all about people, places and the environment in which we live. History is about people and events of the past and how this can shape our future. A range of topics are studied including current global issues, Australia as a case study, the Middle Ages and 20th Century Conflict.

Assessment
Tests and assignments occur in both the Geography and History components of the course. Half the course is spent studying Geography and half the course studying History.

Course Information 

Students will cover topics of relevance for adolescents such as building resilience to manage change and stress, sexuality and healthy relationships, understanding mental health and drug and alcohol use. Students will develop skills in critical thinking, communication, decision making and resilience as well as strengthen their personal identity and sense of self-worth.

Units of Work

Hauora 

This unit incorporates topics such as being a good citizen, Hauora/wellbeing, Five Ways to Wellbeing, goal setting 

Mental Health & Resilience 

In this unit, students may cover topics such as mental health and resilience, managing emotions, managing change/challenges, stress, mindset and attitude, peer pressure, stereotypes, body image, labels and stereotypes, role models, bullying, ripple effect, mindfulness and empathy. Students will explore a range of personal strategies and help agencies for good mental health.

Risky Behaviour and Decision Making

This unit will develop an understanding of the influences, consequences and strategies that are associated with drug use, classifications of drugs and laws all in relation to alcohol, cannabis, vaping and methamphetamine. Students will look at drug-related issues in the community and make informed decisions.

Relationships & Sexuality (RSE)

Through this unit of work, the following topics may be covered - sexuality, healthy relationships, consent, respect, the digital world and diversity. Students participate in the BodySafe programme, delivered by trained professional facilitators focused on consent, respect and support. BodySafe is supported by the Ministry of Health and incorporates many strands of learning within the Health and Physical Education curriculum.

SSS - Stress, Study Tips and Sleep 

As part of this unit, students will develop skills around healthy ways of managing stress, study tips and the importance of sleep. 

Assessment

Students will complete three assessments throughout the duration of the course. They will also be given a Managing Self Grade based on their self-discipline, being prepared for lessons, ability to complete work, listen, cooperate and collaborate with others.

Course Information 

Students will cover topics of relevance for adolescents such as building resilience to manage change and stress, sexuality and healthy relationships, understanding mental health and drug and alcohol use. Students will develop skills in critical thinking, communication, decision making and resilience as well as strengthen their personal identity and sense of self-worth.

Units of Work

Hauora 

This unit incorporates topics such as being a good citizen, Hauora/wellbeing, Five Ways to Wellbeing, goal setting 

Mental Health & Resilience 

In this unit, students may cover topics such as mental health and resilience, managing emotions, managing change/challenges, stress, mindset and attitude, peer pressure, stereotypes, body image, labels and stereotypes, role models, bullying, ripple effect, mindfulness and empathy. Students will explore a range of personal strategies and help agencies for good mental health.

Risky Behaviour and Decision Making

This unit will develop an understanding of the influences, consequences and strategies that are associated with drug use, classifications of drugs and laws all in relation to alcohol, cannabis, vaping and methamphetamine. Students will look at drug-related issues in the community and make informed decisions.

Relationships & Sexuality (RSE)

Through this unit of work, the following topics may be covered - sexuality, healthy relationships, consent, respect, the digital world and diversity. Students participate in the BodySafe programme, delivered by trained professional facilitators focused on consent, respect and support. BodySafe is supported by the Ministry of Health and incorporates many strands of learning within the Health and Physical Education curriculum.

SSS - Stress, Study Tips and Sleep 

As part of this unit, students will develop skills around healthy ways of managing stress, study tips and the importance of sleep. 

Assessment

Students will complete three assessments throughout the duration of the course. They will also be given a Managing Self Grade based on their self-discipline, being prepared for lessons, ability to complete work, listen, cooperate and collaborate with others.

Course Information 

Students will cover topics of relevance for adolescents such as building resilience to manage change and stress, sexuality and healthy relationships, understanding mental health and drug and alcohol use. Students will develop skills in critical thinking, communication, decision making and resilience as well as strengthen their personal identity and sense of self-worth.

Units of Work

Hauora 

This unit incorporates topics such as being a good citizen, Hauora/wellbeing, Five Ways to Wellbeing, goal setting 

Mental Health & Resilience 

In this unit, students may cover topics such as mental health and resilience, managing emotions, managing change/challenges, stress, mindset and attitude, peer pressure, stereotypes, body image, labels and stereotypes, role models, bullying, ripple effect, mindfulness and empathy. Students will explore a range of personal strategies and help agencies for good mental health.

Risky Behaviour and Decision Making

This unit will develop an understanding of the influences, consequences and strategies that are associated with drug use, classifications of drugs and laws all in relation to alcohol, cannabis, vaping and methamphetamine. Students will look at drug-related issues in the community and make informed decisions.

Relationships & Sexuality (RSE)

Through this unit of work, the following topics may be covered - sexuality, healthy relationships, consent, respect, the digital world and diversity. Students participate in the BodySafe programme, delivered by trained professional facilitators focused on consent, respect and support. BodySafe is supported by the Ministry of Health and incorporates many strands of learning within the Health and Physical Education curriculum.

SSS - Stress, Study Tips and Sleep 

As part of this unit, students will develop skills around healthy ways of managing stress, study tips and the importance of sleep. 

Assessment

Students will complete three assessments throughout the duration of the course. They will also be given a Managing Self Grade based on their self-discipline, being prepared for lessons, ability to complete work, listen, cooperate and collaborate with others.

Course Information 

Students will cover topics of relevance for adolescents such as building resilience to manage change and stress, sexuality and healthy relationships, understanding mental health and drug and alcohol use. Students will develop skills in critical thinking, communication, decision making and resilience as well as strengthen their personal identity and sense of self-worth.

Units of Work

Hauora 

This unit incorporates topics such as being a good citizen, Hauora/wellbeing, Five Ways to Wellbeing, goal setting 

Mental Health & Resilience 

In this unit, students may cover topics such as mental health and resilience, managing emotions, managing change/challenges, stress, mindset and attitude, peer pressure, stereotypes, body image, labels and stereotypes, role models, bullying, ripple effect, mindfulness and empathy. Students will explore a range of personal strategies and help agencies for good mental health.

Risky Behaviour and Decision Making

This unit will develop an understanding of the influences, consequences and strategies that are associated with drug use, classifications of drugs and laws all in relation to alcohol, cannabis, vaping and methamphetamine. Students will look at drug-related issues in the community and make informed decisions.

Relationships & Sexuality (RSE)

Through this unit of work, the following topics may be covered - sexuality, healthy relationships, consent, respect, the digital world and diversity. Students participate in the BodySafe programme, delivered by trained professional facilitators focused on consent, respect and support. BodySafe is supported by the Ministry of Health and incorporates many strands of learning within the Health and Physical Education curriculum.

SSS - Stress, Study Tips and Sleep 

As part of this unit, students will develop skills around healthy ways of managing stress, study tips and the importance of sleep. 

Assessment

Students will complete three assessments throughout the duration of the course. They will also be given a Managing Self Grade based on their self-discipline, being prepared for lessons, ability to complete work, listen, cooperate and collaborate with others.

Y10 Japanese 1 (Table A) 4 lessons per week for the whole year

This option is ideal for students who are serious about continuing with their language learning in the senior school. With four lessons a week, students have more time to build strong language skills through regular practice, support, and feedback. This option provides a steady pace and is highly recommended for those intending to take the language in Year 11 and beyond.

Please note that this course may not run depending on numbers.  If this 4 period course does not run then students who have selected this option will be able to move to the 2 period course in this language and then pick up another option.

The students will learn how to understand, speak, read and write Japanese as it applies to:

• Personal information
• Classroom and school life
• Dates
• Days
• Out and about
• Family
• Describing people
• Daily routine

All hiragana and katakana should be known by the end of the year.

Assessment
Vocabulary and unit tests, examinations.

Approximate equal value will be given to the four skills of listening, speaking, reading and writing.

Japanese is an Asian language with few links to other languages.  It provides a contrast in structure and vocabulary with European languages.  The scripts used for MCEA Level 1 are hiragana, katakana and some Kanji.

Y10 Japanese 1 (Table B) 2 lessons per week for the whole year

This option is designed for students who wish to continue their language but also need flexibility to take more option subjects. The same course content is covered, but in a more intensive format. Students will need to take more responsibility for their learning and complete additional work at home to keep up with the pace. This option is only suitable for highly motivated and independent learners.

Please note that this course may not run depending on numbers.  If this 2 period course does not run then students who have selected this option will be able to move to the 4 period course in this language and then drop one of their options other than Health.

The students will learn how to understand, speak, read and write Japanese as it applies to:

• Personal information
• Classroom and school life
• Dates
• Days
• Out and about
• Family
• Describing people
• Daily routine

All hiragana and katakana should be known by the end of the year.

Assessment
Vocabulary and unit tests, examinations.

Approximate equal value will be given to the four skills of listening, speaking, reading and writing.

Japanese is an Asian language with few links to other languages.  It provides a contrast in structure and vocabulary with European languages.  The scripts used for NCEA Level 1 are hiragana, katakana and some Kanji.

This course provides literacy development in reading and writing, as well as higher thinking skills. Students also receive assistance with understanding the academic and classroom language of their core subjects (English, Maths, Science, and Social Studies). They build knowledge, skills, and strategies that enable them to successfully access and engage in learning across subject areas. It helps prepare students for the Literacy co-requisite, and the literacy demands of Senior courses.

This course provides literacy development in reading and writing, as well as higher thinking skills. Students also receive assistance with understanding the academic and classroom language of their core subjects (English, Maths, Science, and Social Studies). They build knowledge, skills, and strategies that enable them to successfully access and engage in learning across subject areas. It helps prepare students for the Literacy co-requisite, and the literacy demands of Senior courses.

Compulsory core subject

The course covers skills at the end of phase 4 and start of phase 5 of the curriculum in number, algebra, geometry, measurement, statistics and probability and students will be assessed on applying these skills to solve problems.

Students may also be provided with support in working towards the Numeracy Corequisite exam, for which Numeracy is a requirement in gaining certificate of achievement in NCEA. 

Students will be placed in the most appropriate Maths course (10MTA, 10MA1, 10MA2) according to their prior attainment and progress.

Assessment
Regular topic tests and assignments
End of year examination

A course for students who are interested in studying different aspects of the media such as: film, television, the Internet, newspapers and magazines.

This course will extend their Year 9 English and Social Studies skills and give them an opportunity to apply those skills to more practical media based activities. Students will study:

• A specific film genre and its narrative conventions
• Video production skills and marketing psychology
• Representation of teenagers in the media

Year 10 Media Studies will equip students with foundation skills to succeed in senior Media Studies.

Assessment
The course uses both written and practical tasks to evaluate students’ understanding of concepts. Students are also assessed both in individual and group situations.

This course develops students musical skills through playing instruments, composing original music and analysing different musical styles.

Course content and assessment includes solo and group performance, composition, music technology, musical knowledge through a variety of contexts, aural skills and  applied music theory.

Assessment will take the forms of performances, aural tests, written assignments and a composition portfolio.

This course develops students musical skills through playing instruments, composing original music and analysing different musical styles.

Course content and assessment includes solo and group performance, composition, music technology, musical knowledge through a variety of contexts, aural skills and  applied music theory.

Assessment

Assessment will take the forms of performances, aural tests, written assignments and a composition portfolio.

Course Content

Students attend two classes per week, one in a classroom and the other in a practical setting that may include the pool, climbing wall or fields. During the course of the year there will be offsite trips that will supplement school-based learning.

Please note: there are limited places available in this course and therefore a students performance in Year 9, a ballot system and a deposit of the course costs will be required to determine final selection.

Units of work

• Personal Responsibility through Skateboarding and Surfing - Students practice holding themselves accountable for their own actions and exercise self-control.
• Positivity through Whitewater Kayaking - students practice being positive or optimistic in attitude.
• Perseverance through physical challenges and Mountain Biking - students practice persisting in doing something despite difficulty or delay in achieving success.
• Social Responsibility through Rock Climbing - students practice working for others and cooperating with others for the benefit of the wider group.
• Transferable Skills through Bushcraft, Orienteering and a Camp - students practice using the skills they have learnt in different contexts.

Opportunities for Feedback

Each topic will include opportunities to demonstrate the transferable skills, work in a team, demonstrate outdoor pursuit related skills and knowledge. You will then receive feedback on your 'Transferable Skills', 'Outdoor Pursuit Knowledge', 'Outdoor Pursuit Skills' and 'Self Management'.

Click here for the MAGS Outdoor Instagram page: https://www.instagram.com/mags_outdoored/

Pathway

A side effect of the rise of technology is that it’s made skills like communication, leadership, and cultural intelligence more important than ever. Recently, employers have started valuing these things more and the degree is no longer king. Soft skills and emotional intelligence, is not something a machine can replicate.

Students who complete Outdoor Education to Level 3 will develop their key attributes to a high level. This is often what makes them more employable, as the subject has a strong emphasis on attitude, aptitude, ambition, aspiration and attendance.

Year 13 Outdoor Education is university approved, and may lead to tertiary study for those wishing to make a career in areas linked with the outdoors. Possible jobs include Outdoor Instructor or Guide, Teacher, Challenge Course Facilitator, Environmental Educator, Event Co-ordinator, jobs in conservation, in the tourism sector (including business and marketing), and in outdoor equipment retail.

Compulsory core subject

Students will develop their knowledge, skills, and attitudes to make informed decisions and act in ways that contribute to their personal well-being and to the well-being of others.

Students will continue to develop through a wide range of physical activities:
- Interpersonal skills.
- Technical and tactical understanding of game play.
- Improve own skill performance.
- Develop self-management skills.
- Further develop water confidence.
- Further develop knowledge around physical health and well-being.
- Develop understanding of anatomy and biomechanics.
- Participate in a range of cultural and non-traditional games.

Year 10 science continues to develop scientific understanding of the world in which we live and scientific skills and attitudes on which scientific investigation depends.

Topics:
•Genetics and Ecology
•Electricity
•Chemistry
•Forces and Motion
•Geology

Assessment
The progress of students is monitored through tests and examinations as well as practical work, research tasks and investigations.

Social Studies is a core subject in Year 10. From Social Studies, students can move into specialist Social Science subjects in the senior school, namely Geography, History, Classical Studies, Psychology and Tourism. Social Studies encourages ākonga to observe, to wonder and be curious about people, places, and society, and to take an interest and engage in social issues and ideas. Social Studies helps us to understand different societies, perspectives, values and viewpoints. We learn to value and contribute to our own society as critical, ethical, informed and responsible citizens with a concern for the wellbeing of communities and a commitment to a fair society for all. 

Topics taught in Year 10 include; Powering Humanity, Aotearoa and Overseas Conflicts, Te Tiriti O Waitangi, Systems of Government.  Current Events and Social Sciences Skills are interwoven throughout the course.  

Assessment
A range of assessment methods are used to evaluate students’ understanding of concepts and level of skills. Emphasis is placed on inquiry and research, justifying a course of action on an issue, working with others and formal essay writing.  

The Year 10 Te Reo Māori programme has been devised for second language learners and is a continuation of the Year 9 course. This is a full-year course where topics may be studied through waiata, games and role-play. 

Some of the topics covered in the Year 10 course include: 'I te raumati', Pōhiri, Haerenga, Hui whānau, Ngā haepapatanga and Hākinakina. 

Assessment
There are tests at the completion of each unit of work throughout the year and one end of year examination. Throughout each unit, the students will learn through the four key language modes; pānui (reading), tuhituhi (writing), kōrero (speaking) and whakarongo (listening).

The Technology course encourages students to understand and use processes and materials to create exciting, innovative solutions to technological problems. An introduction to basic coding is also covered in the course.

Students will work with a range of materials to design and make a product/project using their creativity and problem-solving skills. These skills will enable students to access a variety of Technology related courses available at Year 11. These courses are Technology Product Design, Building Carpentry and Digital Technology. Students will be introduced to a variety of skills, like: Freehand design drawing, technical drawing, coding with Scratch and workshop skills.  

The main project for this course is the designing and making of a self driving car that needs to be programmed to go around a designated track. See link:

https://www.instagram.com/p/CB1YdLVAeN5/?igshid=1dfe6wyl27f7k

Year 10 Visual Art is split into two half year courses that develop skills, techniques and understanding of artistic conventions in traditional Art media such as Drawing, Painting, Design, Printmaking and Sculpture. The first and second semester courses cover different disciplines, allowing students to follow this course for an entire year without repeating any units. Students who opt to take art as a year long option have the opportunity to develop a wider range of skills and techniques to enhance their senior study. Students who take just one semester have priority in Year 11 Visual Art Subjects over those who have not.

These courses prepare students for both Year 11 Visual Art programmes: 11PN1- Painting and 11PH1- Photography and Design

Course Information
The course will cover:

•Exploring art making processes and conventions in a range of Visual Art fields
•Practising in-depth technical skills using a range of media such as wet and dry, printmaking and sculpture
•Developing unique ideas for several units
•Looking at established artist models and genres for inspiration

Year 10 Visual Art is split into two half year courses that develop skills, techniques and understanding of artistic conventions in traditional Art media such as Drawing, Painting, Design, Printmaking and Sculpture. The first and second semester courses cover different disciplines, allowing students to follow this course for an entire year without repeating any units. Students who opt to take art as a year long option have the opportunity to develop a wider range of skills and techniques to enhance their senior study. Students who take just one semester have priority in Year 11 Visual Art Subjects over those who have not.

These courses prepare students for both Year 11 Visual Art programmes: 11PN1- Painting and 11PH1- Photography and Design

Course Information
The course will cover:

•Exploring art making processes and conventions in a range of Visual Art fields
•Practising in-depth technical skills using a range of media such as wet and dry, printmaking and sculpture
•Developing unique ideas for several units
•Looking at established artist models and genres for inspiration

This is a full-year course that focuses on helping students to develop their knowledge of, and confidence with, speaking te reo, so that they can begin to converse in familiar situations and cope with some less familiar ones. 

Students will study various topics such as; My School, Current Events and Marae Gatherings.

Students will study the topics through the following language modes; Kōrero, Whakarongo, Waihanga tuhi, Pānui, Tuhi ōkawa.

Skill development, games for understanding, scrimmaging/tactical awareness, physical/mental conditioning, history and development of cricket in New Zealand.

Technical, tactical, physical and mental aspects of Football.

Technical, tactical, physical and mental aspects of Football.

Netball skill work, game analysis, tactics and physical conditioning.

Development in the areas of technique, tactics, physical ability and mental/social skills.

Development in areas of technique, tactics, physical ability and mental/social skills.

Covers Rugby's five pillars of player development - technical, tactical, mental, holistic and physical.

There is an expecation within this course that you play rugby for the school.

Accounting enables students to understand, process and communicate financial information for both an individual and a wide variety of business entities. It promotes self-management of personal financial and spreadsheets skills that are essential in daily life. Students also develop the ability to apply financial knowledge and skills to practical situations. It provides the basis for the accurate processing of data into meaningful information which in turn is analysed and interpreted to assist a myriad of users of financial reports to make wise decisions.

This course is designed to thoroughly prepare students for Level 3 Accounting and Scholarship by integrating a number of NCEA Level 2 Accounting standards in to this course.

Agricultural and Horticultural Science in Level 1 provides students with a basic understanding of livestock and pasture management, environmental impact and practical farm skills. Science is studied in the form of applied anatomy and physiology, and health of both soil, plants and animals. An appreciation of how food and fibre is produced, along with the importance of the primary industries to the New Zealand economy will be gained through the learning.

There are four assessments in total. One internal is NCEA-assessed (life processes within the primary production system), and one external is NCEA-assessed (understanding how soil properties are managed in a primary production system). The remaining two are assessed by MAGS (understanding livestock behaviour, and understanding how various factors influence pasture and crop production).

This subject leads on to Agricultural and Horticultural Science at Level 2 and 3, and Agribusiness at Level 2 and Level 3. At Level 3 both Agricultural and Horticultural Science and Agribusiness are University Entrance Approved subjects.  From there it leads to tertiary qualifications which can be undertaken at farm cadet schools, training colleges or (for the more academic students) universities.  There is a vast range and number of employment opportunities within the primary industries here in New Zealand and abroad. 

Students will:
•Work on set projects and develop practical carpentry skills
•The course has a practical component as well as an extensive written component which students are required to complete to achieve and gain credits
•The course is suitable for students considering an apprenticeship in the building/joinery/cabinetmaking industry

Students will make a variety of items ranging from a small stool to a serving tray. 

The course includes Industry Training Organisation (ITO) unit standards

This course is designed for students who wish to gain an understanding of how small businesses operate in New Zealand, giving students the confidence and skills to pursue careers in business and entrepreneurship.  The course involves a practical business experience where with a group of others, students are required to operate their own small businesses.  The practical project is supported with learning across a range of concepts including marketing, human resources, operations management, business structure and the factors that influence how business’s operations from experiencing their own business activity and the learning of related theory.  It can be studied as a stand-alone course, or as a useful complement to the traditional courses of Economics or Accounting.

Students will:

•Study friends and family, shopping, school life, environment and health, weather, fashion and entertainment, media, travel and customs plus Year 10 topics.

The Chinese language course is constructed on the basis of three NCEA assessments (15 NCEA Level 1 credits) and one MCEA internal assessment (5 MCEA Year 11 credits). The internal MCEA assessment will be a speaking portfolio, involving conversational Chinese.  The NCEA achievement standards will be a writing internal, and listening and reading externals.  The MCEA course will align with future NCEA Level 2 requirements, as well as provide extension opportunities and a solid base for further pathways.The internal MCEA assessment will be a speaking/writing standard.  The MCEA assessments will be conversation, listening and reading.  The MCEA course will align with future level 2 requirements, as well as provide extension opportunities and a solid base for further pathways.

Students will:

- Perform a range of dance sequences from a range of dance genres and styles. For example, Samoan Sasa, Jazz, South African Gumboot Dance, Contemporary Dance and Hip-Hop 

- Learn and utilise dance elements and devices to compose and choreography sequences. For example, choreograph a dance in small groups based on Māori mythology. 

- Develop communication, confidence, originality, writing, creative collaboration, resilience, analytical, critical and research skills.

- Be introduced to the history and context of a chosen dance genre. 

-  View and respond to dance performances
  

Students will:

• Practice communication, confidence, originality, writing, creative collaboration, resilience, analytical, critical and research skills.
• Perform in choreographed theatre dance works 
• Choreograph group and solo dances from given and devised themes
• Perform ethnic and social dances
• Demonstrate understanding of a selected dance genre

Up to 20 credits are available in NCEA Level 2 Dance, students will complete only one external examination.

The areas covered in Design and Visual Communication are spatial (architecture) and product design. 

Throughout the year students will develop their creativity, learn about the practice of designing (initiating and developing ideas), make qualitative judgments (informed decisions on aesthetic and functional aspects of design), and develop a range of drawing (visual communication) skills through an activity-based project-driven approach.

Assessments will be detailed in the course booklet given out at the beginning of each year. All assessments are internally assessed.

The course continues through to Year 13 and qualifies for scholarship at Year 13. 

This course also leads to UE approval in year 13.

Design and Visual Communication leads to design courses offered throughout most tertiary institutions and universities. Career pathways can lead into architecture, draughting, product design, fashion, furniture design and much more. Design and Visual Communication is also a useful subject for students considering a career in the building or engineering industries.

Along with the NZQA standards below, ther internal assessments covered:

Develop spatial design ideas informed by the consideration of people

MCEA Credits: 5

Use Computer Aided Design (CAD) to communicate own spatial design outcome

MCEA Credits: 5

Use the work of an influential designer to inform design ideas

MCEA Credits: 5

This course will require students to have their own personal Laptop with either MacOS or Windows OS that will run the relevant software (iPads and Chromebooks are not sufficient - contact the Teacher in Charge for info)

Digital Technology at year 11 is a foundational course which introduces you to a range of modern digital skills and opens the door to a future of working with digital platforms.

The core of the course is focused on developing skills, such as:

• Python Programming
• Web design
• Web Development using HTML & CSS
• Computer science concepts and thinking

This is a practical and creative course which is strongly related to STEAM areas (Science, Technology, Engineering, Arts and Math). Through it, you will learn to design and develop your own digital solutions and become a developer of digital technologies.

Digital Technology is a broad subject that covers many digital domains such as 3D modelling, animation, game art, computer science, computer programming, software design and much, much more.

Please contact the Teacher in charge to check on the specifications.

13 Digital Technology is a University Approved Subject at Level 3

Level 1 Drama offers students a range of assessment opportunities in performance, script-writing, improvisation, and theory.

Throughout the year you will:

> Write and devise your own plays

> Watch and respond to a professional production outside of school

> Direct and perform scenes from a play

> Study and practice a range of different theatre forms

> Do a class production open to the public

check us out on instagram! 

@mags.drama

Below are photos from the 2025 11 Drama Production of The Curious Incident of the Dog in the Night-Time

The course aims to develop an understanding of why and how consumers and producers make economic decisions. Students will look at options an organisation has to meet a need, issue or opportunity; make a justified decision; then explain the consequences of this decision on both the organisation and its stakeholders. An understanding of how the market works and the way scarce resources are managed and allocated in the context of the New Zealand economy are included along with an introduction into the influences on production and growth for the whole economy. 

This course also prepare students for the current Level 2 and onto Level 3 Economics courses.

The study of English literature is compulsory in Year 11. 

11EN1 Students will:

• Be offered a rich study of written and visual texts to enhance achievement at Year 11
• Develop their reading, writing, speaking and listening skills
• Prepare for academic success in English at Level Two by aiming for Merit and Excellence
• Develop skills in critical thinking and apply these to unfamiliar contexts

The study of English literature is compulsory in Year 11. 

11EN2 Students will:

• Develop reading and writing skills in preparation for achievement in the Literacy CAA 
• Study a range of written and visual texts to enhance achievement at Level One
• Develop their reading, writing, speaking and listening skills
• Advance their skills in close reading of texts

The study of English Literature is compulsory in Year 11.

11ENE Students will:

• Be offered a rich study of literature and language from the canon and modern literature
• Focus on achievement with excellence in a wide range of disciplines and prepare to achieve Excellence at Level Two
• Develop critical thinking skills and learn to apply these to unfamiliar contexts.
• Become familiar with the conventions of a genre and show a developed understanding of the link between genre and society.

This course occupies TWO options and students who are approved into 11EL3 will not take English (11EN1)

This course focuses on English language development in reading, writing, listening, and speaking. Students are able to gain English Language Level 2 credits.  

There is a strong focus on vocabulary development, reading comprehension, and spoken and written communication skills . Students will develop fluency in their writing on a range of topics of varying familiarity. They will develop their ability to use appropriate text structures, language features, and sentence structures that meet the purpose of the task and text type they are producing.

Students in this course usually take English Language in Years 12 and 13 as their pathway towards gaining University Entrance Literacy (UE Lit). See the diagram below for further details.

To take this course you should have a love of cooking. Students will be given the opportunity to develop practical skills by cooking a range of dishes. There will be a focus on developing skills and techniques using a variety of cooking methods.  Alongside this, students will develop an awareness and understanding of food safety, knife skills and food preparation. Students can aspire to skilled careers within the food industry.

This unit standard course, available to Year 11 students, recognises the competence, knowledge, and skills required for cooking food dishes in the Hospitality industry. Students who pass these unit standards are develop a knowledge of and are able to demonstrate a range of basic preparation techniques, cookery methods and presentation styles used in the Hospitality industry. 

The timetabling for this course may involve a split whereby half of the lessons are practical in focus and carried out in the kitchen, while half of the lessons are theory based and occur in a classroom. Students must be prepared to complete written assignments as well as practical cooking assessments. 

The total number of credits available for this course are 19 credits at Level 1.  There are no literacy or numeracy units available.  The unit standards are internally assessed and students are required to gain 100% in order to achieve the standard. Assessment is frequent, therefore a high level of attendance, independence and self-management is required.

This course will build on the language from year 9 and 10 across a range of topics.  

Students study everyday life, leisure, travel, and tourism from a French and New Zealand perspective. There is a focus on including cultural knowledge with language. The course builds confidence in communicating accurately in both present, past and future context.

All language courses are constructed on the basis of three NCEA assessments (15 NCEA Level 1 credits) and one MCEA internal assessment (5 MCEA Year 11 credits). The internal MCEA assessment will be a speaking portfolio, involving conversational French.  The NCEA achievement standards will be a writing internal, and listening and reading externals.  The MCEA course will align with future NCEA Level 2 requirements, as well as provide extension opportunities and a solid base for further pathways.

Geography is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it. They also examine how human culture interacts with the natural environment and the way that locations and places can have an impact on people. Geography seeks to understand where things are found, why they are there, and how they develop and change over time.

Topics include:

• Power of the Earth: an exploration of earth processes, extreme earth events (for example volcanic eruptions and earthquakes) and how this interacts with societies.
• Atmospheric Processes: an introduction to weather, climates and climate change.
• Population Dynamics: how populations are changing around the world, global and national migration trends, how humans are responding to population issues.
• Applying geographic skills such as mapping (physical and digital GIS) and statistical skills.
• Analysing contemporary geographic issues such as challenges faced in the Pacific region of the world.
• Conducting geographic research using specialist equipment.

Students will:

Study domestic chores, holiday accommodation, travelling, music, TV, films, problems, negotiations, accommodation, directions, daily routine, after-school activities plus Year 9 and 10 topics.

The 2026 course will consist of one MCEA assessment (5 MCEA Year 11 credits) and two NCEA internal assessment (10 NCEA credits).

The 11 Health Science course explores the concept of well-being (hauora) and the various factors that influence it. Through four interconnected units, you will gain an understanding of different models of health such as Te Whare Tapa Whā and Fonofale, and how these models apply in real-life contexts. You will examine the decision-making process in relation to drug use, explore the influences and implications of sexuality and relationships, and consider how factors affect overall well-being.Total Credits: 20

The course is made up of 4 units of work

Unit 1: AS92008

(NCEA)

Hauora  - Demonstrate understanding of Hauora in a health-related context through the application of a model of health

5 NCEA credits

Internal 

Unit 2: MCEA

Decision Making - Demonstrate understanding of the decision-making process in relation to drug use

5 MCEA credits

Exam - Term 2

Unit 3: MCEA

Influences and consequences - Demonstrate understanding of influence and consequences in relationships and sexuality.

5 MCEA credits

Internal - Term 3

Unit 4: 

AS92010

(NCEA)

Factors: Demonstrate understanding of factors that influence hauora. 

5 credits

External

In this course students develop historical skills by analysing history events through written and visual texts.

Students will…

•develop skills in research, critical thinking, analysis and formal writing.

•study topics linked to social change and protest - such as: the abolition of slavery, voting rights for women, anti-Vietnam war protests, African American civil rights protests, & the anti-Apartheid movement in South Africa.

•study contexts from: Africa, the Caribbean, the Pacific, UK, New Zealand, USA and South Africa.

•analyse concepts such as causation, perspectives and significance.

The course will be assessed by a mix of NCEA and MCEA assessments.

Year 11 History leads to 12 History, and can also lead to 12 Geography or Classical Studies.

This is a helpful subject for all university and tertiary study, especially an Arts degree.

Students will:

Study topics such as house, family, hobbies, shopping, health, weather and school plus Year 9 and 10 topics.

The Japanese course is constructed on the basis of three NCEA assessments (15 NCEA credits) and one MCEA internal assessment (5 MCEA Y11 credits). The internal NCEA assessment will be an interaction standard.  The NCEA assessments will be writing internal, listening and reading examinations. The MCEA course will align with future level 2 requirements, as well as provide extension opportunities and a solid base for further pathways.

LIFT (Learning Intensively for Future Training) is designed for students who may need additional learning support and are interested in exploring future vocational pathways.  LIFT teaches skills that are closely linked to the needs of the workplace.  The course offers a series of unit standard-based tasks related to literacy, career planning, employment skills and self-management. There may also be an opportunity for students to gain work experience.  The LIFT programme begins at Year 11 and continues to Year 12. Teachers work closely with students to guide and encourage individual success.

This course is designed for students who are likely to go on to study Mathematics and/or Statistics through to Level 3 and possibly beyond. A secure knowledge of Mathematics, in particular algebra, prior to Level 1 content is essential. 

The content of this course will cover a mixture of both Mathematics and Statistics standards at Level 1 to enable pupils to become more familiar with the two disciplines to make a more informed decision of a suitable pathway into Level 2 and beyond.

This course is designed for students who wish to study a general Mathematics and Statistics course, intended for those students who want to study Mathematics and Statistics course at Level 2. 

Students who are wanting to pursue Calculus at Level 2 and beyond are recommended to select 11MA1, as this course provides a greater foundation in the skills necessary to be successful in Calculus than those skills covered in 11MA2.

The main focus of the course content is on gaining the numeracy requirements for the NCEA.   

As well as working towards the Numeracy Corequisite, students will also study topics including: measurement, geometry, trigonometry, probability and statistics.

Students will:

• Examine personal use of media.
• Study the conventions of a contemporary film genre.
• Study the key characteristics of the movie trailer.
• Directly apply the knowledge gained to plan and then create a movie trailer.
• Understand how points of view are shaped in a contemporary media issue.

In 2026, students will sit 4 assessments in practical production contexts as well as written essays and research reports.

A.S. 92049 'Demonstrate understanding of perspectives on a contemporary social issue' will count as 5 credits towards the new level 1 NCEA certificate.

The remaining 3 assessments will be 3 MAGS internals, preparing students for the level 2 course in Media Studies. 

These MAGS-based assessments will be worth 5 'MCEA' credits each and will help with placement into future courses, such as meeting the required prerequisites to take Media Studies at a senior level.

In Year 11 Music, students will learn solo and group performance skills and to develop their composition skills. Students will analyse pieces of music to identify and describe musical elements, feature and context. Through aural training and music materials sessions, students will also learn to identify, describe and transcribe music elements and fundamental materials of music. Students will also learn the features, functions and techniques associated with music technology equipment. Success in this course will lead to Level 2 Music or Level 2 Modern Music.

Course Content

Students attend four classes per week, a mixture of classroom and practical settings that may include the pool, climbing wall or fields. During the course of the year there will be offsite trips that will supplement school-based learning.

Units of work

• Performance: Movement Strategies - students develop their ability to perform in a variety of outdoor pursuits and demonstrate how to apply effective movement strategies (Skateboarding, Surfing, Orienteering, Mountain Biking, Whitewater Kayaking, Rock Climbing).
• Kotahitanga - students practice interpersonal skills in order to be able to effectively demonstrate these within a group and then explain how these interpersonal skills impact others.
• Haumaratanga: Safety in the Outdoors - students develop an understanding of the need for responsible behaviour when participating in outdoor pursuits.
• Personal Responsibility - across the year students develop self-management strategies and describe the effects these have on participation in outdoor pursuits.

Click here for the MAGS Outdoor Instagram page: https://www.instagram.com/mags_outdoored/

Pathway

A side effect of the rise of technology is that it’s made skills like communication, leadership, and cultural intelligence more important than ever. Recently, employers have started valuing these things more and the degree is no longer king. Soft skills and emotional intelligence, is not something a machine can replicate.

Students who complete Outdoor Education to Level 3 will develop their key attributes to a high level. This is often what makes them more employable, as the subject has a strong emphasis on attitude, aptitude, ambition, aspiration and attendance.

Year 13 Outdoor Education is university approved, and may lead to tertiary study for those wishing to make a career in areas linked with the outdoors. Possible jobs include Outdoor Instructor or Guide, Teacher, Challenge Course Facilitator, Environmental Educator, Event Co-ordinator, jobs in conservation, in the tourism sector (including business and marketing), and in outdoor equipment retail.

Year 11 Painting – Course Overview
In this exciting course, students will explore a wide range of media and techniques including pencil, pen, ink, dyes, pigments, and acrylic painting. They will build essential artistic skills and gain knowledge of contemporary and traditional art practices while developing their own unique and original artworks.

Students are encouraged to investigate personal themes and ideas through their art-making practice. There will be opportunities to exhibit work at the annual MAGS Art Show, and to create and present a zine at the Auckland ZineFest held at the Auckland Art Gallery Toi o Tāmaki.

Looking ahead, an optional international trip is being planned for 2028 for senior Painting and Art History students. The tour will include visits to major galleries in London, Paris, Florence, and Rome. A highlight will be experiencing cutting-edge contemporary art at the Venice Art Biennale, which will coincide with students’ Year 13 studies.

Students will gain the following Qualifications:
NCEA- A.S. 91915 v3 Visual Arts 1.4 - Create a sustained body of related artworks in response to an art-making proposition. External
Mags Certificate- Exploring a Range of Approaches to Dry Media.  

Mags Certificate- Exploring a Range of Approaches to Wet Media.

Mags Certificate- Produce resolved artwork appropriate to established art-making conventions, by completing a "Zine" a creative art book exploring a theme of their choice.

Students will attend 11PFR 4 hours per week. The lessons will consist of both practical and classroom based learning where they will be introduced to concepts to help understand:

• How movement is integral to well-being.
• How participation in movement enriches our lives.
• How we develop diverse capabilities through movement.
• There are diverse ways of understanding movement contexts and the moving body.

Key learning in this course entails:

• Learning and applying tactical strategies in sport.
• Understanding biophysical impacts on performance - This involves learning about human anatomy, biomechanics and exercise physiology.  
• Understanding influences on participation in physical activity and impact on well-being.
• Learning and applying strategies to enhance teamwork in a variety of physical activity contexts developing interpersonal skills.

This course is run alongside the 11 Performance course, however where possible a rugby context will be used. Students should be aware this is an academic course and involves classroom and practical work. 

Students will work on an individual interpretations of provided themes.
Students will study a range of artist models and apply the knowledge skills and techniques learnt into their own work.
Students will use creative processes to develop work in more than one field of practice.

Students will:
•Develop original artworks using a range of media.
•Learn about photography, design and moving image conventions.
•Understand technical processes involved in making digital art
•Use professional software such as Adobe Photoshop, Illustrator, After Effects and Indesign
•Use Cloud services to save and share work

Qualifications
In this course students will do one new 5 credit NCEA internal Assessment and 3 unique MAGS standards.
NCEA- A.S. 91914 Explore Visual Arts processes and conventions to inform own art making

NCEA - A.S. 91913 Visual Arts 1.2 - Produce resolved artwork appropriate to established art making conventions
This unit involves creating a Moving Image Artwork mixing Photography, drawing and Design work together with time.

MAGS Certificate - Create a sustained body of related artworks in response to an art making proposition in Photography

MAGS Certificate- Create a sustained body of related artworks in response to an art making proposition in Design

Students will attend 11PF1 4 hours per week. The lessons will consist of both practical and classroom based learning where they will be introduced to concepts to help understand:

• How movement is integral to well-being.
• How participation in movement enriches our lives.
• How we develop diverse capabilities through movement.
• There are diverse ways of understanding movement contexts and the moving body.

Key learning in this course entails:

• Learning and applying tactical strategies in sport.
• Understanding biophysical impacts on performance - This involves learning about human anatomy, biomechanics and exercise physiology.  
• Understanding influences on participation in physical activity and impact on well-being.
• Learning and applying strategies to enhance teamwork in a variety of physical activity contexts developing interpersonal skills.

The Double Science course is recommended for students who would like to 

- have a broader and deeper foundation in Science and are looking to take two or more Senior Science options at Level 2 and 3 

- continue on with Science at the Tertiary Level for a Science-based career. 

Double Science will occupy TWO option lines from your choices made up of BOTH a General Science option 11SI1 AND a Double Science option 11SD1. The Double Science course includes a wider range of topics from the fields of Biology, Chemistry and Physics which complement the General Science course 11SI1. 

Students completing the Double Science course will develop a greater breadth and depth of understanding of scientific concepts which will best prepare them for Year 12 courses in Biology, Chemistry and Physics. It is worth noting that students can enter the Year 12 Biology, Chemistry and Physics courses with the prerequisites from the General Science 11SI1 course if taken on its own. 

For 2026 The Double Science course is structured to include the following topics:

Double Science will show as one option of 11SI1 and one option of 11SD1 on student's timetable once they are confirmed into the course.

General Science provides students with a general understanding of scientific principles that are important in their everyday lives. It is designed for students who want to access Science options in year 12 (Agriculture, Biology, Chemistry, Earth and Space Science and Physics) but would like to keep their options open. 

This course includes the following selection of standards from the fields of Biology, Chemistry and Physics for 2025. 

General Science is recommended for students who wish to undertake a Science course that keeps some options open for further study in the sciences at Year 12. Students will be able to continue with individual Sciences (Chemistry, Physics, Biology, Earth Space & Science and Agriculture) in Year 12 having studied General Science.  To gain entry into the 12PY1, 12BI1 or 12CM1 courses from General Science, they will need to get Merit or above in the corresponding external at Level 1 along with Achieved in the other two sciences.

This course is designed for students who have an interest in Social Sciences but do not meet the entry requirements for 11 Geography or 11 History, and are still working towards their literacy co-requisite.

Students will:
Cover a range of topics from the Earth Science, Geography and History subject areas. Emphasis is placed on improving basic skills with a literacy rich programme. It cannot be taken in conjunction with either History or Geography.

Note as part of literacy support this course will assess three NZQA standards. Other school based assessment will also be included as part of the overall MAGS Year 11 programme.

Te Ao Haka is a culturally responsive art form providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. 

In this course, students will discover, identify, access, and explore foundational knowledge and ideas in and about Māori performing arts through wānanga.

This course leads to Level 3 Te Ao Haka which is a University Entrance (UE) Approved course.

This is a full-year course that focuses on helping students to develop their knowledge of, and confidence with, speaking te reo, so that they can begin to converse in familiar situations and cope with some less familiar ones. 

Students will study various topics such as; My School, Current Events and Marae Gatherings.

Students will study the topics through the following language modes; Kōrero, Whakarongo, Waihanga tuhi, Pānui, Tuhi ōkawa.

This course is designed for those students who want to broaden their understanding about Product Design. Students will identify an item of furniture that will solve a problem in their own situation and then design and make that item of flatpack furniture. 

Students will:
• Go through the design process to design an item of flatpack furniture. Some of the skills that will be developed are: researching, brief writing, freehand drawing, presentation drawing, technical drawing, using hand tools and machinery tools, workshop skills. Students will be able to use machines like: laser cutters and 3-D printers along with Fusion 360 software.

•The course has a high literacy expectation/demand and requires good time management skills.
•Need skills in design and evaluation as well as being able to research and document evidence relating to their design.
•Drawing and presentation skills of students needs to be of a good standard as well as workshop skills and safety knowledge.

This course leads to UE approval in year 13.

Please see the links below for examples of past students work:

https://www.instagram.com/p/B4QvZcsnZz9/?igshid=efepeho01to4

https://www.instagram.com/p/B4LoKonHVKh/?igshid=166tl771sbubn

https://www.instagram.com/p/B4LpIdOnOkl/?igshid=10ohmbwiqxh9l

https://www.instagram.com/p/B4LpfRGnfVN/?igshid=vg0usp273pj8

https://www.instagram.com/p/B4QbIvenig0/?igshid=142omclecv1yr

https://www.instagram.com/p/B4QbZ2Fnked/?igshid=1hwo94rarbrdr

This course aims to continue building on performance and creative skills in Drama, as well as analytical theory work. Students will take part in the following projects throughout the year:

Devising 

Students will work in groups to create a short play centered around an historical event in New Zealand. Groups will develop a performance which uses drama conventions (e.g. freeze-frames, mime, symbolic movement) around a topic which is important or relevant to them, e.g. imprisonment of Māori, equal wages for women, or domestic violence. The play is presented in class to their peers. Assessment is based on creativity and execution of their ideas, and is group-marked.

Shakespeare

Shakespeare is one of the theatre-forms that is studied in Level 2 Drama, and the aim is for students to tackle Shakespeare in a judgement-free and culturally accessible way. As a class we look at different plays, including both comedies and tragedies. The students will work in groups to explore the features of Shakespeare and Elizabethan Theatre and will present an extract from a Shakespeare play to the class. Excellent performances will also be offered the chance to compete as part of the Sheilah Winn Shakespeare competition at the end of Term 1 against other schools.

Class Production

The class will perform a full-length play across two evenings to an audience of whānau, teachers, friends and invited guests. Students will be expected to work with the teacher and their peers to develop their role and get ready for a live performance. Assessment is based on their ability to act out their role in the play and their effect on the audience, and is individually assessed.

Drama Theory 

We will study a professional performance and sit an exam based on analysing theatre.

Below are some photos from the 2025 Level 2 Production of Frankenstein:

This course is designed to prepare the foundation for Level 3 Calculus and for those students who intend to study Mathematics, Engineering, Architecture, Science and similar technological careers at tertiary level. 

Calculus develops practical skills in differential and integral calculus. It is intended to illustrate various applications of calculus to technical problems. The rules of differentiation will be introduced, and methods of differentiating various algebraic functions will be developed. Further methods of algebraic manipulation, non-linear graphs and trigonometry are also explored.

It is possible to choose both 12MC1 and 12MA1 which is mathematics with statistics, however it is important to note that the Trigonometry standard is offered in both courses.  If you take both courses, you can still get a total of 34 credits between the two courses even with the one standard overlap.

The course is designed for those students who successfully completed Year 11 Mathematics and covers both Level 2 Mathematics and Statistics and is for students who want a general mathematical foundation to move into Level 3 and tertiary subjects. 

Some of the concepts covered include Trigonometry, Networks, Experimental Design and Statistical Inference. 

This course leads to either 13MS1 or 13MA3.

It is possible to choose both 12MC1 and 12MA1, however it is important to note that the Trigonometry standard is offered in both courses.  If you take both courses, you can still get a total of 34 credits between the two courses even with the one standard overlap.

This is a full-year course that focuses on helping students to further develop their confidence and knowledge when speaking te reo.  This is so that they can begin to take part in general conversation with speakers of te Reo and understand most of what is being said.

Students will study various topics such as Future Aspirations, Mythology, Youth issues, Tangihanga and Famous Māori People.

Students will study the topics through the following language modes; Kōrero, Whakarongo, Waihanga tuhi, Pānui, Tuhi ōkawa.

This is a full-year course that focuses on helping students to achieve personal independence in Te Reo Māori.

Students will study various topics such as Māori Language Revitalisation, Myths and Legends, Māori Prophets and The Political World.

These subjects are studied through the following language modes; Kōrero, Whakarongo, Waihanga tuhi, Pānui, Tuhi ōkawa.

This course occupies TWO options and students who are approved into 11EL3 will not take English (11EN1)

This course focuses on English language development in reading, writing, listening, and speaking. Students are able to gain English Language Level 2 credits.  

There is a strong focus on vocabulary development, reading comprehension, and spoken and written communication skills . Students will develop fluency in their writing on a range of topics of varying familiarity. They will develop their ability to use appropriate text structures, language features, and sentence structures that meet the purpose of the task and text type they are producing.

Students in this course usually take English Language in Years 12 and 13 as their pathway towards gaining University Entrance Literacy (UE Lit). See the diagram below for further details.

Year 12 Accounting offers students the opportunity to develop logical thinking skills as well as providing a conceptual understanding of the workings of small organisations. Students continue to build upon the five strands developed in Level 1 Accounting. The development of skills in the use of spreadsheets, word processing and accounting software will be used to appreciate the place of ICT in Accounting. Students are also taught Financial Accounting and Management Accounting at an advanced level in preparation for scholarship. 

Students will:

• Study basic financial processing, reporting and analysis skills in preparation for achievement standards at Levels 1 and 2 
• Prepare a report on sustainability for a New Zealand business
• This course is aimed at students who have not studied Accounting at Year 11, or have not met the prerequisites for Level 2 Accounting 1 (12AC1)

Success in this course will assist entry into Level 3 Accounting.

This course capitalises on Mount Albert Grammar School’s role as a Centre of Excellence for Agribusiness where it was a lead school in developing this programme nationally that commenced in 2017. The teaching will make best use of industry visits and speakers with the aim of opening student minds to the employment and entrepreneurship possibilities available in Agribusiness. The range of standards available is shown below but will be trimmed slightly to best meet the needs and aspirations of the students whilst utilising the strengths and passions of the teaching staff. The agribusiness teaching and learning programme involving aspects of all four key strands, as they are all essential to the understanding of Agribusiness; Innovation, Science, Management and Finance, and Marketing.

Topics covered will range widely and may include topics such as insect farming, ethical farming and consumerism and use primary industry examples to learn important skills like cash-flow forecasting.

The course includes the study of the environmental impact of farming, reproductive techniques, livestock production, horticultural crop production. The practical component of this course animal nutrition and husbandry, among other practical farm tasks.

The subject builds on learning from Level 1 Agriculture, which emphasises how food and fibre is produced, along with the importance of the primary industries to the New Zealand economy will be gained through the learning.

There are five assessments in total. Two are externally assessed and three are internally assessed.

This subject leads on to Agriculture and Horticultural Science at level 3 OR Agribusiness at level 3 which is a University Approved subject. From there it leads to tertiary qualifications which can be undertaken at farm cadet schools, training colleges or (for the more academic students) universities.  There is a vast range and number of employment opportunities within the primary industries here in New Zealand and abroad. 

Studying art history is a valuable means of understanding art and culture.  Art History is concerned with the analysis and interpretation of art works within their cultural and historical contexts. In order to understand any period in time, Art has always been a source of information and interpretation.

The objective of the art history course is to enable students to:

• Use and understand art historical terminology.
• Recognise technical and stylistic conventions and the formal and expressive qualities of an artwork.
• Distinguish between individual, regional and period styles.
• Understand the ways in which symbols and signs are used to create meaning in art.
• Understand the function of art within its social context and of the relationships between art, artists and society.
• Understand the ways in which values are attached to art.

This course will develop your literacy, critical thinking and analytical skills both visually and written, as well being able to communicate your own views and opinions. These transferable skills will be applied while examining artworks from the history of Western Art. We hold an annual trip to the University of Auckland and the Auckland Art Gallery. 

This course covers art from 19th century France focusing on the historical periods of: Neo-classicism, Romanticism, Realism, Impressionism and Post-impressionism. We explore historical events such as the French Revolution, the Industrial Revolution and the Modernisation of France through a social, political and economic lens in the medium of painting, sculpture and architecture.

You are not expected to be competent in art making, this is a visual analysis subject that is literacy based. You will learn to analyse and interpret art and communicated this understanding in written form. Students taking visual art subjects as well as considering Scholarship Art are recommended to take this course.

Skills learnt in Art History can lead to work in a wide range of roles including architects,  lawyers, writers, historians, visual communications, marketing coordinators, administrators, customers service advisers, website content developers, sales advisers, recruitment consultants, educators and project coordinators.

2025 is also the year we will be taking Art History students to Europe to see and experience artworks studied in real life. 

Term 1

Introduction to Art History

Become familiar with Art History terminology

Context: French Revolution and Enlightenment

Style: Neoclassicism 

Artists: Vigee le Brun, David, Ingres and Canova

Internal: 2.5 communicate understanding of an Art History topic 

Term 2

Internal: 2.6 Communicate a considered personal response.

Context: Revolutions; Orientalism; Socialism 

Style: Romanticism; Realism, Impressionism

Artists: Gericault, Delacroix, Daumier, Millet, Courbet, Manet, Monet, Degas

Term 3

Internal: 2.4 Examine how media are used to create effects

Context: Industrial Revolution and the modernisation of Paris

Styles: Impressionism, Neo-Impressionism 

Artists: Cassatt, Morisot, Van Gogh, Seurat, Gauguin, Cezanne 

Exam preparation. 

Term 4

Exam preparation

Students will:
Follow a rigorously academic course, which covers all the Level 2 external achievement standards. It covers:

-  Genetic variation in the form of inheritance and evolutionary change (external)

- Structures and Processes that happen in a cell (external)

- How genes code for proteins and how these are expressed (external)

- Investigate layers of the forest and the adaptations that have evolved (internal with field trip)

- Investigate processes that happen in the cell (internal with a practical assessment)

There are two Level 2 internals achievement standards. These include a fieldtrip to collect field data to write a report on the composition of a forest, and a practical assessment to investigate aspects of cell processes.

This course leads onto the Level 3 Biology courses that are UE Approved

Students will:
This course has one less standard when compared with 12BI1. This gives students more time to cover the rigorous academic content of senior biology. This also allows more time to be spent on the remaining standards and one less exam for time pressure at the end of the year.

Students will follow an academic course which covers:

-  Genetic variation in the form of inheritance and evolutionary change (external)

- Structures and Processes that happen in a cell (external)

- Investigate layers of the forest and the adaptations that have evolved (internal with field trip)

- Investigate processes that happen in the cell (internal with a practical assessment)

There are two Level 2 internals achievement standards. These include a field trip to collect field data to write a report on the composition of a forest, and a practical assessment to investigate aspects of cell processes.

This course leads onto the Level 3 Biology course 13BI2 that is UE Approved

Students will:

• Work on set projects and develop practical carpentry skills
• The course has a practical component as well as an extensive written component which students are required to complete to achieve and gain credits

Students will make a variety of wooden products, e.g: garden chairs and planter boxes.

This course is a progression from Level 1 and is suitable for students considering an apprenticeship in the building/joinery/cabinetmaking industry

The Unit and Assessment standards listed below are indicative only and may change.

Level 2 Business Studies enables students to learn about New Zealand's enterprising culture and encourages them to develop their business knowledge and decision making skills in order to be active participants in New Zealand's economic future. Our students are given opportunities to study large New Zealand businesses with a regional or national significance. Students will also work in groups and take their own product ideas to market thus an entrepreneurial mindset and attitude is strongly encouraged.

This is a rigorously academic course, which covers three Level 2 External Achievement Standards: Atomic structure and bonding, Organic and Chemical Reactivity. Only one internal standard is completed in this course, oxidation and reduction. This will lead onto two possible university approved courses if you take either 13CM1 or 13CM2 in the future.

The university of auckland requires you to take chemistry (13CM1 or 13CM2) if you are planning on doing the following:

Bachelor of Medicine and Surgery

The university of auckland highly or strongly recommends that you take chemistry (13CM1 or 13CM2) if you are planning on doing any of the following:

Health Sciences

Bachelor of Medical Imaging

Nursing

Optometry

Biomedical sciences

Physiology

Green Chemical Science

Medicinal Chemistry

Pharmacology

The university of auckland recommends that you take chemistry (13CM1 or 13CM2) if you are planning on doing any of the following:

Engineering

Pharmacy

The university of auckland suggests that chemistry will be beneficial or useful if you are planning on doing any of the following:

Business and Commerce

Teaching

Food Science and Nutrition

Exercise Sciences

Marine Science

Physics

Earth Sciences

This course is for those students who have not met the pre-requsites for 12CM1 yet still wish to learn about chemistry.  

One less external standard is covered over the year when compared with 12CM1 (and an additional internal to replace it). This allows more time to be spent on the other two external standards. This course is still not an easy course - during the year you will complete two external achievement standards and two internal achievement standards. 

This course will lead into 13CM2 which is a university approved course. 

Note: You cannot move from 12CM2 into 13CM1 as a pathway as you will not have covered the same content in the course as the students in 12CM1 course will have. 

The university of auckland requires you to take chemistry (13CM1 or 13CM2) if you are planning on doing the following:

Bachelor of Medicine and Surgery

The university of auckland highly or strongly recommends that you take chemistry (13CM1 or 13CM2) if you are planning on doing any of the following:

Health Sciences

Bachelor of Medical Imaging

Nursing

Optometry

Biomedical sciences

Physiology

Green Chemical Science

Medicinal Chemistry

Pharmacology

The university of auckland recommends that you take chemistry (13CM1 or 13CM2) if you are planning on doing any of the following:

Engineering

Pharmacy

The university of auckland suggests that chemistry will be beneficial or useful if you are planning on doing any of the following:

Business and Commerce

Teaching

Food Science and Nutrition

Exercise Sciences

Marine Science

Physics

Earth Sciences

Students will:

Study self-introduction, city and environment, house and furniture, school life, health, entertainment, media, travel and customs.

All language courses are constructed on the basis of two external and two internal assessments, totalling a minimum of 20 credits.  

Classical Studies is the study of the people, places and events of the civilizations of Ancient Greece and Rome and how they influence the modern world.

Students will:
•Be introduced to aspects of the history, literature, mythology and art with a focus on the culture of Ancient Greece.
•Understand the relationships between Ancient Greek culture and the modern world.
•Appreciate examples of ancient literature and art which are of the highest standard and form their own opinions of them.

Students will:

• Perform in choreographed theatre dance works 
• Develop communication, confidence, originality, writing, creative collaboration, resilience, analytical, critical and research skills.
• Choreograph group and solo dances from given and devised themes
• Perform ethnic and social dances
• Demonstrate understanding of a selected dance genre

Up to 20 credits are available in NCEA Level 2 Dance, students will complete only one external examination.

Students will: 

- Refine communication, confidence, originality, writing, creative collaboration, resilience, analytical, critical and research skills.

- Compose a conceptual dance and rehearse a group for performance. 

- Perform a solo or duet within a given context. 

- Perform a group dance. 

- Demonstrate knowledge of the development of contemporary dance in Aotearoa. 

*This is a Level Three course and university approved. 

•Students will learn about the design process and how to apply this process to a range of design tasks, including illustration, graphic design, package design, typographic layout and the use of computers as a design tool 

•The aim of this course is to provide students with a thorough grounding in Design, which involves understanding a design brief, how to carry out research, generating ideas and developing these ideas in a systematic way, through to a final solution

• Drawing is carried out by hand in conventional ways and also by using a computer.

•This course leads to Level 3 Design and Visual Arts. It will also support entry to Level 3 Painting and Photography with HoD approval

The areas covered in level 2 Design and Visual Communication are spatial design (architecture), product design, as well as research into historical and cultural influences on design and the interrelationships of design, technology, society and the environment.

Throughout the year students will develop their creativity, learn about the practice of designing (initiating and developing ideas), make qualitative judgments (informed decisions on aesthetic and functional aspects of design), and develop a range of drawing (visual communication) skills through an activity-based project-driven approach.

The quality of assignments and course work is expected to be at a level superior to Level 1. 

More complex design briefs, development, computer aided design skills, and understanding of visual communication skills will be required as well as a wider range of modes and media application.

The internally assessed briefs will be used as part of the evidence for externally assessed work to be sent away for marking.

The course continues through to Year 13 and qualifies for scholarship at Year 13. 

This course also leads to UE approval in year 13.

Design and Visual Communication leads to design courses offered throughout most tertiary institutions and universities. Career pathways can lead into architecture, draughting, product design, fashion, furniture design and much more. Design and Visual Communication is also a useful subject for students considering a career in the building or engineering industries.

This course will require students to have their own personal Laptop with either MacOS or Windows OS that will run the relevant software (iPads and Chromebooks are not sufficient - contact the Teacher in Charge for info)

Digital Technology at year 12 builds on the skills learnt in year 11, expanding into the world of Game Development and opening future doors into the world of software development. 

Students will learn how to plan, design and develop a 2D videogame using Godot with its native language GDScript. Students will also learn how to use digital tools to create stunning 2D visual designs for their games.

The core of the course is focused on developing skills, such as:

• Game Programming
• 2D Asset Creation
• Game Design
• Computer science concepts and thinking

This is a practical and creative course which is strongly related to STEAM areas (Science, Technology, Engineering, Arts and Math). Through it, you will learn to design and develop your own digital solutions and become a developer of digital technologies.

Digital Technology is a broad subject that covers many digital domains such as 3D modelling, animation, game art, computer science, computer programming, software design and much, much more.

You can view examples of past student work on our itch.io page: https://mags-digitech.itch.io/

Please contact the Teacher in charge to check on the specifications.

13 Digital Technology is a University Approved Subject at Level 3

This course aims to continue building on performance and creative skills in Drama, as well as analytical theory work. Students will take part in the following projects throughout the year:

Devising 

Students will work in groups to create a short play centered around an historical event in New Zealand. Groups will develop a performance which uses drama conventions (e.g. freeze-frames, mime, symbolic movement) around a topic which is important or relevant to them, e.g. imprisonment of Māori, equal wages for women, or domestic violence. The play is presented in class to their peers. Assessment is based on creativity and execution of their ideas, and is group-marked.

Shakespeare

Shakespeare is one of the theatre-forms that is studied in Level 2 Drama, and the aim is for students to tackle Shakespeare in a judgement-free and culturally accessible way. As a class we look at different plays, including both comedies and tragedies. The students will work in groups to explore the features of Shakespeare and Elizabethan Theatre and will present an extract from a Shakespeare play to the class. Excellent performances will also be offered the chance to compete as part of the Sheilah Winn Shakespeare competition at the end of Term 1 against other schools.

Class Production

The class will perform a full-length play across two evenings to an audience of whānau, teachers, friends and invited guests. Students will be expected to work with the teacher and their peers to develop their role and get ready for a live performance. Assessment is based on their ability to act out their role in the play and their effect on the audience, and is individually assessed.

Drama Theory 

We will study a professional performance and sit an exam based on analysing theatre.

Below are some photos from the 2025 Level 2 Production of Frankenstein:

Students will:
Explore the wonders of the Solar System, from tiny specks in the middle of a Nebula to the grandest explosions in the universe in a Supernova! 

Delve into the inner machinations of the Earth and see how these mysteries can ferment into breathtaking volcanos, tragic tsunami and devastating earthquakes. 

Undertake practical experimentation to predict meteor impacts and research how you could survive in the harsh vacuum of space!

Investigate the tiniest of plants and animal structures making your own mircoscope slides and viewing them at up to 400 times their actual size.
•Be recommended to continue with Level 3 Earth and Space Science

Students will sit 91160 which only has levels of achievement up to Merit. The whole course is achievable at all levels,

Level 2 Economics sees students examine the operation of the New Zealand economy through a Macro-economic perspective. Major issues covered will include Inflation, Trade, Growth, Unemployment and the Government Policies used to influence these.  Students will learn how to define and measure changes in these issues and to create models to understand relevant causes and possible effects. For each economic issue, students will be asked to examine the effectiveness of possible government actions anf the impact they may have on other key economic indicators.

Students will:

This course is designed for students new to Economics. You will develop an understanding of basic Economic concepts and market mechanisms which relate to the key macroeconomic indicators of Unemployment, Inflation, Growth and Trade. 

Success in this course will assist entry into Level 3 Economics.

The Study of English Literature is compulsory at Level Two.  As such, your English option will be determined by your results for English in Year 11.

12EN1 students will:

• Study and analyse film, and either an extended text or short texts, as preparation for two literature essays in the exam
• Write in a range of styles, developing their essay writing skills and producing a portfolio of writing
• Learn to locate, select and integrate information from a range of sources for a research project
• Have the opportunity to achieve 18 credits in Level Two English

12EN2 students will:

• Study and analyse film in preparation for a close viewing assessment and a literature essay in an external exam
• Learn to locate, select and integrate information from a range of sources for a research project
• Write and present a speech on their identity or culture
• Have the opportunity to achieve 14 credits in Level Two English

The study of English Literature is compulsory at Level Two.  As such, your English option will be determined by your results for English in Year 11.

12ENE Students will:

• Study a rich selection of texts taken from the canon and modern literature
• Write in a range of styles, developing their essay writing skills and producing a portfolio of writing
• Develop critical thinking skills through analysis, interpretation and evaluation
• Undertake an inquiry into a studied text, drawing conclusions and synthesising information from a range of expert sources
• Have the opportunity to achieve 22 credits in Level Two English

This course occupies TWO options and students who are approved into 12EL3 will not take English (12EN1 or 12EN2)

This course focuses on English language development in reading, writing, listening, and speaking. Students are able to gain English Language and English for Academic Purposes Level 3 credits .

There is a strong focus on academic vocabulary development, reading comprehension, and research skills. Students will practise using appropriate language features and conventions when writing academic responses and essays, as well as presentation and seminar skills.

Students in this course will continue to take English Language in Year 13 as their pathway towards gaining University Entrance Literacy (UE Lit). Refer to the diagram below for details on the Senior English Language pathway.

Students will:

Develop the skills to make financially literate decisions, involving insurance, employment rights, banking, setting financial goals and purchasing goods

To take this course you should have a love of cooking. Students will be given the opportunity to develop practical skills by cooking a range of dishes. There will be a strong focus on the development of culinary skills and techniques using a variety of cooking methods and commodities. Alongside this, students will deepen their awareness of food safety, knife skills and International cuisines. Students can aspire to skilled careers within the Food & Hospitality Industry. 

This unit standard course, available to Year 12 students, recognises the competence, knowledge, and skills required for cooking food dishes in commercial kitchens in the Hospitality Industry. Students who pass these unit standards are able to demonstrate a range of intermediate food preparation techniques, cookery methods, and presentation skills. 

Students must be prepared to undertake written and theoretical assignments as well as practical assessment.

The total number of credits available for this course are 18 credits at Level 2. There are no literacy or numeracy units available. The unit standards are internally assessed and students are required to gain 100% in order to achieve the standard. Assessment is frequent, therefore a high level of attendance, independence and self-management is required.

Students will study cultural activities in France and in the French-speaking world.  Other topics include arts and culture (including a film study), health and wellbeing, and the role of technology in our lives.  

All language courses are constructed on the basis of two external and two internal assessments, totalling a minimum of 20 credits.  

Gateway is designed for students who wish to explore future career pathways and gain practical, hands on work experience while still at school. Students will learn more about their interests and career options in order to strengthen their pathway to work or vocational study. The course covers unit standards in employment and life skills, including career planning, First Aid, CV writing and workplace health and safety. Lessons include guest speakers, community programmes, and collaborative work. 

All students complete a structured work or training placement to further explore an area of their interest. This takes place one full day a week for 5-10 weeks.  Work experience placements can lead to future job opportunities. 

Due to the work experience component of this course, Gateway requires students to have a positive and mature attitude and be able to work independently. Gateway teachers support students to complete work at their own pace, but all students must be able to manage their time effectively and catch up on missed work from other subjects.  Students and whānau will need to show a commitment to attendance in this course. 

Students cannot choose 12Gateway with 12LIFT and/or 12MAGNET. You will only be able to choose one through SchoolPoint. 

This subject can lead you into further training in a chosen industry. This usually occurs through the polytechnic or private training providers who provide specialised training and education in a specific pathway. 

Geography is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it. They also examine how human culture interacts with the natural environment and the way that locations and places can have an impact on people. Geography seeks to understand where things are found, why they are there, and how they develop and change over time.

Topics include:

• Urban geography - studying different patterns in cities, why they form and the impacts they have on people.  
• The global issue of maritime piracy.
• Differences in development in Africa and Asia.
• Applying geographic skills such as mapping (physical and digital GIS) and statistical skills.
• Conducting geographic research in a river environment - this includes collecting, presenting and analysing data using specialist equipment.

Students will:

Study Our changing world, trends, leisure, my future, health and well-being, personal relationships, traditional stories, Switzerland/Austria

This course is constructed on the basis of two external and two internal assessments, totalling a minimum of 19 credits.  

• Study adolescent health issues such as stress and relationships, well-being and taking action in the community/school, managing change and resilience, gender and sexuality, and health promotion. 
• Develop an understanding of the determinants of health and social justice
• Students will develop their critical thinking skills and challenge assumptions.
• Need to have sound written English skills.
• Complete three internals and one external, totalling 20 credits. 

• Study adolescent health issues such as stress and relationships, well-being and taking action in the community/school, managing change and resilience.
• Develop an understanding of the factors that influence health and social justice.
• Students will develop their critical thinking skills and challenge assumptions.
• Need to have sound written English skills.
• Complete two internals and one external, totalling 15 credits. 

In this course students develop unique historical skills by analysing important historical events through written and visual texts.

Students will…
•develop higher level skills in research, critical thinking, analysis and formal writing.

•study topics including the First World War, discrimination against the Jews in Nazi Germany, the Holocaust, and the French Revolultion as well as various linked events relating to New Zealand.

•analyse high level concepts such as causation, perspectives, significance, and continuity and change.

12 History leads to 13 History and can also lead well into 13 Geography, Classical Studies or Psychology. 

These are all helpful subjects for many university and tertiary study, especially an Arts degree.

Students will:

Study topics such as school life, a movie review and environmental issues.

All language courses are constructed on the basis of two external and two internal assessments, totalling a minimum of 20 credits.  

LIFT (Learning Intensively for Future Training) is designed for students who may need additional learning support and want to develop further vocational and life skills for transitioning in to the workplace.  The course covers unit standards related to career planning, employment skills and self-management. Teachers work closely with students to guide and encourage individual success. Students may have the opportunity to explore potential work experiences suited to individual needs and interests. Work placements can give students practical skills, confidence and further industry knowledge that may lead to potential education or employment opportunity.

The 12MAGnet Automotive course is run in partnership with Unitec (Mt Albert Campus), and offers students the opportunity to take their first step on a vocational pathway while still at school. Students spend one day a week at Unitec, studying industry relevant standards which offer credits toward NCEA Level 2. This course is designed for students who are passionate about the Building Industry and want to either move into an apprenticeship or further tertiary study.

Students attend Unitec each Wednesday from 8.30am till 3pm. Attendance is taken twice a day and sent back to MAGS.  Students will need to be willing to catch up on work from other lessons that they miss on the Wednesday. They will be provided with tutorials during the school week to help with this. Students and whānau will need to show a commitment to attendance in this course, once this course is selected and students start attending they are not permitted to withdraw from the course. Please register your interest in this subject by selecting it.

This Course will offer approximately 22 credits which will count towards Level 2 NCEA. This is subject to change and will be updated at the start of next year.

The 12MAGnet Building and Construction course is run in partnership with Unitec (Mt Albert Campus), and offers students the opportunity to take their first step on a vocational pathway while still at school. Students spend one day a week at Unitec, studying industry relevant standards which offer credits toward NCEA Level 2. This course is designed for students who are passionate about the Building Industry and want to either move into an apprenticeship or further tertiary study.

Students attend Unitec each Wednesday from 8.30am till 3pm. Attendance is taken twice a day and sent back to MAGS.  Students will need to be willing to catch up on work from other lessons that they miss on the Wednesday. They will be provided with tutorials during the school week to help with this. Students and whānau will need to show a commitment to attendance in this course, once this course is selected and students start attending they are not permitted to withdraw from the course. Please register your interest in this subject by selecting it.

This Course will offer approximately 22 credits which will count towards Level 2 NCEA. This is subject to change and will be updated at the start of next year.

This course is designed for those students who may still be working towards gaining Numeracy from Level 1, but covers a mixture of Level 2 achievement standards, in both mathematics and statistics.

This course was intended as a terminating maths course, however there is a pathway into Level 3 Mathematics if students are very successful.

This course is designed to prepare the foundation for Level 3 Calculus and for those students who intend to study Mathematics, Engineering, Architecture, Science and similar technological careers at tertiary level. 

Calculus develops practical skills in differential and integral calculus. It is intended to illustrate various applications of calculus to technical problems. The rules of differentiation will be introduced, and methods of differentiating various algebraic functions will be developed. Further methods of algebraic manipulation, non-linear graphs and trigonometry are also explored.

It is possible to choose both 12MC1 and 12MA1 which is mathematics with statistics, however it is important to note that the Trigonometry standard is offered in both courses.  If you take both courses, you can still get a total of 34 credits between the two courses even with the one standard overlap.

The course is designed for those students who successfully completed Year 11 Mathematics and covers both Level 2 Mathematics and Statistics and is for students who want a general mathematical foundation to move into Level 3 and tertiary subjects. 

Some of the concepts covered include Trigonometry, Networks, Experimental Design and Statistical Inference. 

This course leads to either 13MS1 or 13MA3.

It is possible to choose both 12MC1 and 12MA1, however it is important to note that the Trigonometry standard is offered in both courses.  If you take both courses, you can still get a total of 34 credits between the two courses even with the one standard overlap.

Students will:

•Examine how the media represents different groups of people
•Study a specific film genre
•Learn how to: close read multiple texts across a variety of media forms, linking critical media theory to written responses
•Apply the knowledge they have gained about media conventions and technology to plan and create their own media production (music video)

Study contemporary music with a focus on music technology, techniques and associated equipment relevant to today’s music, entertainment and events industries. Students will look at ways to empower their musical intention in the recording studio and onto the stage while developing skills and knowledge through hands-on experience in audio production, sound design, song writing and performance. The Modern Music course looks at industry skills including but not limited to live sound engineering, music production, contemporary music performance, electronic music and sonic art creation.  Learners enrolled in this course will be encouraged to create collaboratively and express imaginative thinking.

Pathways following from 12MM3 include Level 3 music, music industry internships, further study in music at Mainz, SAE, NZSM, UoA and music careers as creators.

In Level 2 Music, students will learn solo and group performance skills. Through transforming a selected piece of music to an instrumentation, students will develop their knowledge of various chosen instruments. They will also compose two pieces of music to develop their composition skills and investigate and present an aspect of New Zealand music to describe musical features and context. During aural training and music materials sessions, students will also learn to identify, describe and transcribe music elements and fundamental materials of music. Success in this course will lead to Level 3 Music. This course contributes to Level 2 NCEA.

The credits listed below are the full list of Level 2 Music standards on offer - Students will not be entered for all of these standards.

Course Content

This course involves both theory and practical lessons. The lessons will be a combination of classroom based theory and activities based in an outdoor environment.

Units of work

• Personal and Social Responsibility - students develop effective interpersonal skills in order to be able to work in a group and realise how these interpersonal skills impact on others.
• Quality Performance - students develop their performance to a high level in outdoor pursuits (Scuba, Whitewater Kayaking, Climbing, Mountain Biking)
• Risk Management - students develop their ability to identify risks, causal factors and relevant strategies related to the activities they are participating in (Climbing, Whitewater Kayaking).
• Group Processes - students analyse the stages of group development through outdoor pursuits
• Event Planning - students examine the implementation and outcomes related to the activities they are participating in (Mountain Biking).
• Bushcraft - students develop an understanding of the requirements for a safe multi-day tramp in the bush, including clothing, equipment, weather, navigation aids and food (Survival Camp, Orienteering event, Tramping)

Click here for the MAGS Outdoor Education Instagram page: https://www.instagram.com/mags_outdoored/

Pathway

A side effect of the rise of technology is that it’s made skills like communication, leadership, and cultural intelligence more important than ever. Recently, employers have started valuing these things more and the degree is no longer king. Soft skills and emotional intelligence, is not something a machine can replicate.

Students who complete Outdoor Education to Level 3 will develop their key attributes to a high level. This is often what makes them more employable, as the subject has a strong emphasis on attitude, aptitude, ambition, aspiration and attendance.

Year 13 Outdoor Education is university approved, and may lead to tertiary study for those wishing to make a career in areas linked with the outdoors. Possible jobs include Outdoor Instructor or Guide, Teacher, Challenge Course Facilitator, Environmental Educator, Event Co-ordinator, jobs in conservation, in the tourism sector (including business and marketing), and in outdoor equipment retail.

*This course can be taken alongside 12PF1 with a request exemption completed.

Students will work on an individually led programme based around a common theme that may extend into Year 13
•The course aims to develop a student’s understanding of established painting practice, conventions and methods through the study of artist models
•Students learn the skills to analyse and identify ideas and see the links between established painting models to help them develop informed painting practice
•Skills and techniques learnt at this level directly support progress in to Year 13 Painting

This course leads to Level 3 Painting and Visual Arts. It will also support entry to Level 3 Design and Photography with HOD approval

• Students learn how to use manual camera functions to control exposure and how to use studio lighting equipment.
• Students will mainly use digital photography including digital file management, using scanners, printers and Adobe Creative Suite (Photoshop, Lightroom and Indesign).
  • The department has dslr cameras available for students to borrow but it is recommended that students have access to their own entry level DSLR camera if possible.
• Students generate and develop ideas, using drawing methods related to established Photography practice.They will use drawing materials, processes and techniques appropriate to photography. 
• Students will look at ideas and methods used by well known artistic photographers.
• Students will create work toward their own individual folio which will be presented as a body of work over 2 A1 size panels.

This course is designed to further extend your knowledge and understanding of physical education concepts. These include the role and importance of physical activity in our daily lives, the significance of physical activity in society and understanding biophysical principles in learning skills and improving performance.

Students will explore big ideas through the following units:

• Students will through a variety of contexts demonstrate personal and social responsibility through applying Hellison's Model of responsibility. 
• Students will examine the sociocultural significance of an international sporting event for self, others and society.
• Students will train for the Tough Guy/Gal event. They will learn about setting goals, methods of training, principles of training, periodisation, heart rate zones, energy systems, designing training programmes and they will apply this knowledge to their training for the event.
• Students will demonstrate their performance ability in the Tough Guy/Gal challenge and in a Lawn Bowls tournament.
• Students will extend their Level 1 knowledge of biophysical principles and be able to demonstrate an understanding of how functional anatomy, biomechanical principles, skill learning and psychological skills relate to performing physical activity.

*This course can be taken alongside 12OE with a request exemption completed.

Students will:

• Study waves and light, mechanics, electricity and magnetism, and nuclear physics.
• While Mathematics is not a formal prerequisite for taking Physics, it is strongly recommended that you also enrol in a Mathematics course, as mathematical skills are essential for success in Physics.
  

Please note:

• If students intend to apply for a BE (Hons) Degree, both Calculus and Physics are required for entry.

Students will:

• Study mechanics, electromagnetism, and atomic and nuclear physics
• Demonstrate understanding of physics relevant to a selected physics context
• While Mathematics is not a formal prerequisite for taking Physics, it is strongly recommended that you also enrol in a Mathematics course, as mathematical skills are essential for success in Physics.
  

Please note: 

• If students intend to apply for BE (Hons) Degree at the University of Auckland, both Calculus and 13PY1 are required for entry.
• If students intend to apply for BE (Hons) Degree at Canterbury, both Calculus and 13PY1/13PY2 are required for entry. 
• If students do the 12PY2 course they will be eligible for the 13PY1 course if they pass both externals at merit or higher level and both internals at achieved level (or students can do the 13PY2 course the following year).

The external for Level 2 Psychology is a Level 3 Social Studies external. 19 credits available.

Psychology is the scientific study of the human mind and behaviour. In this course, we explore both every day and unusual behaviour to understand how it reflects who we are, how we think, and how we interact with the world around us.

Course Topics:

Theories of Identity
Examine how explain the development of identity, especially during adolescence. Learn how social, cultural, and personal experiences shape our sense of self.

Psychological Approaches
Understand the causes of addiction and aggression through psychological approaches, such as biological and cognitive theories. 

Fields of Psychology
In forensic psychology, explore topics such as criminal behaviour and the history of criminological theories. In developmental psychology, investigate how people change over time, focusing on early childhood and adolescence.

Methods in Personality Research
Learn how to design, conduct, and analyse your own psychological research using ethical practices. Study different personality inventories  and explore how they explain consistent patterns in human thoughts, emotions, and behaviours.

Ideological Responses to an Issue (External)
Analyse how different ideologies respond to current social issues. This unit is assessed externally through a Level 3 Social Studies standard.

Students will study a range of topics from the Geography, History and Social Studies areas including; the study of urban pattern, contemporary geographic issues, inquiry and research into a significant historical event.

NOTE only four of the listed standards will likely be assessed. Which standards these are may vary.

This course is a mixture of unit and achievement standards and is not a UE pathway subject. This course is designed for the more practical capable student who found year 11PF1 challenging, but has shown maturity, demonstrating positive interpersonal skills and has a keen desire to continue their learning in PE.  

Students will:

- Demonstrate understanding of how personal actions influence group functioning in a short and high ropes course – Adventure Works, Henderson.

- Plan and review a beginner level coaching session with junior students at Edendale Primary School.

- Apply knowledge of Basic Anatomy to the performance of sport skills.

- Demonstrate movement skills in Turbo Touch and Juggling in an applied situation. 

- Demonstrate social responsibility in a range of activities.

Te Ao Haka is a culturally responsive art form providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. 

In this course, students will explore their own creativity, based on their grounding in Te Ao Haka. They will innovate and experiment, exploring their own role and connections within the Māori performing arts.

This course leads to Level 3 Te Ao Haka which is a University Entrance (UE) Approved course.

This is a full-year course that focuses on helping students to further develop their confidence and knowledge when speaking te reo.  This is so that they can begin to take part in general conversation with speakers of te Reo and understand most of what is being said.

Students will study various topics such as Future Aspirations, Mythology, Youth issues, Tangihanga and Famous Māori People.

Students will study the topics through the following language modes; Kōrero, Whakarongo, Waihanga tuhi, Pānui, Tuhi ōkawa.

This is a full-year course that focuses on helping students to develop their confidence and fluency in speaking te reo Māori.

Students study various topics such as Nuka & Peha Reo, Ngā Tuhinga Tuatahi and Pakiwaitara through the following language modes; Kōrero, Whakarongo, Pānui and  Tuhituhi.

Students will also be given regular opportunities to speak in immersion settings. 

This course is designed for those students who want to broaden their understanding about Product Design. In Yr 12 students will design and make a light that will solve a problem in their own situation.

Students will: • Go through the design process to design a light. Some of the skills that will be developed are: researching, freehand drawing, presentation drawing, technical drawing, using hand tools and machinery tools, workshop skills, advanced crafting skills. Students will be able to use machines like: laser cutters and 3-D printers along with Fusion 360 software. 

The course has a high literacy expectation/demand and requires good time management skills. Need skills in design and evaluation as well as being able to research and document evidence relating to their design. • Drawing and presentation skills of students needs to be of a good standard as well as workshop skills and safety knowledge.

This course leads to UE approval in year 13.

Please see the links below for examples of past students work:

https://www.instagram.com/p/B38KegGJwVL/?igshid=15ln8ecbrh3ou

https://www.instagram.com/p/B32kbwGJXnj/?igshid=1nmwillzmjk1w

https://www.instagram.com/p/B32iDSGJCHe/?igshid=1ddvmgqjkam68

https://www.instagram.com/p/B38PRh-psHk/?igshid=mtv328xd19hj

https://www.instagram.com/p/B3-03CHpblc/?igshid=xpbzooq8ik7d

https://www.instagram.com/p/B3vnq9wJyRT/?igshid=t8ya45kbiuey

This course provides information and learning about New Zealand's largest export earner and one of our fastest growing industries. Time is given to developing students inter-personal skills through group-work, presentations and discussion.

Students will:
•Complete internal assessment to gain unit standards and L2 NCEA credits.
•Research attractions, activities and events.
•Develop their inter-personal skills.

This course could lead directly onto courses in levels 3, 4, and 5 covering a range of qualifications in the travel, tourism, and aviation industries. Recommended tertiary providers are ITC and QRC.

This course is a good pathway to the tertiary travel colleges. Students could study travel certificates at Level 4. 

If the student is successful at getting UE they could study tourism or hospitality at university.    

This course can lead to a career in NZ's largest industry. We work closely with a number of different tertiary providers such as ITC, NZST and QRC.

Travel and tourism offers a wide range of exciting and fun career pathways, ranging from sales, tour guides, travel agent and customer service roles, through to management, marketing and policy.

This course is designed for those students who intend to study at the highest level and will probably proceed to University study in Mathematics, Engineering, Science and similar technological careers.

Calculus develops practical skills in differential and integral calculus. It is intended to illustrate various applications of calculus to technical problems. The theory of differentiation and integration will be enhanced and the application of these processes to real world situations will be included.

The 13MCS course includes the learning of the Level 3 NCEA standards, alongside covering Scholarship material throughout the year, therefore students not only need to be able to work at a high level, but also should be prepared to put in significant time to get the most out of the learning opportunities.

Assessment

The course covers all of the Level 3 Calculus standards including those of the 13MC1 course. However, knowledge of material for internals covered in earlier years is often assumed, so sufficient prior knowledge is expected. Additional scholarship tests and assignments throughout the year form part of the assessment of this course. 

The Scholarship component is assessed through a final external examination. 

Level 3 Drama is suitable for students who have taken Drama before. The course offers both performance and drama theory projects, listed below: NOTE: This course is only optional for Year 11 students who have applied through the department, otherwise it is only open to Year 12.

Drama Techniques 

Students will select an extract from an appropriate script to self-direct and perform as either a monologue in or in pairs. If they are attempting Drama Scholarship they must perform as a monologue by themselves. The extract can be from a variety of theatre-forms, including Shakespeare, Naturalism, and Pasifika/Māori Theatre.

Devising 

Students will create, refine and develop a short play centered around the life of a person from history. They may choose to select someone well-known or someone from their own life. They will use drama conventions to craft a performance which showcases an aspect of this person's identity. Students may work in pairs or alone (required if attempting Drama Scholarship). 

Class Production

The class will perform a play across two evenings to an audience of whānau, teachers, friends and invited guests. Students will be expected to work with the teacher and their peers to develop their role and get ready for a live performance. 

Drama Theory 

Students will sit an external exam centered around analysis of a professional production.

optional standards/special condition standards:

Shakespeare / Theatre Form

Directing

Script Writing

Photos from the 2024 Level 3 Production of 12 Angry Men:

This course is designed for those students who intend to study Mathematics, Engineering, Science and similar technological careers at tertiary level. Calculus develops practical skills in differential and integral calculus. It is intended to illustrate various applications of calculus to technical problems. 

The concept of complex numbers is introduced and the theory of differentiation and integration will be enhanced and the application of these processes to real world situations will be included. Pupils can expect to explore trigonometric graphs by modelling situations through internal assessment.

This course is designed for those students who intend to study Statistics, Commerce or Science at tertiary level. Statistics applies to almost any field and is compulsory for some very popular university programmes and is useful for so many other everyday life applications. 

Statistics is the art of extracting meaningful information from seemingly incomprehensible data. In your future life and career you will need to make good use of such information to be able to make sound decisions.

This course is designed for those students who intend to study at the highest level and will probably proceed to University study in Statistics and Modelling, Commerce, Medicine or Science. Statistics applies to almost any field and is compulsory for some very popular university programmes and so many other everyday life applications. Statistics is the art of extracting meaningful information from seemingly incomprehensible data. In your future life and career, you will need to make good use of such information to be able to make sound, informed and unbiased decisions.

Assessment
Students follow the same course Assessments as the Level 3 Statistics (13MS1) course and the Inference and Statistical reports standards plus extensive additional material at the Scholarship Level.
The Scholarship component is assessed through a final external examination. 

This is a full-year course that focuses on helping students to achieve personal independence in Te Reo Māori.

Students will study various topics such as Māori Language Revitalisation, Myths and Legends, Māori Prophets and The Political World.

These subjects are studied through the following language modes; Kōrero, Whakarongo, Waihanga tuhi, Pānui, Tuhi ōkawa.

This course occupies TWO options and students who are approved into 12EL3 will not take English (12EN1 or 12EN2)

This course focuses on English language development in reading, writing, listening, and speaking. Students are able to gain English Language and English for Academic Purposes Level 3 credits .

There is a strong focus on academic vocabulary development, reading comprehension, and research skills. Students will practise using appropriate language features and conventions when writing academic responses and essays, as well as presentation and seminar skills.

Students in this course will continue to take English Language in Year 13 as their pathway towards gaining University Entrance Literacy (UE Lit). Refer to the diagram below for details on the Senior English Language pathway.

This is a full-year course that focuses on helping students to develop their confidence and fluency in speaking te reo Māori.

Students study various topics such as Nuka & Peha Reo, Ngā Tuhinga Tuatahi and Pakiwaitara through the following language modes; Kōrero, Whakarongo, Pānui and  Tuhituhi.

Students will also be given regular opportunities to speak in immersion settings. 

The defined course of study for Level 3 Accounting is focused on Partnerships, Companies, Job Costing and Management Decision Making. The skills mastered include problem solving, development of written communication skills, presentation of Financial Reports and analytical skills for effective management and success in the competitive structure of business entities.

Please register your interest in Accounting Scholarship by selecting this option as a 'backup' course. It is a one period a week tutorial style class. The tutorials will cover additional material that is not covered in the 13AC1 syllabus as well as participation in the Business case study competition, Investment challenge, Accounting CETA competition and techniques required in the Scholarship exam. Talk to your Accounting teacher or see the HoF of Commerce if you would like more information about what is involved.  It is possible to select this course is you have not yet studied Accounting but you must take 13AC1 and it would also need HoF approval.

This course capitalises on Mount Albert Grammar School’s role as a Centre of Excellence for Agribusiness where it was a lead school in developing this programme nationally that commenced in 2017. This course develops ideas such as sustainability and agri-innovation (future proofing), agri-management and finance (operational and strategic decision making) and agri-marketing (adding value to global products) making use of primary sector examples. It represents an exciting opportunity for students to understand the future of primary industries in New Zealand and its role in wealth creation for the country.

Please note the Agribusiness standards all come from the Business Studies Domain and therefore if you are planning to do Level 3 Business Studies and Agribusiness they will only count as one UE Approved subject.  

The course includes the study of profitability of farming, environmental issues, and meeting market requirements. 

The subject builds on Level 2 Agricultural and Horticultural Science understanding of the environmental impact of farming, livestock production, and horticultural production, and the importance of the primary industries to the New Zealand economy.

There are four assessments in total. Two are externals (exam) and two internally assessed.

At Level 3 Agricultural and Horticultural Science is a University Entrance Approved subjects.  From there it leads to tertiary qualifications which can be undertaken at farm cadet schools, training colleges or (for the more academic students) universities.  There is a vast range and number of employment opportunities within the primary industries here in New Zealand and abroad.

Studying art history is a valuable means of understanding art and culture.  Art History is concerned with the analysis and interpretation of art works within their cultural and historical contexts.

This course will develop your literacy, critical thinking and analytical skills. You will become articulate and communicate views and opinions based on visual evidence. These transferable skills will be applied while examining artworks from the history of Western and contemporary New Zealand Art.

The objective of the art history course is to enable students to:

• Use and understand terminology appropriate to the subject.
• Recognise technical and stylistic conventions and the formal and expressive qualities of an artwork.
• Distinguish between individual, regional and period styles.
• Understand the ways in which symbols and signs are used to create meaning in art.
• Understand the function of art within its social context and of the relationships between art, artists and society.
• Understand the ways in which values are attached to art.

Topics: 15th Century Early Renaissance & 20th Century Modernism to Post Modernism

We’ll travel back in time to the world of the 15th century after the devastating effects of the Plague and study the emergence of Renaissance Humanism. We’ll leap forward 500 years to explore the second half of the 20th century where artists move beyond traditional painting to comment on the everyday, popular culture, and consumerism. We’ll examine major artistic styles of Naturalism and Classicism as well as Modernism, Abstraction, Feminism, Neo-Dada and Pop Art.

Students will go on a trip for this course to experience art in person and apply skills learned.

Students taking visual art subjects as well as considering Scholarship Art and/or Art History are recommended to take this course.

Skills learnt in Art History can lead to work in a wide range of roles including  architectects, lawyers, marketing coordinators, administrators, customers service advisers, website content developers, sales advisers, recruitment consultants, educators, project coordinators, curatorial work, art gallery roles, conservation, research and more.

Term 1

Introduction to Art History

Learn to use art historical terminology

Internal: 3.6 Examine the values placed on art.

Term 2

Modern American Art

Styles: American Realism, Abstract Expressionism, Neo Dada & Pop Art

Artists: Hopper; Pollock; Rothko; Rauschenberg; Warhol; Lichtenstein; Oldenburg, 

Internal: 3.4 Examine the impact of media and processes on art.

Term 3

Modern New Zealand Art & Feminist Art

Artists: McCahon, Hotere, Frizzell, Fahey; Chicago; Kruger

Exam preparation

Term 4

Exam preparation

Students will:

Follow a rigorously academic course, which covers all the Level 3 Biology achievement standards. 

This course covers the following content:

Three externals - 

Animal and plant behaviour; 

Speciation (How new species are formed); 

Evidence supporting the theory of Human Evolution;

Two internals

The body system of blood glucose and Diabetes; 

A written report on a socio-scientific issue of your choice.

This course has one less standard when compared with 13BI1. This gives students more time to cover the rigorous academic content of senior biology. This also allows more time to be spent on the remaining standards and one less exam for time pressure at the end of the year. 

This course is UE approved

Content covered in the course includes:

Externals (two)

Animal and plant behaviour; 

Evidence supporting the theory of Human Evolution;

Internals (2)

The body system of blood glucose and Diabetes; 

A written report on a socio-scientific issue of your choice.

Please select this course as a BACKUP option to register your interest in taking Scholarship Biology. 

Talk to your Biology teacher if you want more information about what is involved. 

This will add one lesson to your timetable in addition to the four lessons for 13BI1.

Students will:

• Work on set projects and develop practical carpentry skills • The course has a practical component as well as an extensive written component which students are required to complete to achieve and gain credits.

This course is a progression from Level 2 and is suitable for students considering an apprenticeship in the building/joinery/cabinetmaking industry.

Students will make more complex wooden furniture in Level 3, e.g: Bed side table, T.V cabinet, capered chair. 

The Unit and Assessment standards listed below are indicative only and may change.

Studying Level 3 Business Studies enables students to appreciate the issues that challenge global businesses and stakeholders. In a rapidly changing world, it is important that students are able to make informed and rational decisions about business matters. This course allows students to analyze how and why New Zealand businesses make operational and strategic decisions. The context is mainly New Zealand registered businesses (exporters, importers, New Zealand owned multinationals). 

A large proportion of this course and thus the assessment requires students to work in groups developing an innovative business idea and taking that idea to market. This course would therefore suit a student with an ambitious and entrepreneurial mindset. 

This course is designed for those students who intend to study at the highest level and will probably proceed to University study in Mathematics, Engineering, Science and similar technological careers.

Calculus develops practical skills in differential and integral calculus. It is intended to illustrate various applications of calculus to technical problems. The theory of differentiation and integration will be enhanced and the application of these processes to real world situations will be included.

The 13MCS course includes the learning of the Level 3 NCEA standards, alongside covering Scholarship material throughout the year, therefore students not only need to be able to work at a high level, but also should be prepared to put in significant time to get the most out of the learning opportunities.

Assessment

The course covers all of the Level 3 Calculus standards including those of the 13MC1 course. However, knowledge of material for internals covered in earlier years is often assumed, so sufficient prior knowledge is expected. Additional scholarship tests and assignments throughout the year form part of the assessment of this course. 

The Scholarship component is assessed through a final external examination. 

This is a rigorously academic course, which covers all three Level 3 Chemistry External Achievement Standards along with two internal standards. 

You will need skills gained in 12CM1, and algebraic skills from maths to be successful in this course. 

This is likely the best course for you if you are planning on doing biomed, medicine, engineering, nursing (specifically at auckland university ) or a straight chemistry degree. SImilarly if you are easily getting Merit or Excellence in all your tests and practise exams then this course is for you.

There are 21 possible credits in this course. You need to pass 14 credits (2 internals and 2 externals) minimum to get UE.

To take the scholarship tutorial (1 period a week) you need to enrol in this chemistry course. 

The university of auckland requires you to take chemistry (13CM1 or 13CM2) if you are planning on doing the following:

Bachelor of Medicine and Surgery

The university of auckland highly or strongly recommends that you take chemistry (13CM1 or 13CM2) if you are planning on doing any of the following:

Health Sciences

Bachelor of Medical Imaging

Nursing

Optometry

Biomedical sciences

Physiology

Green Chemical Science

Medicinal Chemistry

Pharmacology

The university of auckland recommends that you take chemistry (13CM1 or 13CM2) if you are planning on doing any of the following:

Engineering

Pharmacy

The university of auckland suggests that chemistry will be beneficial or useful if you are planning on doing any of the following:

Business and Commerce

Teaching

Food Science and Nutrition

Exercise Sciences

Marine Science

Physics

Earth Sciences

This is a rigorously academic course, which covers two Level 3 Chemistry External Achievement Standards along with two internal standards. This course is exactly the same as the 13CM1 course except there is one less external exam to learn and sit.

One less external standard is covered over the year when compared with 13CM1. This allows more time to be spent on the other two standards over the year to allow you longer to practise and develop your understanding. Taking this course will mean you have additional time in the NCEA exams to work on your two papers as you get 3 hours to complete 2 standards.

You will need skills gained in either 12CM1 or 12CM2, and algebraic skills from maths to be successful in this course.

This is likely the best course for you if you are taking chemistry to 

- keep your options open at uni, 

- if you are planning on studying a different science at uni but it recommends you take chemistry at high school, 

- if you are just taking it for fun as you enjoy it

- if you take subjects that result in missing lots of class time so have lower attendance at school

- if you find chemistry difficult 

- if you would like more time in class to do practicals, revise, reinforce learning, less homework,  increase your chances of getting merit or excellence,  increase your chances of getting University entrance (UE) or lower stress. 

If you wish to take the scholarship tutorial (1 period a week) you should enrol instead in the 13CM1 chemistry course.

The university of auckland requires you to take chemistry (13CM1 or 13CM2) if you are planning on doing the following:

Bachelor of Medicine and Surgery

The university of auckland highly or strongly recommends that you take chemistry (13CM1 or 13CM2) if you are planning on doing any of the following:

Health Sciences

Bachelor of Medical Imaging

Nursing

Optometry

Biomedical sciences

Physiology

Green Chemical Science

Medicinal Chemistry

Pharmacology

The university of auckland recommends that you take chemistry (13CM1 or 13CM2) if you are planning on doing any of the following:

Engineering

Pharmacy

The university of auckland suggests that chemistry will be beneficial or useful if you are planning on doing any of the following:

Business and Commerce

Teaching

Food Science and Nutrition

Exercise Sciences

Marine Science

Physics

Earth Sciences

Please select this option as a BACKUP to register your interest in taking Scholarship Chemistry. If you have questions about what is involved, please ask your teacher.

This is a one hour tutorial  that fits in during your free periods. You attend one lesson a week. 

You can still sit scholarship chemistry in the external exams without being registered to the class. 

Students will:

Study school, social life, part-time jobs, young people and their world.

All Year 13 language courses are constructed on the basis of two external and two internal assessments, totalling a minimum of 21 credits.  

Classical Studies is the study of the people, places and events of the civilisations of Ancient Greece and Rome and how they influence the modern world.

Students will:
•Be introduced to aspects of ancient history, literature, art and mythology with a focus on ancient Rome.
•Understand the relationships between the culture of classical civilisations and the modern world.
•Understand key moments in Roman history and make connections with the modern world.
•Appreciate examples of Roman literature and art which are of the highest standard and form their own opinions of them.

This is a course for enthusiastic Classics students wishing to extend themselves through further reading and in a timetabled class once a week to discuss aspects of the Classical world with a view to sitting the Scholarship examination at the end of the year. It is intended for students who are taking Year 13 Classics but entry is by the discretion of the HOD. Please register your interest in Classics Scholarship by selecting this option as a 'backup' course. Talk to your Social Science / Classics teacher if you want to get more information about what is involved. Remember, this is not a 4 period a week course, rather a one period a week tutorial.

Students will: 

- Perform a group dance.

- Refine communication, confidence, originality, writing, creative collaboration, resilience, analytical, critical and research skills.

- Compose a conceptual dance and rehearse a group for performance. 

- Perform a solo or duet within a given context. 

- Demonstrate understanding of dance performance practices. 

- Demonstrate knowledge of the development of contemporary dance in Aotearoa. 

Students will achieve approximately 20 credits within this course and may also be able to gain further credits for participation in extra dance performances and our co curricular dance programme. 

This course is University approved. 

Students will: 

- Compose a conceptual dance and rehearse a group for performance. 

- Utilise production technologies within choreography 

- Perform a repertoire of contrasting dances.  

- Gain leadership experience by teaching dance to primary and intermediate students within our Kāhui Ako. 

- Write about performance practices in dance. 

- Have the opportunity to do scholarship dance. 

*Scholarship dance is a written submission due towards the end of the year. It has three parts; your choreography, a written analysis of your choreographic processes and a reflection on a performance you have done. 

*This course will give students the necessary time and experience to complete scholarship dance. However those that do not wish to do scholarship dance, may still select this providing they have completed Level Three in the previous academic year. 

There will be 18 different NCEA Level Three Dance credits to gain from those completed in 12DNA or 13DN1. 

This course teaches students the fundamentals of visual design. This includes idea development, design processes and the exploration of common design conventions.     

• It prepares students for further study and careers in design-related fields such as Graphic Design, Spacial Design, Package Design, Architecture, UI Design. 
•  The focus of the year’s work is contemporary visual design. Students will typically attempt design problems that involve corporate identity, typographic layout, graphic design, illustration or comic design. Moving image folios can also be submitted for the external.
•  The final submission of work is presented on a three-panel portfolio or short 3 minute movie. 
• Scholarship in Design can be done in this subject alongside the normal course but requires a consistent level of commitment. Those submitting for Scholarship do an additional 8x A3 Pages workbook.

The areas covered in level 3 Design and Visual Communication are spatial design (architecture), product design and producing a presentation for an audience. 

Throughout the year students will continue developing their creativity, learn about the practice of designing (initiating and developing ideas), make qualitative judgments (informed decisions on aesthetic and functional aspects of design), and develop a range of drawing (visual communication) skills through an activity-based project-driven approach.

The quality of assignments and course work is expected to be at a level superior to Level 2. 

More complex design briefs, development, computer aided design skills, and understanding and visual communication skills will be required as well as a wider range of modes and media application.

The internally assessed briefs will be used as part of the evidence for externally assessed work to be sent away for marking.

It is also possible to enter into Scholarship Visual Communication through this course. 

Design and Visual Communication leads to design courses offered throughout most tertiary institutions and universities. Career pathways can lead into architecture, draughting, product design, fashion, furniture design and much more. Design and Visual Communication is also a useful subject for students considering a career in the building or engineering industries.

This course will require students to have their own personal Laptop with either MacOS or Windows OS that will run the relevant software (iPads and Chromebooks are not sufficient - contact the Teacher in Charge for info)

Digital Technology at year 13 builds on the skills learnt in year 12, allowing a deep dive into a game development project with the freedom to explore a wide range of programming skills to move toward a future in Digital Technologies fields. 

At year 13, you will investigate a potential idea and plan, prototype and develop either a 2D or 3D game in Godot. You will be able to explore this idea in depth, considering many facets of both software and game design.

The core of the course is focused on developing skills, such as:

• Game Programming
• 3D Asset Creation
• Game Design
• Computer science concepts and thinking

This is a practical and creative course which is strongly related to STEAM areas (Science, Technology, Engineering, Arts and Math). Through it, you will learn to design and develop your own digital solutions and become a developer of digital technologies.

Digital Technology is a broad subject that covers many digital domains such as 3D modelling, animation, game art, computer science, computer programming, software design and much, much more.

You can view examples of past student work on our itch.io page: https://mags-digitech.itch.io/

Please contact the Teacher in charge to check on the specifications.

13DT1 has an optional scholarship centred around programming and computer science concepts

13 Digital Technology is a University Approved Subject at Level 3

Level 3 Drama is suitable for students who have taken Drama before. The course offers both performance and drama theory projects, listed below: NOTE: This course is only optional for Year 11 students who have applied through the department, otherwise it is only open to Year 12.

Drama Techniques 

Students will select an extract from an appropriate script to self-direct and perform as either a monologue in or in pairs. If they are attempting Drama Scholarship they must perform as a monologue by themselves. The extract can be from a variety of theatre-forms, including Shakespeare, Naturalism, and Pasifika/Māori Theatre.

Devising 

Students will create, refine and develop a short play centered around the life of a person from history. They may choose to select someone well-known or someone from their own life. They will use drama conventions to craft a performance which showcases an aspect of this person's identity. Students may work in pairs or alone (required if attempting Drama Scholarship). 

Class Production

The class will perform a play across two evenings to an audience of whānau, teachers, friends and invited guests. Students will be expected to work with the teacher and their peers to develop their role and get ready for a live performance. 

Drama Theory 

Students will sit an external exam centered around analysis of a professional production.

optional standards/special condition standards:

Shakespeare / Theatre Form

Directing

Script Writing

Photos from the 2024 Level 3 Production of 12 Angry Men:

Students will:

See how the mighty ocean and the mysterious atmosphere interact to bring cyclones, drought and atmospheric rivers to our unique country. Study meteorology, geology, oceanography to gain a greater understanding of the cycles and spheres of the small blue dot. 

Carry out your own experiments in the lab, following your own interests in environmental science, planetary science, astronomy and more. 

Research the likelihood of life on other planets or how to find distant planets where we might visit in the distant future. 

Evaluate and critque the plans and actions put forward by the New Zealand government and the United Nations about critical issues such as climate change, plastic in the ocean or other topics of your choosing.

Level 3 Economics aims to build on Micro-economic and Macro-economic skills developed in Level 1 & 2 Economics. Technical skills necessary for University Economics will be introduced and applied to contemporary issues in the New Zealand economy. 

This course is structured into three sections; students will examine resource allocation via private sector- determining the success of the market system, examine market failure and resource allocation via public sector and finally students will examine macro-economic influences and there effects on the New Zealand economy.

Please register your interest in Economics Scholarship by selecting this option as a 'backup' course. It is a one period a week tutorial style class. The tutorials will cover additional material that is not covered in the 13EC1 syllabus as well as participation in the Monetary Policy Challenge and techniques required in the Scholarship exam. Talk to your Economics teacher or see the HoD Economics if you would like more information about what is involved. 

It is possible to select this course is you have not yet studied Economics but you must take 13EC1 and also need HoD approval.

Students will:

• Develop their enjoyment and understanding of literature and film through reading and viewing a range of texts.
• Develop their knowledge and understanding of the literary, social and cultural contexts of texts through directed and independent reading of literature and literary criticism.
  
  

This course is designed for students who:

• Enjoy English as a subject
• Do not have sufficient credits to meet the University Entrance literacy requirements (5 Reading and 5 Writing Level 2 UE Lit credits).

Students will:

• Develop their close reading of visual texts through a range of interesting activities
• Read and view a range of texts designed to stimulate their interest and develop their skills in reading, writing and viewing
• Prepare for assessments which meet the requirements for University Entrance Literacy credits in reading
• Apply critical theories to studied texts

NB - The only opportunity to gain University Entrance Literacy credits in writing within this course is through the External standard.

This course offers 16 credits towards University Entrance Literacy (see the diagram below for more information). Students develop their academic writing and reading skills, and improve their listening skills at an advanced level in preparation for tertiary study. They expand their knowledge of academic vocabulary and word forms, and use these in written and spoken forms. Students also learn how to research effectively, write references, and present their findings clearly.

Students will:

• Develop their enjoyment and understanding of literature and film through reading and viewing a range of texts including a play by Shakespeare
• Develop their knowledge and understanding of the literary, social and cultural contexts of texts through directed and independent wide reading of literature and literary criticism
• Present their knowledge and understanding of literature through writing, and presentations
• Prepare for the Scholarship English exam, enriching their appreciation of literature

This course is designed for students with a track record of high achievement in English and a love of literature.

Students will:

•Gain an understanding of financial services available in New Zealand
•Learn to use effective communication and management skills in a number of situations
•Develop a critical understanding of basic financial skills
•Gain knowledge and skills to live and work as a more confident, informed and responsible member of our multi-cultural society

Please note that this course is offered through NZMA which is an external provider. Students will attend this course for one day per week. Students will be provided with transport from school to NZMA. Attendance at the course each week is very important, and students must attend the course for one full day each week. This course is their priority for that day, and students may not, on any given day, decide to attend regular classes at school instead of attending NZMA.

Students will be given the opportunity to deepen their culinary knowledge, skills and techniques at a more advanced level within a commercial kitchen environment. Students can aspire to skilled careers within the food industry. 

This unit standard course, available to Year 13 students, recognises the competence, knowledge, and skills required for cooking food dishes within a commercial kitchen within the Food & Hospitality Industry. Students who pass these unit standards are able to demonstrate a range of preparation techniques and cookery methods, and present dishes to restaurant standard.                                     

The total number of credits available for this course are 25 credits at Level 3. There are no literacy or numeracy units available. The unit standards are internally assessed and students are required to gain 100% in order to achieve the standard. Assessment is frequent, therefore a high level of attendance, independence and self-management is required.

Students will study citizenship in today's world and discuss future plans.  Cultural issues are explored through selected literature and film studies. Current events and world issues, including the environment, are also covered.  

All Year 13 language courses are constructed on the basis of two external and two internal assessments, totalling a minimum of 21 credits.  

Geography is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it. They also examine how human culture interacts with the natural environment and the way that locations and places can have an impact on people. Geography seeks to understand where things are found, why they are there, and how they develop and change over time.

Topics include:

• Conducting geographic research in a coastal environment - this includes collecting, presenting and analysing data.
• Coral reefs and their social/economic significance.
• Contemporary geographic issues such as human trafficking, climate change, offshore oil mining, overtourism and new stadium locations.  
• Tourism development in Hawai'i.
• Applying geographic skills such as mapping (physical and digital GIS) and statistical skills.

Geography is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it. They also examine how human culture interacts with the natural environment and the way that locations and places can have an impact on people. Geography seeks to understand where things are found, why they are there, and how they develop and change over time.

Topics include:

• Conducting geographic research in a coastal environment - this includes collecting, presenting and analysing data.
• Analysing the planning of an event and its impacts - Rhythm and Vines.
• Coral reefs and their social/economic significance.
• Contemporary geographic issues such as human trafficking, climate change, offshore oil mining, overtourism and stadium locations.  
• Applying geographic skills such as mapping and statistical skills.

If you have a keen interest in Geography, geopolitics and world issues, AND you are good at critical thinking and academic writing, this course may be of interest to you.  You will gain invaluable academic writing skills throughout this course whilst learning interesting theme-based material.  These will provide a great foundational base for tertiary study in the future.  

Please register your interest in Scholarship Geography by selecting this option as a 'backup' course. Talk to your Geography teacher if you want to get more information about what is involved.

Note: You do not need to be enrolled in 13GE1 or 13GE2 to take this course. 

The theme in 2025 is Extreme Natural Events in a Global Context (in 2024 is was Demography and in 2023 it was Energy).  Themes are released early in the academic year.  

Students will:

Study topics from film, literature, pollution, social cohesion, getting a job, family issues.

Whilst 24 credits are listed within this course information, all language courses are constructed on the basis of two external and two internal assessments, totalling a minimum of 18 or 19 credits.  The 24 credits are listed to allow for flexibility within any given year.

Scholarship HPE looks to extend students who have demonstrated a high level of understanding in Level 2 Performance PE and/or Level 2 Health Science. There is a focus on developing critical thinking skills and challenging societal assumptions in preparation for the assessment.

The assessment is an ongoing document/report not an examination.

Students would be taking 13PF1 or 13OE1 and/or 13HE1.  We do accept students from outside the curriculum area but this is with HoD/HoF approval.

Those who wish to be entered into Scholarship Health and Physical Education are to select this as a backup subject. This will then generate a tutorial class which will occur 1x per week.

For further information please see Mrs Wilson (HoF + TiC of Scholarship Physical Education and Health).

• Analyse and evaluate health issues, contemporary ethical issues, health practices and health promotion within New Zealand and internationally
• Study topics include methamphetamine use, western and CAM health practices, international health issues such as poverty and HIV, ethical issues such as euthanasia, and current health promotion in our community.
• Need to have sound written English skills.
• Complete three internals and one external, totalling 19 credits.

• Analyse and evaluate health issues, contemporary ethical issues and health promotion within New Zealand and internationally.
• Study topics include methamphetamine use, western and CAM health practices and current health promotion in our community.
• Complete two internals and one external, totalling 15 credits.

In this course students develop advanced historical skills by analysing important historical events through written and visual texts.

Students will…
•develop advanced skills in research, critical thinking, analysis and formal writing.

•study major topics linked to colonization, such as New Zealand in the 18th and 19th centuries, The British rule and independence movements in India and the French colonisation of Vietnam.

•analyse key themes such as power and sovereignty, politics, race relations, and religious differences.

•analyse high level concepts such as causation, perspectives, significance, continuity and change and intent and motivation.

In this course students develop advanced historical skills by analysing important historical events through written and visual texts.

Students will…
•develop advanced skills in research, critical thinking, analysis and formal writing.

•study major topics linked to colonization, such as New Zealand in the 18th and 19th centuries, British rule and independence movements in India and the French colonisation of Vietnam.

•analyse key themes such as power and sovereignty, politics, race relations and religious differences.

•analyse high level concepts such as causation, perspectives, significance, continuity and change and intent and motivation.

This course will consist of three internals and one external. Please discuss with your Geography/History/Social Sciences teacher if 13HI2 or 13HI1 would be best for you.

Please register your interest in History Scholarship by selecting this option as a 'backup' course. It is a one period a week tutorial style class. The tutorials will focus on key historical concepts and the theme which is selected each year by NZQA. Come and see the HoD if you would like more information about what is involved.

It is possible, in rare instances, to do this course without having done Y12 History.

Students will:

Study topics such as Tūrangawaewae, Hapori and make a company.

All Year 13 language courses are constructed on the basis of two external and two internal assessments, totalling a minimum of 21 credits.  

LIFT (Learning Intensively for Future Transitions) is designed for students who require extra guidance to transition successfully to a vocational workplace. The course is designed for students who may need further preparation in to vocational training or further education  outside of the school curriculum. The course covers unit standards related to literacy, career planning, employment skills and self-management. Teachers work closely with students to guide and encourage individual success. Students may have the opportunity to access employment opportunities and gain practical experience through work placements. 

A maximum of two unit standard courses at Year 13 is recommended to support you in working towards the UE qualification. 

The 13MAGnet Automotive course is run in partnership with Unitec (Mt Albert Campus), and offers students the opportunity to take their first step on a vocational pathway while still at school. Students spend one day a week at Unitec, studying industry relevant standards which offer credits toward NCEA Level 3. This course is designed for students who are passionate about the Automotive Industry and want to either move into an apprenticeship or further tertiary study.

Students attend Unitec from 8.30am till 3pm on either Monday or Tuesday. They are not able to confirm this until they have numbers from all of their contributing schools. Attendance is taken twice a day and sent back to MAGS.  Students will need to be willing to catch up on work from other lessons that they miss on the Tuesday. They will be provided with tutorials during the school week to help with this. Students and whānau will need to show a commitment to attendance in this course, once this course is selected and students start attending they are not permitted to withdraw from the course. Please register your interest in this subject by selecting it.

This Course will offer approximately 13 US credits which will count towards Level 3 NCEA. This is subject to change and will be updated at the start of next year.

The 13MAGnet Building and Construction course is run in partnership with Unitec (Mt Albert Campus), and offers students the opportunity to take their first step on a vocational pathway while still at school. Students spend one day a week at Unitec, studying industry relevant standards which offer credits toward NCEA Level 3. This course is designed for students who are passionate about the Building Industry and want to either move into an apprenticeship or further tertiary study.

Students attend Unitec each Tuesday from 8.30am till 3pm. Attendance is taken twice a day and sent back to MAGS.  Students will need to be willing to catch up on work from other lessons that they miss on the Tuesday. They will be provided with tutorials during the school week to help with this. Students and whānau will need to show a commitment to attendance in this course, once this course is selected and students start attending they are not permitted to withdraw from the course. Please register your interest in this subject by selecting it.

This course will offer approximately 20 credits which will count towards Level 3 NCEA. This is subject to change and will be updated at the start of next year.

This 13MAGnet Sports and Outdoor Recreation course is run in partnership with Adventureworks (9 Geddes Terrace, Avondale, Auckland, New Zealand), and offers students the opportunity to take their first step on a vocational pathway while still at school. Students spend one day a week at Adventureworks, studying industry-relevant standards which offer credits toward NCEA Level 3.

This course would suit students who are looking to enter sporting, fitness careers or the outdoor education industry. If you love to stay fit and healthy and would like a practical course that will introduce you to a range of different outdoor and physical careers this course is for you.

Students attend the course each Friday from 9.00am till 3pm. Attendance is taken twice a day and sent back to MAGS.  Students will need to be willing to catch up on work from other lessons that they miss on Friday. They will be provided with tutorials during the school week to help with this. Students and whānau will need to show a commitment to attendance in this course, once this course is selected and students start attending they are not permitted to withdraw from the course. Please register your interest in this subject by selecting it.

This Course will offer approximately 25 credits which will count towards Level 3 NCEA. This is subject to change and will be confirmed at the start of next year. 

This 13MAGnet course is run in partnership with Adventure works (9 Geddes Terrace, Avondale, Auckland, New Zealand), and offers students the opportunity to complete relevant standards in association with the NZ Police. Students spend one day a week at Adventureworks, gaining experience in Uniformed Services while working towards NCEA Level 3 credits.

This course would suit students who are looking to enter the Police or Defence force. Students will need to apply via an Interview process that will happen later in the year. 

Students attend the course one day a week from 9.00am till 3pm. Attendance is taken twice a day and sent back to MAGS.  Students will need to be willing to catch up on work from other lessons that they miss on their course day. They will be provided with tutorials during the school week to help with this. Students and whānau will need to show a commitment to attendance in this course, once this course is selected and students start attending they are not permitted to withdraw from the course. Please register your interest in this subject by selecting it.

Students will complete approximately 22 Level 3+ credits and 7 Level 2 credits. This is subject to change and will be confirmed at the start of next year.

This course is designed for students who want to further develop their broad study of both Mathematics and Statistics and for students who intend to move into tertiary study and need a very general mathematical foundation for their tertiary subjects.  

Concepts covered include Linear programming, Critical Path Analysis, Experiment designs, Linear systems, Time Series and Bivariate Data.

This course is a full internally assessed course and therefore not eligible for subject endorsement.

This course is designed for those students who intend to study Mathematics, Engineering, Science and similar technological careers at tertiary level. Calculus develops practical skills in differential and integral calculus. It is intended to illustrate various applications of calculus to technical problems. 

The concept of complex numbers is introduced and the theory of differentiation and integration will be enhanced and the application of these processes to real world situations will be included. Pupils can expect to explore trigonometric graphs by modelling situations through internal assessment.

This course is designed for those students who intend to study Statistics, Commerce or Science at tertiary level. Statistics applies to almost any field and is compulsory for some very popular university programmes and is useful for so many other everyday life applications. 

Statistics is the art of extracting meaningful information from seemingly incomprehensible data. In your future life and career you will need to make good use of such information to be able to make sound decisions.

Please register your interest in Scholarship Media by selecting this option as a 'backup' course. Talk to your Media Studies teacher if you want to get more information about what is involved.

Students will:

•Explore the meaning of media texts
•Analyse, in detail, a specific industry in the media
•Research a relevant media issue, and its significance to New Zealand society
•Study a film genre and its links with society
•Apply the knowledge they have gained about media conventions and technology and plan, design and create their own media production (documentary)

Study contemporary music with a focus on music technology, techniques and associated equipment relevant to today’s music, entertainment and events industries. Students will look at ways to empower their musical intention in the recording studio and onto the stage while developing skills and knowledge through hands-on experience in audio production, sound design, song writing and performance. The Modern Music course looks at industry skills including but not limited to live sound engineering, music production, contemporary music performance, electronic music and sonic art creation.  Learners enrolled in this course will be encouraged to create collaboratively and express imaginative thinking.

Pathways following from 13MM3 include music industry internships, further study in music at Mainz, SAE, NZSM, UoA and music careers as creators.

In Level 3 Music, students will learn solo and group performance skills. Through creating a piece of music as an arrangement, students will develop knowledge of chosen instruments and arranging skills. They will also compose three pieces of music to develop their composition skills. During aural training and harmony sessions, students will also learn to identify, describe and transcribe music elements and harmonic progressions. This course contributes to Level 3 NCEA and is a University Approved Subject.

The credits listed below are the full list of Level 3 Music standards on offer - Students will not be entered for all of these standards.

Course Content

This course involves both theory and practical lessons. The lessons will be a combination of classroom based theory and activities based in an outdoor environment.

Units of work

• Independence - students practice the state of being independent while preparing for and participating in a surf camp
• Judgement - students practice making considered decisions or coming to sensible conclusions while preparing for and completing the Whanganui Journey.
• Perseverance - students practice persisting in doing something despite difficulty or delay in achieving success by preparing for and completing a timed mountain biking circuit.
• Reliability - students practice the ability to be relied on or depended on, as for accuracy, honesty, or achievement while preparing for and completing a three day Adventure Race.
• Creativity - students practice the use of imagination or original ideas to create a personal outdoor pursuit based event.
• Perspective & Gratitude - students take in the big picture view through a Solo camping experience designed to help you show gratitude.

Click here for the MAGS Outdoor Instagram page: https://www.instagram.com/mags_outdoored/

Pathway

A side effect of the rise of technology is that it’s made skills like communication, leadership, and cultural intelligence more important than ever. Recently, employers have started valuing these things more and the degree is no longer king. Soft skills and emotional intelligence, is not something a machine can replicate.

Students who complete Outdoor Education to Level 3 will develop their key attributes to a high level. This is often what makes them more employable, as the subject has a strong emphasis on attitude, aptitude, ambition, aspiration and attendance.

This course is university approved, and may lead to tertiary study for those wishing to make a career in areas linked with the outdoors. Possible jobs include Outdoor Instructor or Guide, Teacher, Challenge Course Facilitator, Environmental Educator, Event Co-ordinator, jobs in conservation, in the tourism sector (including business and marketing), and in outdoor equipment retail.

Students will:
•Be examined on their practical knowledge of at least one established form of painting
•Submit a variety of work consisting of research, drawing notes, developed sequences of drawings, small works and finished paintings informed by established painting practice
•Develop pictorial ideas using both traditional and contemporary artists as models for their own themes throughout the year
•An important focus of the course is the completion of the 3 panel folio which is marked externally.
•Scholarship in Painting can be done in this subject alongside the normal course but requires a consistent level of commitment.

It is recommended that students have an entry level DSLR camera for their own use.

• Two internal assessments are done during the first two terms, and are worth 4 credits each. These internals help underpin your work for the externally assessed folio.
• The main focus for this course is the production of a three panel folio worth 14 credits. This will be sent to Wellington and assessed externally at the end of the year. All students are expected to complete this.
• Success at Level 3 Photography requires independent thinking and a higher level of individual input than previous years. There are strict assessment criteria you must meet and your teacher will guide you through this. You will negotiate with your teacher what your individual programme and options will be.
• The department does have DSLR cameras that can be borrowed by students. However, personal DSLR/Mirrorless cameras are recommended.
• Scholarship in Photography can be done in this subject alongside the normal course but requires a consistent level of commitment.

This university approved course is designed to further extend your knowledge and understanding of physical education concepts. If you are interested in a future pathway in the sports science/health/fitness industry this course is for you! 

Students will develop their understanding of Physical Education concepts through the following units of work:

• Students will trial a variety of training strategies to train for a 3 day Surf Camp.
• Students will complete a performance improvement programme to prepare themselves for the completion of the MAGS Yr 13 Aquathon (swim 400m, run 3.2km). 
• Students will examine and critically discuss the impact of a self selected physical activity event, trend or issue in Aotearoa. 
• Students will also compete in a Turbo Touch tournament to demonstrate their performance ability.

Despite this course not having external standards, you can still endorse in this subject and is UE approved. 

This is an academic course designed to:

Apply physics concepts and principles to explain physical phenomena, systems, and devices in the following areas:

• Mechanical systems
• Electrical systems
• Wave systems
• Modern (nuclear) physics

To succeed in this course, you will need the knowledge gained in 12PY1/12PY2 as well as strong algebra skills from Mathematics.

This is the most suitable course if you are planning to pursue Biomed, Medicine at Otago, Engineering at UoA, pure Physics degree, Neuroscience, Pharmaceutical Sciences or Nursing. 

It is also recommended if you are consistently achieving Merit or Excellence in tests and practice exams.

The course offers up to 19 credits. To meet the University Entrance (UE) requirement, you must achieve at least 14 credits, which includes three externals OR two externals worth 6 credits each and one internal.

If you wish to take the Scholarship tutorial (one period per week), you must be enrolled in this Physics course.

Important: 

• If you intend to apply for Engineering, both Calculus and Physics are required as prerequisites.
• If you require a GPA/Rank Score with lots of external credits in science then this course is suitable.

This is an academic course designed to:

Apply physics concepts and principles to explain physical phenomena, systems, and devices in the following areas:

• Mechanical systems
• Electrical systems
• Use physics knowledge to develop an informed response to a socio-scientific issue.
• Modern (nuclear) physics

To succeed in this course, you will need the knowledge gained in 12PY1/12PY2 as well as strong algebra skills from Mathematics.

This is the most suitable course if you are planning to pursue Engineering at Canterbury, Engineering at AUT, Forensic Analytical Science, Physiology, Marine Science, Geology, General Science degree at UoA, Architect or become a Pilot or Tradie.

It is also recommended if you are consistently achieving in tests and practice exams.

The course offers up to 18 credits and is a UE approved course. To meet the University Entrance (UE) requirement, you must achieve at least 14 credits, which includes two externals and one internal.

If you wish to take the Scholarship tutorial (one period per week), you must be enrolled in 13PY1.

Important: 

• If you intend to apply for Engineering, both Calculus and Physics are required as prerequisites.
• If you require a GPA/Rank Score with lots of external credits in science then this course is not suitable.

Please select this option as a BACKUP to register your interest in taking Scholarship Physics. 

If you have questions about what is involved, please ask your teacher.

This is a one hour tutorial  that fits in during your free periods. You attend one lesson a week. 

You can still sit scholarship Physics in the external exams without being registered to the class.

This is a University approved course. 16 credits available.

Psychology is the scientific study of the human mind and behaviour. In this course, we explore both the everyday and the unusual to understand what drives human thoughts, emotions, and actions. 

Course Topics:

History of Psychology
Explore how early thinkers shaped psychology as a science. Examine controversial and influential figures like Freud and concepts such as phrenology. 

Social Psychology
Investigate the psychology of authority, obedience, and conformity. Study landmark experiments including Milgram’s obedience study and Zimbardo’s Stanford Prison Experiment.

Approaches to Psychological Disorders
Learn how clinical psychology uses cognitive, biological, and sociocultural approaches to explain mental health conditions like depression, anxiety, and schizophrenia. 

Issues in Psychological Research
Critically examine research methods, including the use of animals, informed consent, and the impact of bias. 

Fields of Psychology (New for 2026)
Students analyze how psychological ideas and research are used within a chosen field to address issues, improve outcomes, and inform professional practice.

Please register your interest in Psychology Scholarship by selecting this option as a 'backup' course. It is a one period a week tutorial style class. The tutorials will focus on key psychological concepts and the context which is selected each year by NZQA. 

If you are not taking 13PS1 in 2026 and are interested in Psychology Scholarship, entry will be at HOF discretion. 

This course in not a UE approved subject and is unit standard based. Students who qualify for this course will have met the prerequisites from the 12SL3 course to continue their desire to learn in a more practical based course with the intention of developing key knowledge and is a pathway to continue further study at Unitec. 

Students will:
•Be given basic knowledge to assist in coaching a team
•Coach a team and help marshall the school cross-country and athletic day events
•Be introduced to the fitness instructor role in a gymnasium
•Introduced to Sports Injuries and complete 1st Aid Certificate.

This course is designed for those students who intend to study at the highest level and will probably proceed to University study in Statistics and Modelling, Commerce, Medicine or Science. Statistics applies to almost any field and is compulsory for some very popular university programmes and so many other everyday life applications. Statistics is the art of extracting meaningful information from seemingly incomprehensible data. In your future life and career, you will need to make good use of such information to be able to make sound, informed and unbiased decisions.

Assessment
Students follow the same course Assessments as the Level 3 Statistics (13MS1) course and the Inference and Statistical reports standards plus extensive additional material at the Scholarship Level.
The Scholarship component is assessed through a final external examination. 

Te Ao Haka is a culturally responsive art form providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. 

In this course, students will refine their analysis of Te Ao Haka and their skills in performance. They will be able to effectively express narrative and embody their performance.

This course is a University Entrance (UE) Approved course.

This is a full-year course that focuses on helping students to achieve personal independence in Te Reo Māori.

Students will study various topics such as Māori Language Revitalisation, Myths and Legends, Māori Prophets and The Political World.

These subjects are studied through the following language modes; Kōrero, Whakarongo, Waihanga tuhi, Pānui, Tuhi ōkawa.

This is a full-year course that focuses on helping students to further develop their personal independence and fluency in speaking te reo Māori.

Students will study various topics such as Ngā Manu Kōrero, Ngā Reo Takitaki o Nehe and Ngā Rautaki Whakawhanake Reo through the following language modes; Kōrero, Whakarongo, Pānui, Tuhituhi, Whakaaturanga.

Students will also be given regular opportunities to speak in immersion settings.

This course is designed for those students who want to broaden their understanding about Product Design. In Yr 13 students will design and make a Games Table that will be used in their own situation.

Students will: • Go through the design process to design a Games Table. Some of the skills that will be developed are: researching, freehand drawing, presentation drawing, technical drawing, using hand tools and machinery tools, workshop skills, 3-D Printing, CAD work with Fusion 360, CNC machining.   

The course has a high literacy expectation/demand and requires good time management skills. Need skills in design and evaluation as well as being able to research and document evidence relating to their design. Drawing and presentation skills of students needs to be of a good standard as well as workshop skills and safety knowledge.

Please see the links below for examples of past students work:

https://www.instagram.com/p/B4dudzznmp9/?igshid=9c4s611fbu7j

https://www.instagram.com/p/B4dvHG4n1H8/?igshid=rt0lt9x5t8i5

https://www.instagram.com/p/B4v9P-dnx1y/?igshid=1cs4sg7ju8fch

https://www.instagram.com/p/B4v-KsQHubV/?igshid=7gv149qpbg8a

https://www.instagram.com/p/B5TfiTDHfnu/?igshid=e5h4vhzi3j1o

This course provides information about the world's largest service sector. The tourism industry is explored and understood through case-studies in Asia, the Pacific and New Zealand

Students will:
•Complete internal assessment to gain unit standards and NCEA L3 credits.
•Research attractions, activities and events in the Pacific region.
•Develop their inter-personal skills through group work and verbal presentations.

This course is a good pathway to the tertiary travel colleges. Students could study travel certificates at Level 4. 

If the student is successful at getting UE they could study tourism or hospitality at university.  

Travel and tourism offers a wide range of exciting and fun career pathways, ranging from sales, tour guides, travel agent and customer service roles, through to management, marketing and policy.