During the year, students complete 13 week blocks in 3 areas: Visual Arts, Performing Arts and Music.

Visual Arts

Taking visual art as a subject helps students be creative, express themselves, and see the world in new ways. They learn how to make art, explore different materials, and develop their own ideas. Projects will be based on the creative processes of established artists.

Visual art builds skills like problem-solving, critical thinking, and visual communication, all of which are useful in school, work, and life. It’s a fun and rewarding subject that helps students grow as individuals and think more creatively about the world around them.  

Performing Arts

This course teaches students the fundamental techniques and elements of Drama. It is a fun and practical class, where students are encouraged to actively socialise and communicate with their peers in a team environment. In Drama, students will work with their peers, working through units of Storytelling, Improvising and Dance Choreography. The focus is on creating a safe environment where students feel confident and able to contribute. The achievement objectives of this course are to build performance skills and knowledge, develop cooperation and social communication skills, as well as building self confidence.

Music

This course is a practical and creative introduction to music. Students will explore a wide range of music styles from Aotearoa and beyond, learning through listening, composing, and performing activities. Emphasis is placed on using the Elements of Music, developing musical literacy, and gaining confidence in playing instruments and singing.

Group collaboration and class performances are a key part of the course, reflecting our college values of unity and contribution. Students will also use music technology to support composition and performance. This course celebrates the diverse cultural backgrounds of our learners and encourages each student to express their identity through music.

This course is divided into key areas of the NZ English Curriculum. Focus areas for developing reading, writing and speaking skills, include a film unit, a written text study and creative and formal writing. Foundation skills, including writing conventions and language techniques, will be integrated into all learning areas. Reading for enjoyment is also an important part of our course. 

For students learning English as a second language, this course covers:

• Listening Skills- listening tasks, which provide practice and develop students’ ability to understand the main message of the text and everyday spoken English.
• Speaking Skills - students have the opportunity to practise pronunciation and intonation of new language. In the practice sections, the exercises lead to free speaking practice such as role plays and discussions. 
• Reading Skills - Reading texts are relatively short and are carefully graded to allow students to build on their previous knowledge and to increase their confidence. As they progress, texts become longer and more challenging, with students being exposed to increasingly complex language. This encourages them to start deducing meaning from context and enables them to engage with more difficult reading texts. 
• Writing Skills- Writing is based on real-life topics that are relatable. Students learn to write in different styles for specific purposes. 
• Grammar- students are tested and given an individualised independent study course to develop further knowledge and the ability to use correct English in their writing. 
• Vocabulary- Students are expected to work on their vocabulary until they master their essential 3,000 word families.  Each student will have a vocabulary workbook which will be at the appropriate level to study at.  Once they have completed those levels, they will move onto academic English vocabulary.

Students participate in a wide range of physical activities to develop their key competencies, covering many of the learning objectives and strands of the curriculum throughout the junior school. An emphasis is placed on developing self-management and participation skills through physical activity to enable them to function well in challenging physical environments. Students explore health-related issues affecting teenagers within this course.

Students study a half year each of the following two subjects.

Māori: 

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

An introduction to Māori language and culture is offered in Year 9, with a focus on speaking, listening, reading, and writing. The achievement objectives of this course are to successfully develop students’ understanding of the Māori language and culture from a beginners level.  

Spanish: 

By engaging with this subject, students develop the ability to communicate in Spanish and connect meaningfully with people in different communities around the world.

Languages and cultures play a key role in developing personal, community, national, and global identities. Through Spanish, students build an in-depth understanding of the world around them and become culturally competent global citizens.

In Year 9, students learn how to receive and produce basic information in Spanish in everyday situations.  A knowledge of Spanish enhances multiple career opportunities both nationally and internationally, as well as being useful to anyone thinking of overseas travel.

Students will become more familiar with calculating and estimating, using appropriate mental and written calculation methods in flexible ways. They will start to learn algebraic generalisation and representing patterns and relationships found in numbers, shapes and measures. They will learn valuable thinking and logical reasoning skills.

The theme of this year is beginnings. As students learn within topic areas they will draw upon religious language, symbols and texts that are at the heart of our Christian faith. They will study the life and background of Jesus Christ and how the early Christians took the message of Jesus to the world. They will use creative and critical thinking in order to advance their learning. Students will also give witness to Christian values and Social Justice principles. This will take place within the classroom and through the Journey Programme.

Students will develop their understanding of the world, built on current scientific theories. They will use the scientific skills of investigation and then communicate their observations through symbols and text, in the contexts of living things, matter, energy and the universe. Students will learn to work independently as well as participate with each other in a team. They will then be able to make informed decisions about the applications and implications of science as these relate to their own lives and cultures and to the sustainability of the environment.

Year 9 Social Studies – Understanding Ourselves and Our World
Exploring Identity, Rights, and Power in Aotearoa and Beyond

In the Year 9 Social Studies course, you’ll explore the stories, systems, and struggles that shape who we are in Aotearoa and the wider world. 

You’ll investigate key themes such as human rights, government and power, protest movements, and identity. Explore diverse perspectives on historical and contemporary issues – including colonisation, resistance, and change – through case studies like Parihaka, the Dawn Raids, and Ihumātao.

You’ll examine who holds power, whose voices are heard, and how people have acted for justice and change. You’ll be challenged to reflect on your own values, engage with others respectfully, and apply Catholic Social Teaching principles such as human dignity and the common good.

Throughout the course, you’ll develop the tools to think deeply, communicate clearly, and participate confidently in society – essential skills for life in our increasingly diverse and connected world.

Get Ready to Design, Create, and Innovate!

Hey future innovators! Are you ready to tackle real-world challenges and unleash your creativity? In our Technology program, you won't just learn about technology – you'll do technology!

Imagine this: you could be revamping your favorite fast food meals into super healthy (but still delicious!) options, designing the coolest shorts that everyone will want to wear, or even engineering clever storage solutions to tame your messy room. Ever dreamed of building awesome digital projects? We'll dive into that too!

At the heart of it all, you'll learn how to come up with brilliant ideas, adapt them to fit real needs, and invent totally new solutions. We're talking about intervention by design, adaptation, and innovation – the superpowers that make technology so exciting!

You'll gain hands-on skills and knowledge in a ton of cool areas:

• Digital: Dive into the world of coding, app design, and all things techy!
• Design and Visual Communication: Learn how to bring your ideas to life through awesome drawings, models, and presentations!
• Fashion and Design: Unleash your inner trendsetter and create amazing clothing and designs.
• Food: Become a culinary whiz, experimenting with ingredients and making incredible dishes.
• Hard Materials: Get hands-on with different materials and learn how to build awesome stuff!

This isn't just about making things; it's about thinking smart, being critical, and letting your creative juices flow. You'll produce top-notch projects that show off your incredible skills!

Technology is always changing, and it's super important to understand how it impacts our world – from what we eat to how we live, and even the environment. Our goal at Garin is to make sure you are at the very cutting edge of technology education, ready for whatever the future holds!

There is a $100 course contribution to cover all the awesome resources you'll use throughout the year. Let's build something amazing together!

Year 10 Art students are continuing to refine their technical skills while developing a personal style in their creative practice. At this level, they explore a broad range of materials and techniques, including drawing, painting, and printmaking. Students are encouraged to experiment and  take creative risks.The course is designed to provide a rich base for students to use at Level 1.

Visual Art fosters valuable skills such as problem-solving, critical thinking, and visual communication—skills that are applicable in school, the workplace, and everyday life. It’s a fun, hands-on subject that challenges students to see and interpret the world more creatively, helping them grow as thoughtful and expressive individuals.

Design and Visual Communication (DVC) is all about turning your ideas into clear, exciting visuals. You’ll develop skills in drawing, sketching, and using digital tools to communicate your concepts. Creativity is at the heart of this subject – you’ll explore how to solve problems in innovative ways while thinking about how people interact with your designs. Along the way, you’ll learn technical drawing skills, presentation techniques, and how to make your ideas look professional and easy to understand.

Students will learn Game development and Design this will cover both Computational thinking and Design development.

This course is divided into key areas of the NZ English Curriculum. Focus areas for developing reading, writing and speaking skills, include a film study, a text connections unit, and a written text study. Foundation skills, including writing conventions and language techniques, will be integrated in all learning areas. There is a strong focus on formal writing skills in this course in preparation for NCEA Level 1 English. If ready, students will have their first opportunity to sit the Literacy Reading and Writing Co-requisites in Term 3, which is required to achieve NCEA Level 1.

For students learning English as a second language, this course covers:

• Listening Skills- listening tasks, which provide practice and develop students’ ability to understand the main message of the text and everyday spoken English.
• Speaking Skills - students have the opportunity to practise pronunciation and intonation of new language. In the practice sections, the exercises lead to free speaking practice such as role plays and discussions. 
• Reading Skills - Reading texts are relatively short and are carefully graded to allow students to build on their previous knowledge and to increase their confidence. As they progress, texts become longer and more challenging, with students being exposed to increasingly complex language. This encourages them to start deducing meaning from context and enables them to engage with more difficult reading texts. 
• Writing Skills- Writing is based on real-life topics that are relatable. Students learn to write in different styles for specific purposes. 
• Grammar- students are tested and given an individualised independent study course to develop further knowledge and the ability to use correct English in their writing. 
• Vocabulary- Students are expected to work on their vocabulary until they master their essential 3,000 word families.  Each student will have a vocabulary workbook which will be at the appropriate level to study at.  Once they have completed those levels, they will move onto academic English vocabulary.

Students will learn about, and apply, fashion design processes to create their own designs inspired by the practice of design and fashion. There will be an emphasis on developing practical knowledge and skills alongside an increased awareness of the world of design.

Get a Taste of the Real World with Food Technology!

In Year 10 Food Technology, you'll be more than just a student—you'll be a chef, a designer, a scientist, and an innovator! Your skills from Year 9 will be expanded and we're taking things to the next level.

What's on the Menu?

• Design & Innovate: Ever wanted to create your own food product? From brainstorming a concept to designing the packaging and bringing it to life, you'll learn the whole process.
• Master New Skills: Go beyond basic recipes. Learn advanced cooking techniques, understand food science, and explore global cuisines.
• Compete & Collaborate: Work in teams to solve real-world food challenges, compete in "MasterChef" style cook-offs, and showcase your creations.
• Fuel Your Future: Whether you're dreaming of a career as a top chef, a food scientist, or an entrepreneur, this subject gives you the essential skills to start your journey.

Join us and turn your passion for food into a plate of possibilities!

The Food Technology curriculum focuses on building foundation skills that are essential for future pathways and assessment. Students develop a range of abilities that go beyond the kitchen, preparing them for both academic success and potential careers.

Skills for Future Pathways

Students learn to think creatively and critically, which is vital for roles in food product development, culinary arts, and food science. They also gain practical skills in project management, budgeting, and time management, which are transferable to any industry. The curriculum encourages students to become independent and resourceful, giving them a head start in further education or the workforce.

This course builds on the learning experiences from Year 9. Students continue to participate in a wide range of physical activities to further develop their key competencies. An emphasis is placed on developing interpersonal skills within physical activity and performing as a team member. Students explore health related issues affecting teenagers within this course.

Students will use the design process to solve real-life problems. Students will develop practical skills and processes, and will use materials to construct projects, based on their own designs. Adaptation and innovation are at the heart of technological practice. Technology is influenced by the environmental, ethical and economic conditions of the day and never stays still.  

Technology at Garin aims to ensure our students are at the forefront of Technology education and develop skills for life that are transferable to many fields.

Students will increase their understanding of number and algebra, geometry and statistics. They will be exposed to electronic calculation methods to complement mental and written skills. They will develop further their ability to systematically problem solve and mathematically communicate their both their findings and reasoning.

Year 10 students will be given the opportunity to sit the numeracy co-requisite exam. Achievement in this will enable students to gain the 10 numeracy credits required for achievement of NCEA Level 1.

The Year 10 Music course builds on Year 9, with a focus on performing, composing, and listening. Students will appraise music from a wide range of cultures and time periods, including Māori and Pasifika traditions. They will deepen their understanding and use of the Elements of Music.

Performance is an important aspect, and students will be supported to perform as soloists and in groups. There are opportunities to take part in school concerts, Mahi Toi, Rockquest, and chamber music events. Students will learn to use digital tools to create music and reflect on their own and others’ compositions.

A practical course, focused on learning through performance opportunities. There are units on Acting with Scripts, Devised Dance, and a Theatre Technologies unit, where students get to focus on an area of their choice from: acting, script writing, directing, lighting, sound or a combination. Units of work will be assessed in the style of NCEA in preparation for Level 1. The achievement objectives of this course are to build performance skills and knowledge, develop cooperation and social communication skills, as well as building confidence.

The theme of Christian Journey is significant within all topic areas. Students will come to appreciate how their own life and learning is influenced by the way they relate to others and their engagement in the wider faith community. By reflecting upon the journey of others they will understand how their own stories and the story of Christianity are connected and have given shape to the world today.

Students will apply the scientific knowledge and skills they have learned in Year 9 and use them to communicate effectively their observations and the patterns they see in the contexts of chemical reactions, adaptations, geology, forces, electricity and genetics. They will take part in informed discussion and debate on a range of science-related issues, making decisions about the protection and wise use of earth’s resources.

Year 10 Social Studies – Shaping Our Place in the World

In Year 10 Social Studies, you’ll dive deeper into the big questions that shape our lives: Who holds power? Whose voices are heard? How can people create real change? 

Building on your earlier learning, this course explores key issues across Aotearoa and the world, including identity, culture, leadership, conflict, climate change, sustainability, innovation and enterprise. 

You will engage with real-world challenges and develop your ability to think critically, explore multiple perspectives, and make informed judgments. Whether you're learning about the impacts of climate change on communities in Aotearoa and the Pacific, or creating your own business for Year 10 Market Day, you’ll be encouraged to question, innovate, and take action.

Grow your understanding of your own identity and your responsibilities as a global citizen, while building skills in teamwork, communication, and leadership.

By the end of the year, you’ll be ready for senior Social Sciences subjects like History, Geography, Classical Studies, Sociology, and Tourism—with the confidence to question the world around you and contribute meaningfully to it.

By engaging with this subject, students develop the ability to communicate in Spanish and connect meaningfully with people in different communities around the world.

Languages and cultures play a key role in developing personal, community, national, and global identities. Through Spanish, students build an in-depth understanding of the world around them and become global citizens. As our trade connections and cultural relations strengthen between Aotearoa and Latin America, this creates numerous career opportunities in industries such as international relations, agriculture, healthcare, structural engineering, natural resource management, and many more global industries.

This full year course incorporates immersive, cultural projects to build on the basic foundations of Year 9 Spanish and develop readiness for NCEA in Year 11. Students learn to express and respond to their personal needs and interests in a variety of situations across a range of interesting topics in Spanish. 

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

An integrated Te Reo Māori course is offered which focuses on the development of the four main components of the language: speaking, listening, reading and writing. The achievement objectives of this course are to successfully develop students’ understanding of the Māori language and culture in preparation for NCEA Level 1 the following year.

This course is designed to support students who speak English as a second language. These English language learners will develop and build their English skills in speaking, listening, reading, writing, grammar and vocabulary.

Within this course, the specific learning needs of each student will determine their individual academic pathways. Students will be offered workbooks, online grammar and reading programmes and ELL Unit Standards depending on their ability. This will help them prepare for their individual academic and future pathways.

The Unit Standards offered will depend on a student's individual level of English ( ELL Level 1, 2 and 3 standards).

English is the study, use, and enjoyment of the English language, communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of forms. In Aotearoa New Zealand, the study of English incorporates mātauranga Māori and considers our place in the Pacific. The main aim of this course is to improve reading and writing literacy. A key focus for this course will be preparing students for the Literacy Reading and Writing Co-requisite exams and is best suited for students who are yet to achieve these credits. The co-requisite credits are required to achieve NCEA at any level. 

Year 11 Visual Art is a creative and hands-on course where students start working towards NCEA Level 1. It’s all about exploring ideas, building confidence, and having fun with different materials and techniques like drawing, painting, printmaking, and mixed media.

Through practice-based visual inquiry, students explore themes that are meaningful to them, including an Aotearoa New Zealand Māori context and another cultural context. Students will learn how to look at and be inspired by well-known artists, and use what they discover to develop their own unique style.

This course is both challenging and rewarding—it helps students build confidence, originality, and visual communication skills, all while having fun exploring who they are and how they see the world. It provides a strong foundation for senior NCEA Art and Photography in Year 12 and beyond.

Students will gain both a practical and theoretical understanding of consumer decisions, producer decisions and the subsequent behaviour of these two groups in the marketplace. They will explore how different groups in the economy are interdependent, how external factors impact on organisations and understand that decisions made by organisations impact themselves and society. 

Why study Commerce?

Commerce offers the tools with which to approach questions and how to make well – informed decisions about the desirability of individual ideas or the likely impacts of public policies. You will acquire problem-solving skills and develop a logical, ordered way of looking at problems.

Economics and Commerce are important for many areas of society. It can help improve living standards and make society a better place, in turn, it can also make things worse. It partly depends on the priorities of society and what we consider most important.

Commerce leads naturally to careers in business, law, research and consulting, marketing, communications or working within the Government.

Note: This is a foundation course that will equip students with economic terminology, knowledge, skills and models essential to the ongoing study of Economics at higher levels.

This course will include learning opportunities that create a foundational knowledge of the subject, as intended by the revised NCEA Level 1. The Big Ideas and Significant Learning will be the focus and this can then be assessed through the new Achievement Standards. Students will be offered assessment opportunities for a selection of these standards based on their progress through the course and how ready they are. It is expected that all students will be able to attempt three NCEA Level 1 assessments throughout each course for around 15 credits. 

Course Overview – Level 1 DVC

Level 1 Design and Visual Communication is an introduction to the fundamentals of design thinking and visual communication. Students engage in creative problem-solving, learning how to visually express and develop ideas through both freehand sketching and technical drawing. The course introduces students to product and spatial design, design elements, and visual presentation skills.

This level lays the groundwork for more specialised learning at Levels 2 and 3 and encourages exploration of culture, identity, and storytelling through design.

Key Learning Areas

• Design Thinking: Responding to a brief, exploring and generating ideas, identifying user needs
• Freehand Sketching: Developing confidence in using quick sketches to communicate design ideas
• Instrumental Drawing: Introduction to drawing standards (paraline, perspective, orthographic)
• Visual Communication: Using layout, rendering, tone, colour, and annotations to communicate clearly
• Cultural Awareness in Design: Explore Māori and other cultural patterns, motifs, and values in the design process
• Digital Tools: Introduction to CAD software (e.g., SketchUp, TinkerCAD, or Fusion 360) and basic digital rendering tools

Key Transferable Skills Developed

• Creative thinking & ideation
• Visual communication & layout skills
• Spatial reasoning
• CAD and digital literacy
• Project planning & time management
• Cultural and ethical design thinking

Year 11 Digital Technology: Dive into the Future of Tech!

Get ready to unleash your creativity and tech skills in Year 11 Digital Technology! This course is your gateway to mastering the digital world while having a blast. Here’s what you can look forward to:

1. Create Digital Magic: Learn how to craft digital masterpieces with specific goals in mind. From designing games to creating stunning animations, you’ll follow tried-and-true processes and explore design methods inspired by rich cultural traditions (tikanga). Plus, you’ll continuously refine your work through testing and feedback, making it even more awesome!
2. Collaboration and Feedback: Work closely with your peers, drawing on everyone’s unique knowledge to enhance your designs. Teamwork makes the dream work, and together, you'll achieve amazing results.
3. Tech Fundamentals: Dive into the exciting world of algorithms and computer science. Discover how computers solve complex problems and how you can use this knowledge to create innovative solutions. Who knows, you might even come up with the next big tech breakthrough!
4. Social and Cultural Impact: Bring your unique background to the table and consider different perspectives as you learn about the social and cultural aspects of digital technology. Understand the importance of user well-being and protecting digital resources. Through an te ao Māori lens, you’ll gain a deep appreciation for usability and the end-user experience in software design.
5. Innovative Projects: Whether you’re into game development, animation, audio/visual production, or 3D modeling, you’ll get to design and create digital outcomes that you’re passionate about. The sky’s the limit!
6. Programming Fun: Learn Python and create your very own computer program. Coding has never been this exciting!
7. Human-Computer Interaction Exam: Sharpen your knowledge and test your skills in an exam focused on how humans interact with computers. It’s all about making tech work seamlessly for people.

Year 11 Digital Technology is more than just a course—it’s an adventure! You’ll gain invaluable skills, think outside the box, and embrace cultural sensitivity, all while having a ton of fun. Join us and be part of the future of digital innovation!

This course will include learning opportunities that create a foundational knowledge of the subject, as intended by the revised NCEA Level 1. The Big Ideas and Significant Learning (link) will be the focus and this can then be assessed through the new Achievement Standards. Students will be offered assessment opportunities for a selection of these standards based on their progress through the course and how ready they are. It is expected that all students will be able to attempt three NCEA Level 1 assessments for around 15 credits. 

English is the study, use, and enjoyment of the English language, communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of forms. It is creative and critical, receptive and productive. In Aotearoa New Zealand, the study of English incorporates mātauranga Māori and considers our place in the Pacific. The Level 1 English course will include studying a range of texts, learning to understand significant aspects of unfamiliar texts, developing ideas in writing, and using writing conventions with increasing accuracy.

A Level 1 English course is a compulsory subject for all students. Ideally, students who select this course will already have achieved the Literacy Reading and Writing Co-requisite standards.  

Fashion and Design students have the option of working with textiles in a fashion or interior design context. The focus is on the design process of planning, conceptualizing, functional modelling and prototyping. Students are encouraged to research into sustainable production methods and social impacts. Projects involve evaluating their own solutions in response to a need and opportunity.  Students are supported to develop the skills needed to achieve quality outcomes.

This course is open entry.

• Fashion Design Technology is a hands-on, creative subject.
• You will learn about the elements and principles of design and develop knowledge about materials, techniques, and processes that can be used in your own fashion projects.
• You will develop a brief that addresses a need or opportunity, develop a conceptual design, test out design ideas, techniques, and materials, and prototype your design. You will also learn about sustainable practices and how they can be applied in fashion design.
• You will learn to evaluate and critique designs.

Involves:

• Creativity, problem solving, critical thinking, technical skills, and understanding of social, cultural, and ethical implications

Course Overview

• 2 Internals, 1 External
• 16 credits total

I

Unleash Your Inner Food Innovator with Food Technology!

Are you passionate about food? Do you love to design, create, and get hands-on? Then Food Technology is the subject for you!

Food Technology allows you to deep dive into how food works, combining science, creativity, and real-world problem-solving. You'll blend ingredients, experiment with processes, and design incredible dishes and food products that meets real life needs and opportunities.

What You'll Get Up To:

• Become a Food Creator: Ever wanted to invent the next big snack or perfect a gourmet meal? You'll get to design and produce fit-for-purpose food outcomes, turning your delicious ideas into reality.
• Master Practical Skills: From advanced cooking techniques to understanding food science, you'll gain lifelong skills that are super useful whether you're whipping up dinner or thinking about a career in the food industry.
• Collaborate and Innovate: Work with your classmates on exciting projects, learning the power of teamwork in bringing a food concept to life.
• Design for a Better Future: Explore sustainable practices in food production and learn how to create food that's not only delicious but also good for the planet. We'll also dive into ethical design, making sure your creations are thoughtful and responsible.
• Safety First, Always: Learn crucial health and safety practices that are vital in any kitchen, ensuring you and others are safe while you're creating.

Your Learning Journey:

We're all about intervention by design in Food Technology. This means you'll have loads of chances to showcase your skills and understanding through practical challenges and creative projects. Your learning will be assessed through the new NCEA Level 1 Achievement Standards, with an expectation that you'll earn around 16 valuable credits as you demonstrate your expertise.

We are buzzing with excitement to create engaging and relevant courses for you in 2026. Get ready to explore your passion for food, push your creative boundaries, and make some truly amazing things!

Ready to mix, bake, design, and innovate? Join Food Technology and let's create something delicious!

This entry level course introduces students to the issues, concepts, ideas and skills that geographers study. The course will be developed around the Big Ideas and Significant Learning and will include focus on the tectonic processes relevant in our local and national environment as well as fundamentals of other natural processes such as hydrology and climate. Human and cultural contexts will be explored through migration, demographic change and local decision making. These contexts will allow students to analyse perspectives and decision making here in Aotearoa New Zealand.

The new Significant Learning and Geography skills kete bring a more up to date focus on data analysis to reflect the ease with which spatial data is collected and shared across many disciplines. The course will use data connected to earthquake related disaster preparation as well as data collected from other natural and cultural environments locally and further afield. Students could also study skills in the developing field of spatial analysis in a number of contexts.

Students with a keen eye for patterns and a flair for analysis will enjoy this course. All participants will gain a solid grounding in geographic concepts that will enable them to develop communication, computer and analytical skills as well as develop numeracy and literacy skills in an exciting and contemporary context.

This course will include learning opportunities that create a foundational knowledge of the subject, as intended by the revised NCEA Level 1. The Big Ideas and Significant Learning will be the focus and this can then be assessed through the new Achievement Standards. Students will be offered assessment opportunities for a selection of these standards based on their progress through the course and how ready they are. It is expected that all students will be able to attempt three NCEA Level 1 assessments throughout each course for around 15 credits. Kaiako (teachers) are looking forward to developing exciting and engaging courses around these features as well as assessments from the new NCEA standards.

Future Pathways:

Geography provides students the opportunity to learn a wide range of useful skills for the workplace and tertiary study. Many courses and employers value the broad communication, computer, research and analytical skills that geography students are experienced in.

At Level 1 the basic skill development and familiarity with concepts will naturally enable a student to progress on to Level 2 Geography. Skills learnt in Geography will also be beneficial across many other subject areas including Science, Maths, English and of course the other social studies subjects.

NZ Curriculum Guide for Geography - Career Pathways:

There are many types of positions that fit well with geography qualifications. A geography job is any work that focuses on location.

Geographers work in a wide range of fields, from:

• urban and regional planning
• industrial location and marketing
• environmental monitoring and resource management
• community development at home and abroad
• as researchers, analysts, consultants, technologists and planners.

The ability to work with data is becoming increasingly important in geography, due, in large part, to technological advances. For example, much of our information about where things are located comes from satellites that continuously beam coordinates to global positioning devices on Earth.

Government and commercial satellites greatly increase the accuracy and amount of geographic data available. At the same time, new Geographic Information System (GIS) software can process those data with greater speed and flexibility. This technology creates new career possibilities for people who understand geography and who can process and use geographic information.

A few geography jobs are based almost entirely on the study of location. Remote sensing specialists, photogrammetrists, and surveyors gather data about where things are on Earth. GIS analysts review these data and sometimes use them to make maps. And planners help to determine where buildings and roads should be located.

Many maps rely on photographs or other data taken from airplanes, jets, and satellites. Remote sensing specialists oversee the collection of this information and interpret satellite images. Photogrammetrists interpret the more detailed data from jets and planes.

Further information and reading:

The NZ Geographical Society - Choose Geography resource

Geography Careers Info

Kia mau koe ki nga kupu o ou tupuna - Hold fast to the words of your ancestors

Level 1 History – Conflict and Consequence: Moral Questions in Times of War

Are you curious about why wars begin, how they change the world, and what choices people make when faced with impossible decisions? Level 1 History takes you deep into the human stories, political pressures, and moral questions that shaped the 20th century. With the powerful theme of Conflict, you'll explore how warfare has influenced the course of history—and how the past still shapes the present.

This course focuses on two major conflicts: World War Two and the Vietnam War. You'll investigate the roots of these wars, uncover the causes that pushed nations into battle, and examine the far-reaching consequences for soldiers, civilians, and the world stage. You will also step into the shoes of decision-makers and everyday people through historical perspectives—asking critical questions such as:

• Should the United States have dropped the atomic bomb on Japan?
• Was the Vietnam War a fight for freedom or a failure of leadership?
• What were the long-term impacts of war on communities, cultures, and international politics?

You will learn how to analyse sources, explore multiple viewpoints, and think like a historian—questioning evidence, challenging assumptions, and connecting the past to contemporary issues. This course encourages deep thinking and ethical reflection, helping you understand how conflict affects not just countries, but real people with hopes, fears, and beliefs.

What will I gain?

• Strong critical thinking and communication skills
• The ability to interpret evidence and weigh competing viewpoints
• Insight into major global conflicts and their legacies
• Greater understanding of power, resistance, and decision-making
• Preparation for senior history, media studies, law, and social sciences pathways

Whether you’re passionate about justice, fascinated by strategy, or interested in the human cost of war, Level 1 History challenges you to explore the past in order to make sense of today’s world. Join us in uncovering the complexities of conflict—and the lessons history can teach us.

It is expected that all students will be able to attempt all three NCEA Level 1 assessments throughout the course to achieve a total of 15 credits.

Materials and Design Technology is a practical subject that focuses on designing, making and evaluating projects using a range of materials, tools and processes. 

Students will gain workshop skills through the use of tools and materials to make projects. Projects are designed, made and evaluated to a brief.  Emphasis is placed on design, drawings, problem-solving, hand skills, craftsmanship, finishing and evaluation of finished work.

Students make practical workshop projects in materials (wood, metal, plastic, etc.) using processes (marking out, cutting, machining, shaping, jointing, casting, finishing etc.) to achieve a final product. Students need to keep detailed records (written and supported by photos) of their project development to show evidence of testing, research, critical thinking and evaluations.

Please note: As a subject that requires the use of a specialist classroom, this course could become oversubscribed and require a cap on student numbers. If this scenario arises then students will be confirmed on the course on a first-come-first-served basis and later applications may be removed. For this reason, students are encouraged to apply for this course as soon as possible to avoid potential disappointment later.

This course is intended to cover the material required to gain the corequisite Numeracy Standard, facilitating students achieving the Numeracy requirement of NCEA. This course will include work from Number, Measurement, Geometry and Statistics. It is designed to develop numeracy skills in practical contexts.

Depending on student ability, Level 1 internal standards may be assessed.

On completion, this course can lead to enrollment in a Level 1 Achievement standard course, but does not directly lead to a NCEA Level 2 course.

This Achievement Standard course is designed around Level 6 of the New Zealand Mathematics and Statistics curriculum to encourage the development of skills and knowledge required to form a deep understanding of mathematical concepts. There is an emphasis on logical and systematic reasoning to enable students to communicate mathematical ideas within a range of meaningful contexts. This course allows for a wide range of options in future years.

This course is the best preparation for those wishing to continue with the MAT 2 course which leads to Calculus.

This internally assessed Achievement Standard based course is designed to give students the necessary time to gain the mathematical skills and knowledge in numeracy and provide grounding for future Level 2 Mathematics and Statistics study. This course includes content from a range of Mathematics and Statistics strands although does not cover some elements of Algebra. Students will sit two, five credit internal standards. Due to its structure it does not, however, formally support a pathway to studying Mathematics with Calculus at Level 3 of the New Zealand Curriculum.

This course is designed to build a strong foundation in the subject, aligned with the revised NCEA Level 1. Learning will focus on the Big Ideas and Significant Learning outlined in the new curriculum. These will guide the teaching and learning throughout the course and will lead into assessment opportunities using the new Achievement Standards.

Students will be offered assessment opportunities based on their progress and readiness, with the aim that all students will complete around three NCEA Level 1 assessments, which is approximately 15 credits.

This course builds on students’ foundational skills and knowledge learned in Year 9 and 10 Performing Arts (formerly Dance/Drama). It is a very practical class, focused on developing and extending performance skills through the exploration of both scripted roles and devised drama. It is a small class that caters to many ability levels, with a small written component. Students will perform a part in a Major Production as well as scenes from a chosen play, applying drama techniques of voice, movement, body and space. They will also create their own short pieces of drama, inspired by a specific theme, allowing them to explore creativity, character development and storytelling.

They will have the opportunity to perform for the community in the Regional Shakespeare Festival and TheatreFest.

The course can be adapted to students' own interests and talents, with the goal of completing 15- 19 credits at Level 1. 

This course will include learning opportunities that create a foundational knowledge of the subject, as intended by the revised NCEA Level 1. The Big Ideas and Significant Learning (https://ncea.education.govt.nz/health-and-physical-education/physical-education) will be the focus and this will be assessed through the new Achievement Standards. Students will be offered assessment opportunities for a selection of these standards based on their progress through the course and how ready they are. It is expected that all students will be able to attempt three NCEA Level 1 assessments throughout each course for around 15 credits. For 2026, kaiako (teachers) have developed practical and diverse courses around these features, including assessments related to performing a  range of strategies in physical activity, demonstrating kotahitanga (unity/teamwork) in a variety of physical activities and evaluating the influence of movement on personal hauora (well-being).

This course will include learning opportunities that create a foundational knowledge in Religious Education, as intended by the revised NCEA Level 1. The Big Ideas and Significant Learning (see link below) will be the focus and this can then be assessed through the new Achievement Standards. Students will be offered assessment opportunities for a selection of these standards based on their progress through the course and how ready they are. It is expected that all students will be able to attempt three NCEA Level 1 assessments throughout each course for around 15 credits. Kaiako (teachers) are looking forward to developing exciting and engaging courses in time for implementation in 2025. 

Link to Big Ideas: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/RS%20Learning%20Matrix_0.pdf?VersionId=CXetH4N.KF3X712TEH93VdD_gfMy7Lja

Term 1: Ā Tātou Whakapapa: Our Story. What is the Catholic story  in Aotearoa? Key aspects, beliefs and  practices of religious communities and their origins, development and impacts.

Term 2: Te Rongopai: Good News. The New Testament Gospels, particularly the Gospel of Luke. We examine one gospel narrative in detail exploring its themes and characteristics and how it connects with Catholic teaching and our culture today.

Term 3: Kia Noho Hāhi: Being Church. Morality and Moral Decision-Making. We recognise the sources of Church teaching and their expression in the Catholic Social Teaching Principles, then apply them to contemporary ethical issues today. An alternative perspective will also be sought when analysing a situation.

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

At this stage the course will include Biology (genetic variation), Chemistry (combination, combustion, decomposition and neutralisation reactions) and Physics (energy, including electricity, heat and mechanics).

Students will build on a foundation of scientific knowledge and skills gained in Years 9 and 10 to explore how the natural, physical, and material worlds work so that they can participate as critical, informed, and responsible citizens in a society in which Science plays a significant role. The units of work are designed to help students understand the world around them and to develop a wide range of practical skills. Practical work is a major part of this course.

By engaging with this subject, students develop the ability to communicate in Spanish and connect meaningfully with people in different communities around the world.

Languages and cultures play a key role in developing personal, community, national, and global identities. As our trade connections and cultural relations strengthen between Aotearoa and Latin America, this creates numerous career opportunities in industries such as agriculture and dairy farming, structural engineering, government, law, natural resource management, and many more global industries.

Through immersive cultural projects, students learn to communicate information, ideas and opinions in Spanish by reading, listening, writing, and speaking. They also gain an understanding of the ways in which the Spanish language is organised for different purposes. 

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

An integrated Te Reo Māori course is offered with a focus on the four main components of the language: Speaking, Listening, Reading and Writing. The achievement objectives of this course are to successfully prepare students for the new Level 1 NCEA Achievement Standards.   There is one internal Achievement Standards which assess the student's ability to communicate ideas with a crafted piece of writing in Te Reo Māori. There is also an internal/external writing task and an external comprehension assessment offered.

This course is designed to support students who speak English as a second language. These English language learners will develop and build their English skills in speaking, listening, reading, writing, grammar and vocabulary.

Within this course, the specific learning needs of each student will determine their individual academic pathways. Students will be offered workbooks, online grammar and reading programmes and ELL Unit Standards depending on their ability. This will help them prepare for their individual academic and future pathways.

The Unit Standards offered will depend on a student's individual level of English ( ELL Level 1, 2 and 3 standards).

Gateway blends school study with workplace learning and hands-on experience. An individual learning plan is designed including relevant industry unit standards and the opportunity to gain at least 20 NZQA credits. Examples of some unit standards which may be completed are listed below.  Students will also take part in lessons, workshops and courses that develop employability skills and work readiness.  All Students will  gain qualifications in First Aid and Health and Safety.

The work experience component is a minimum of 6 weeks, 1 day per week in the workplace. Where possible, work experience is timetabled to avoid clashing with academic subjects.

The Gateway coordinator will support students in their work placements.

All students need to complete the short survey linked below when they apply for this course joannepiemontesi@garincollege.nz

Link to Gateway Survey

NB Gateway is a funded programme therefore spaces are limited.  If capacity is reached a wait list will be generated and applicants will be assessed for suitability on a case by case basis through the survey and/or interview process and discussion with relevant Deans.  Whilst Students can select both Trades and Gateway, priority will be given to those students who have been unable to secure a place in the Trades academy.

This course will include learning opportunities that create a foundational knowledge of the subject, as intended by the revised NCEA Level 1. The Big Ideas and Significant Learning (link) will be the focus and this can then be assessed through the new Achievement Standards. Students will be offered assessment opportunities for a selection of these standards based on their progress through the course and how ready they are. It is expected that all students will be able to attempt three NCEA Level 1 assessments for around 15 credits. 

English is the study, use, and enjoyment of the English language, communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of forms. It is creative and critical, receptive and productive. In Aotearoa New Zealand, the study of English incorporates mātauranga Māori and considers our place in the Pacific. The Level 1 English course will include studying a range of texts, learning to understand significant aspects of unfamiliar texts, developing ideas in writing, and using writing conventions with increasing accuracy.

A Level 1 English course is a compulsory subject for all students. Ideally, students who select this course will already have achieved the Literacy Reading and Writing Co-requisite standards.  

Students attend NMIT or other Trades Academy providers one day per week in a chosen programme. 

Programmes offered: 

NMIT Nelson

• Mechanical Engineering
• Automotive Engineering
• Arts and Design  
• Sport and Exercise
• Hospitality
• Beauty
• Salon Skills - Hair Design and Beauty therapy
• Gamification
• Carpentry
• Aquaculture and Marine Conservation

ETCO

• Electrical

Residential Programmes at Whenua Iti include:

• Adventure Tourism Leadership
• Manaaki Tapoi (Cultural Tourism)
• Adventure Skills Development and Kaitiaki Leadership
• Uniformed Services
• Environmental Sustainability

A timetabled class for Trades Academy allows additional study time.

Please Note: Students are responsible for their own catch-up on school subjects missed while attending the Trades Academy including internal assessments.

Approximately 16-22 credits, earned through NZQA Unit standards, are available in each chosen trade programme. See Trades Academy for learning outcome information. Students work towards a National Certificate in selected trade and gather NCEA Level 1, 2 and 3 credits.

This course is perfect for students who love painting and want to take their skills and creativity further. It’s best suited to students who are motivated, organised, and ready to work more independently.

You’ll build on your drawing and painting skills while learning how to develop and refine your own ideas. You'll also look at a range of artist models, learning how to analyse and use their work to help shape your own artistic direction.

The programme will be individually tailored to each student’s talents. Students will complete the standards below or negotiate other alternatives as appropriate.

If you're passionate about painting and ready to challenge yourself creatively, this course will help you grow as an artist and prepare you for further study in Visual Arts.

Biology is the study of living organisms.  In this course, students will focus on investigating a pattern in an ecological community and involves a day trip to Lake Rotoiti. The focus then moves to individual organisms and, in particular, learning about the diversity of animal circulatory and gas exchange systems. Finally we learn about gene expression, genetic variation and genetic change (evolution).

This is a recommended course for students considering tertiary study in Health Sciences, AgriCommerce, AgriScience, Medical Laboratory Science, Veterinary Science and Technology, Biomedical Science, Nursing, Dental Technology, Physical Education and numerous majors in a Science or Applied Science degree.

COURSE OVERVIEW

This course is exemplary for educating students on the fundamentals of business practice and is open to all learner capabilities.

This course includes, product development, marketing, promotions, sales, financials and logistics. It is open to all learning levels and provides fantastic resources to support student learning for success. Students work in groups or independently on running their own innovative, ethical and sustainable businesses online and/or within the local community.

ASSESSMENTS

Make a Product Assessment

The assessment aspect of this requires students to work in a small business group or independently to prepare a product and business plan which covers market research, competitors, strategic vision, objectives, product development, marketing, finances and sale reports. This is a full year assessment worth 9 credits.

Business Psychology Assessment

Motivation in Commerce Internal Assessment in Term 2 explores motivation theory models to address the psychological factors behind why people are motivated in their jobs and why people are not. Students are given a local business to research and analyse and are required to report their findings. This is a 5 week internal assessment worth 3 credits.

Solve the Problem Exam

The end of year exam focuses on external factors that influence a business. Students learn how to implement strategic responses to manage risk on a business wide, professional scale.

All assessments are up-to-date, relevant and relatable. 

Chemistry is the science of matter and the changes it undergoes. In this course students will study an in-depth program of the following aspects: chemical structures and bonding, quantitative analysis, inorganic chemistry, organic chemistry, physical chemistry and chemical reactions. Class and individual experiments are used to explore the subject and to provide students with the skills to use their knowledge for further study or for use in the workplace.

This is a recommended course for students considering tertiary study in Health Sciences, Engineering, AgriCommerce, AgriScience, Food Technology, Medical Laboratory Science, Nursing, Veterinary Science and Technology, Dental Technology, Biomedical Science and numerous majors in a Science or Applied Science degree.

The following external standard may be available as an alternative to those listed below: A.S. 91165 v2 Chemistry 2.5 - Demonstrate understanding of the properties of selected organic compounds - 4 credits*

*This standard will require students to prepare outside of normal class time.

Course Overview – Level 2 DVC

Level 2 Design and Visual Communication builds on the foundational design and drawing skills developed in Level 1. Students engage in deeper exploration of design thinking, problem-solving, and visual communication across two main contexts: spatial design (e.g., architecture, interior, landscape) and product design (e.g., furniture, consumer goods).

Students explore real-world design problems, responding to briefs and target audiences. They develop both freehand and instrumental drawing skills, CAD modelling, and presentation techniques that clearly communicate design intent.

Key Learning Areas

• Design Process: Interpreting briefs, researching influences, generating and refining design ideas
• Spatial and Product Design: Exploring form, function, materials, ergonomics, and aesthetics
• Visual Communication: Using visual literacy to express ideas clearly through sketching, modelling, CAD and rendering
• Cultural Influences: Integrating Māori design elements (whakairo, whenua, tikanga) and other cultural perspectives
• Technical Skills: Precision in drawing (both manual and CAD-based), layout composition, digital modelling (e.g., SketchUp, Fusion 360, Illustrator)

Year 12 Digital Technology: Design, Code, Create – All in One 

Welcome to NCEA Level 2 Digital Technologies — a dynamic, hands-on course where creativity meets logic, and your mahi reflects your ideas, culture, and community.

In this course, you’ll design and develop a complex digital solution that solves a real-world problem. Whether you're into programming, media design, or both, you'll work on a personalised project that builds your confidence and your digital capability.

One Integrated Course – Choose Your Strengths

In 2026, you won’t need to choose a separate pathway. You’ll complete one digital outcome, shaped by your interests:

• Love coding? Use Python, Flask, and SQL to build full-stack apps
• Prefer media design? Use tools like Webflow, Canva, Piskel, or Figma to build interactive content
• Want to combine both? Create something unique with both programming and media elements

Your project can be tailored to your strengths while meeting NCEA standards.

What You’ll Learn

• How to define a real-world problem and design an appropriate digital solution
• Project planning using tools like Trello or Notion
• UX design principles like accessibility, layout, and responsiveness
• Programming using Python, Flask, and SQL (if coding-based)
• Evaluation and testing processes using stakeholder feedback
• How digital technologies impact society, culture, and identity in Aotearoa

Tools You Might Use

• Programming: Python, Flask, SQLite, VSCode, PythonAnywhere
• Media: Figma, Piskel, Webflow, Canva, Vectr (free or browser-based)
• Planning: Trello, Notion, Gantt charts
• Design & Mapping: draw.io, pen & paper sketching
• Testing & Evaluation: Forms, surveys, observation sheets

Who Is This Course For?

• This course is ideal for students who:
• Enjoy designing, coding, or creating visual content
• Like working independently on long-term projects
• Are curious about how tech impacts real people and communities
• Want to build real-world digital skills for study or career

Flexible Projects – Tailored Outcomes

You will complete one digital project but can draw from both programming and media elements. For example:

• A data-visualisation site using Flask and charting libraries
• An interactive story with coded logic and custom graphics
• A portfolio or storytelling site that includes embedded tools or animations

Your teacher will guide your standard selection based on your skills and project direction.

Ready to build something meaningful?
Join Year 12 Digital Technologies and take your creativity, coding, and critical thinking to the next level. 

A practical and theoretical economic approach to the world around us, looking at how we as individuals and member or groups fit into society. An in-depth look at issues facing us and the New Zealand economy as the course focuses on trade, growth and inflation.

Future Pathways:

Why study Economics?

Economics is about choice and the impact of our choices for each other. It relates to every aspect of our lives, from the decisions we make as individuals or families to the structures created by governments and firms.

Economics offers the tools with which to approach questions and how to make well – informed decisions about the desirability of individual ideas or the likely impacts of public policies. You will acquire problem-solving skills and develop a logical, ordered way of looking at problems.

Economics is important for many areas of society. It can help improve living standards and make society a better place, in turn, it can also make things worse. It partly depends on the priorities of society and what we consider most important.

Economics leads naturally to careers in business, law, research and consulting, marketing, communications or working within the Government.

Our NCEA Level 2 English course develops skills in crafted writing and close reading and viewing, with a particular focus on critical analysis. Successful completion of this course will contribute to University Entrance Literacy requirements. The Writing Portfolio achievement standard provides the required UE Literacy writing credits. 10 credits are offered internally and 8 credits externally. 

Students may also opt into the English Scholarship programme, which involves additional tutorials throughout the year and a separate exam, that will most likely take place at the end of Year 13.

Fashion and Design students have the option of working with textiles in a fashion or interior design context. The focus is on the design process of planning, conceptualizing, functional modelling and prototyping. Students are encouraged to research into sustainable production methods and social impacts. Projects involve evaluating their own solutions in response to a need and opportunity.  Students are supported to develop the skills needed to achieve quality outcomes. 

This course is open entry.

• Fashion Design Technology is a hands-on, creative subject.
• You will learn about the elements and principles of design and develop knowledge about materials, techniques, and processes that can be used in your own fashion projects. You will learn to evaluate and critique designs.
• You will develop a brief that addresses a need or opportunity, develop a conceptual design, test out design ideas, techniques, and materials, and prototype your design. You will also learn about sustainable practices and how they can be applied in fashion design.

Involves:

Creativity, problem solving, critical thinking, technical skills, and understanding of social, cultural, and ethical implications.

Course Overview:

• 2 Internals, 1 External
• 16 credits total

Innovate, Create and Inspire through Food

Food Technology at NCEA Level 2 challenges students to think creatively, solve real-world problems, and develop solutions that make a difference. This course encourages innovation and critical thinking, with a strong focus on sustainability, cultural responsiveness, and the ethical implications of design choices.

Students will work through a design process that values user needs, cultural identity, and social responsibility – reflecting Catholic Social Teaching principles such as human dignity, solidarity, and stewardship. Learners will build their confidence in both practical and theoretical contexts, with opportunities to explore their own interests and express their values through design.

This course is ideal for students who enjoy working collaboratively, create and develop their unique ideas, and engaging in authentic, hands-on learning. Opportunities for differentiated assessment are embedded throughout the programme.

Assessment: A mix of Achievement Standards – up to 16 credits
Prerequisite: Completion of Level 1 Food Technology is recommended.

Let your creativity shine and bring your ideas to the table – nā tō rourou, nā taku rourou ka ora ai te iwi.

This science course is for students who wish to take a general science course rather than pursue the individual sciences. Whenever possible, a hands-on approach to science is used. 

All assessment will be carried out internally and so this course is not eligible for endorsement. Upon successful completion of the course, students may wish to take a Level 2 course in an individual science or may move onto Level 3 Biology with approval from the Head of Faculty.

A selection of four Achievement Standards will be completed over the course of the year. The number of credits offered in this course will be 15 to 17 credits.  The most likely combination is listed below.  However, depending on student and teacher preference, the following standards are alternative options:

A.S. 91190 v2 Earth and Space Science 2.4 - Investigate how organisms survive in an extreme environment

A.S. 91155 v2 Biology 2.3 - Demonstrate understanding of adaptation of plants or animals to their way of life 

A.S. 91237 v2 Health 2.3 - Take action to enhance an aspect of people's well-being within the school or wider community 

A.S. 91289 v2 Agricultural and Horticultural Science 2.1 - Carry out an extended practical agricultural or horticultural investigation

This course is focused on the complex and ever changing environments in which we live. The first part of the year looks at urban environments, whilst the latter half of the year focuses on the natural landscapes of the South Island high country.

Urban geography is contemporary, engaging and is rapidly becoming more important for New Zealand and the world as our population becomes increasingly urbanised and our cities and towns ever more crowded. This course focuses on introducing students to the principles and theories of urban growth and change through processes and patterns. We start with a focus on planning issues in Nelson before moving on to urban change and processes in the context of larger urban centres in New Zealand. We will conduct fieldwork to investigate processes of urban change in Wellington for our research standard.

The Natural environment of the South Island High Country will be the focus from late term 2 onwards in preparation for external examinations. We will cover the patterns and processes interacting to create and change the environment as well as the significance of the environments for different groups of people.

During the year students will develop geography skills from level 1 which will be assessed with their understanding of geographic concepts in the second external.

Future Pathways:

Geography provides students the opportunity to learn a wide range of useful skills for the workplace and tertiary study. Many courses and employers value the broad communication, computer, research and analytical skills that geography students are experienced in.

At Level 2 the specialism in this field naturally enables a student to progress on to Level 3 Geography.

NZ Curriculum Guide for Geography - Career Pathways:

There are many types of positions that fit well with geography qualifications. A geography job is any work that focuses on location.

Geographers work in a wide range of fields, from:

• - urban and regional planning
• - industrial location and marketing
• - environmental monitoring and resource management
• - community development at home and abroad
• - as researchers, analysts, consultants, technologists and planners.

The ability to work with data is becoming increasingly important in geography, due in large part to technological advances. For example, much of our information about where things are located comes from satellites that continuously beam coordinates to global positioning devices on Earth.

Government and commercial satellites greatly increase the accuracy and amount of geographic data available. At the same time, new Geographic Information System (GIS) software can process those data with greater speed and flexibility. This technology creates new career possibilities for people who understand geography and who can process and use geographic information.

A few geography jobs are based almost entirely on the study of location. Remote sensing specialists, photogrammetrists, and surveyors gather data about where things are on Earth. GIS analysts review these data and sometimes use them to make maps. And planners help to determine where buildings and roads should be located.

Many maps rely on photographs or other data taken from airplanes, jets, and satellites. Remote sensing specialists oversee the collection of this information and interpret satellite images. Photogrammetrists interpret the more detailed data from jets and planes.

Further information and reading:

Links for Future Pathways

NZGS Choose Geography Resource

Level 2 History – Agents of Change: Ideas, Conflict, and Turning Points

What sparks change in the world—and what stands in its way? In Level 2 History, you’ll journey through defining moments that reshaped societies, challenged power, and transformed the way people think, live, and govern. The theme of Historical Change invites you to explore powerful movements, revolutionary ideas, and the people who dared to defy the status quo.

You’ll dive into diverse contexts that could include:

• The Enlightenment, where radical thinkers championed reason, liberty, and human rights—laying the foundations for democracy and revolutions.
• Prohibition in the USA, a bold social experiment that aimed to reform society but instead unleashed crime, corruption, and cultural resistance.
• The Arab–Israeli conflict, a long-running struggle rooted in nationalism, colonisation, religion, and contested identities—shaping geopolitics and justice debates to this day.

In this course, you’ll develop key skills for academic and real-world success:

• Critical thinking: evaluate evidence, question sources, and uncover bias.
• Argument writing: build persuasive, well-reasoned historical arguments.
• Perspective-taking: explore conflicting viewpoints and moral dilemmas.
• Cause and consequence: trace the ripple effects of people, events, and ideas over time.

You'll also engage with questions that still challenge us today:

• How do ideas inspire revolution—or repression?
• What happens when governments try to legislate morality?
• Can peace be achieved when histories remain contested?

Why take Level 2 History?
This course strengthens your ability to think independently, communicate clearly, and back up your opinions with evidence—skills valued in law, journalism, politics, education, and more. It prepares you for NCEA Level 3 and beyond, while giving you the tools to understand the world you live in with greater depth and clarity.

Level 2 History is not about memorising facts—it’s about making sense of change, challenging assumptions, and understanding how history shapes the present. If you're curious, passionate about justice, or love a good debate, this is the subject for you.

Materials and Design Technology is a practical subject that focuses on designing, making and evaluating projects using a range of materials, tools and processes. 

Students will gain workshop skills through the use of tools and materials to make projects. Projects are designed, made and evaluated to a brief.  Emphasis is placed on design, drawings, problem-solving, hand skills, craftsmanship, finishing and evaluation of finished work.

Students make practical workshop projects in materials (wood, metal, plastic, etc.) using processes (marking out, cutting, machining, shaping, jointing, casting, finishing etc.) to achieve a final product. Students need to keep detailed records (written and supported by photos) of their project development to show evidence of testing, research, critical thinking and evaluations.

Alternative Standard

A.S. 91337 v3 Design and Visual Communication 2.30 - Use visual communication techniques to generate design ideas - 3 credits, external

This standard could be taken as an alternative to one of the internals listed below, with consultation with the teacher. This would make the course eligible for endorsement.

This course is designed to give students an opportunity to access a variety of contexts in which Mathematics and Statistics can be used and so supports students intending to follow a pathway into Level 3 Statistics or Level 3 Mathematics, but not Level 3 Calculus. It is predominately internally assessed with one external assessed at the end of the year.

This course further develops algebraic skills, introduces calculus, and extends both knowledge and understanding of trigonometric and statistical concepts. It is a pre-requisite for NCEA Level 3 Calculus due to the schedule of New Curriculum Level 7 Achievement standards that support the pathway.

The following standard may be available as an alternative to those listed below:

A.S. 91257 v3 Mathematics and Statistics 2.2 - Apply graphical methods in solving problems (Internal - 4 Credits)

Course Overview:

"Media studies is about the active exploration, analysis, creation, and enjoyment of the media and its products." (NZQA)

The practical part of the course is divided into pre-production, production and post production activities.

Students will pitch, design, plan, script, storyboard, direct, produce and edit a short drama film for a teen audience. They will use film industry standard equipment to bring their ideas and media products to life. 

Internals:

After the practical part of the course, we will then explore a media product ( a film) and analyse its relationship to its audience. There will be lots of discussion and group work, before writing a practice essay in preparation for the external exams. 

External

The year will then come to a close where the student's films will be shown at The Garin Film Festival followed by with one NCEA Level 2 external examination.

This course covers musical performance, creative composition and arranging music using a range of digital technologies and builds on students' musical knowledge from Level 1. Students will further develop skills and techniques for performing confidently as a soloist and in groups. It is expected students will be enrolled in itinerant instrumental lessons through the college or privately. Students will be encouraged to perform their own compositions. There are opportunities to prepare for external examinations; 2.5 Developing Aural Understanding and 2.6 Demonstrate Knowledge of Conventions in a Range of Scores. Students may also study for 2.9 Investigate an aspect of New Zealand Music.

The programme will be individually tailored to each student’s talents. Students will complete the standards below or negotiate other alternatives as appropriate. A maximum of between 16-18 credits is preferred.

This course is not endorsable when structured as the table below describes. Students wishing to endorse this course would need to negotiate to be entered into an external standard.

This course is focused on developing interpersonal skills in a practical and outdoor setting. Students will be involved in activities such as tramping, rock climbing, orienteering, sea kayaking and snow craft. All students will study leadership, group dynamics and safety management.

This course builds on students’ foundational skills and knowledge learned in Year 9 and 10 Performing Arts (formerly Dance/Drama). It is a very practical class, focused on developing and extending performance skills through the exploration of both scripted roles and devised drama. It is a small class that caters to many ability levels, with a small written component. Students will perform a part in a Major Production as well as scenes from a chosen play, applying drama techniques of voice, movement, body and space. They will also create their own short pieces of drama, inspired by a specific theme, allowing them to explore creativity, character development and storytelling.

They will have the opportunity to perform for the community in the Regional Shakespeare Festival and TheatreFest.

The course can be adapted to students' own interests and talents, with the goal of completing 15- 19 credits at Level 1. 

An interesting and wide ranging beginner level course, establishing competent camera use, and covering many aspects of digital photography. It will help students develop their critical thinking skills and develop ideas. This course is best suited to students that are motivated and capable of operating in an organised and self-directed manner, and planning to pursue Photography at Level 3.

The programme will be individually tailored to each student’s talents. Students will complete the standards below or negotiate other alternatives as appropriate.

This course has a large practical component and covers physical performance, personal training and biophysical principles, social responsibility and coaching, and sports sociology. The achievement standard assessments are in the form of a written report and/or a practical demonstration.

This course is valuable for anyone interested in the sport and exercise industry and will lay foundations for health related studies as well as going some way to develop personal traits useful to all in the future.

This course will include topics on mechanics (forces, motion, momentum and energy), waves (light and mechanical), electricity (static and DC) and electromagnetism. Students will learn conceptual, experimental, and problem-solving skills that many employers appreciate as valuable, and get to learn first hand from class work, practicals, and research.

The course will also include practical work which will form part of the internal assessment. If time permits, aspects of Atomic and Nuclear Physics* will be explored as well.

This is a recommended course for students considering tertiary courses in Engineering, Health Science, Veterinary Science, Aviation, Construction, Food Technology, Radiation Therapy, Surveying, Architectural Studies, Building Science and numerous majors in a Science or Applied Science degree. 

The following standards may be available as alternatives to those listed below: 

A.S. 91170 v2 Physics 2.3 - Demonstrate understanding of waves - 4 credits, external

A.S. 91172 v2 Physics 2.5 - Demonstrate understanding of atomic and nuclear physics - 3 credits, internal*

*This standard will require students to prepare outside of normal class time.

Student learning is centred on common life experiences. Students will learn about Church history and beliefs, other religions, vocation and commitment, and managing relationships. They will look at the significance of social action in the quest for justice. The compulsory standards are 90822, 90823 and 90821.

By engaging with this subject, students develop the ability to communicate in Spanish and connect meaningfully with people in different communities around the world.

Languages and cultures play a key role in developing personal, community, national, and global identities. As our trade connections and cultural relations strengthen between Aotearoa and Latin America, this creates numerous career opportunities in industries such as agriculture and dairy farming, structural engineering, government, social services, natural resource management, and many more global industries.

Students learn to use Spanish to communicate their ideas and opinions on a variety of themes related to young people in New Zealand and Hispanic culture. Themes explored at this level deal with young people relating to others, their health, facing teenage issues such as use of technology and considering their future options, environment and Hispanic traditions.

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

An advanced integrated Te Reo Māori course is offered which focuses in greater depth on the four main components of the language: Speaking, Listening, Reading, and Writing.  The achievement objectives of this course are to successfully prepare students for Level 2 NCEA Achievement Standards. 

There are two internal Achievement Standards completed which assess the student's listening comprehension and writing skills.  Both are Portfolio style assessments. An external reading comprehension assessment is offered at the end of the year also. There is a noho marae trip planned for term 1 of the year.  

Supported Learning Courses is selectable by exemption only and in discussion with Mrs Maguire.

Support class is to act as a liaison class for students to receive additional support to access their chosen subjects, to self manage workload, and to participate more fully in learning, pastoral and extra curricular activities within the school. 

This course is designed to support students who speak English as a second language. These English language learners will develop and build their English skills in speaking, listening, reading, writing, grammar and vocabulary.

Within this course, the specific learning needs of each student will determine their individual academic pathways. Students will be offered workbooks, online grammar and reading programmes and ELL Unit Standards depending on their ability. This will help them prepare for their individual academic and future pathways.

The Unit Standards offered will depend on a student's individual level of English ( ELL Level 1, 2 and 3 standards).

Gateway blends school study with workplace learning and hands-on experience. An individual learning plan is designed including relevant industry unit standards and the opportunity to gain at least 20 NZQA credits. Examples of some unit standards which may be completed are listed below.  Students will also take part in lessons, workshops and courses that develop employability skills and work readiness.  All Students will  gain qualifications in First Aid and Health and Safety.

The work experience component is a minimum of 6 weeks, 1 day per week in the workplace. Where possible, work experience is timetabled to avoid clashing with academic subjects.

The Gateway coordinator will support students in their work placements.

All students need to complete the short survey linked below when they apply for this course joannepiemontesi@garincollege.nz

Link to Gateway Survey

NB Gateway is a funded programme therefore spaces are limited.  If capacity is reached a wait list will be generated and applicants will be assessed for suitability on a case by case basis through the survey and/or interview process and discussion with relevant Deans.  Whilst Students can select both Trades and Gateway, priority will be given to those students who have been unable to secure a place in the Trades academy.

Students attend NMIT or other Trades Academy providers one day per week in a chosen programme. 

Programmes offered: 

NMIT Nelson

• Mechanical Engineering
• Automotive Engineering
• Arts and Design  
• Sport and Exercise
• Hospitality
• Beauty
• Salon Skills - Hair Design and Beauty therapy
• Gamification
• Carpentry
• Aquaculture and Marine Conservation

ETCO

• Electrical

Residential Programmes at Whenua Iti include:

• Adventure Tourism Leadership
• Manaaki Tapoi (Cultural Tourism)
• Adventure Skills Development and Kaitiaki Leadership
• Uniformed Services
• Environmental Sustainability

A timetabled class for Trades Academy allows additional study time.

Please Note: Students are responsible for their own catch-up on school subjects missed while attending the Trades Academy including internal assessments.

Approximately 16-22 credits, earned through NZQA Unit standards, are available in each chosen trade programme. See Trades Academy for learning outcome information. Students work towards a National Certificate in selected trade and gather NCEA Level 1, 2 and 3 credits.

Our NCEA Level 2 English course develops skills in crafted writing and close reading and viewing, with a particular focus on critical analysis. Successful completion of this course will contribute to University Entrance Literacy requirements. The Writing Portfolio achievement standard provides the required UE Literacy writing credits. 10 credits are offered internally and 8 credits externally. 

Students may also opt into the English Scholarship programme, which involves additional tutorials throughout the year and a separate exam, that will most likely take place at the end of Year 13.

This science course is for students who wish to take a general science course rather than pursue the individual sciences. Whenever possible, a hands-on approach to science is used. 

All assessment will be carried out internally and so this course is not eligible for endorsement. Upon successful completion of the course, students may wish to take a Level 2 course in an individual science or may move onto Level 3 Biology with approval from the Head of Faculty.

A selection of four Achievement Standards will be completed over the course of the year. The number of credits offered in this course will be 15 to 17 credits.  The most likely combination is listed below.  However, depending on student and teacher preference, the following standards are alternative options:

A.S. 91190 v2 Earth and Space Science 2.4 - Investigate how organisms survive in an extreme environment

A.S. 91155 v2 Biology 2.3 - Demonstrate understanding of adaptation of plants or animals to their way of life 

A.S. 91237 v2 Health 2.3 - Take action to enhance an aspect of people's well-being within the school or wider community 

A.S. 91289 v2 Agricultural and Horticultural Science 2.1 - Carry out an extended practical agricultural or horticultural investigation

They will be expected to be highly creative thinkers and have a self-motivated approach to their studies.

Skills learnt over L1 & L2 will be extended and refined to be able to apply to a personally selected theme, chosen after research on a range of genres.

The personal approach to this course relies on the student being motivated and it is essential that studies are continued out of classroom time, in order to create art works to complete a three board portfolio for the external AS ( 14 credits)

The chosen theme will allow for self-reflection and exploration. 

This course prepares students for tertiary study and some of the work created can be used for entrance applications.

The programme will be individually tailored to each student’s talents. Students will complete the standards below or negotiate other alternatives as appropriate.

Biology is the science of living organisms.  This course involves a study of speciation, genetic transfer, homeostasis in humans and human biological and cultural evolution. It is designed for those students who have an interest in Biology, whether or not they intend to pursue a career in the field of science.

This is a recommended course for students considering tertiary study in Health Sciences, AgriCommerce, AgriScience, Medical Laboratory Science, Veterinary Science and Technology, Biomedical Science, Nursing, Dental Technology, Physical Education and numerous majors in a Science or Applied Science degree.

COURSE OVERVIEW 

This course is exemplary for educating students on the fundamentals of business practice and is open to all learning capabilities. It is hugely beneficial if you have taken Level 2 Business Studies already, however not a requirement. 

This course includes, product development, marketing, promotions, sales, financials and logistics. This course provides fantastic resources to support student learning for success. Students work in groups or independently on running their own innovative, ethical and sustainable businesses online and/or within the local community. They then create a promotional campaign on Instagram or Facebook to promote their product. Students achieve 15 credits by following this process. 

This is a university approved subject.

Make a Product 

The assessment aspect of this requires students to work within a business group of their choice or independently. Students are required to prepare a business plan which covers all components of a business model and gives focus to creative ideas, sustainability and ethical decision making. This is a full year assessment and is worth 9 credits. 

Promote Your Product: 'Insta' Assessment 

Marketing is a 10 week internal assessment which requires business groups to complete a marketing campaign to promote their product to a target audience and is worth 6 credits.

Optional External

A.S. 91380 v2 Business Studies 3.2 - Demonstrate understanding of strategic response to external factors by a business that operates in a global context - 4 credits

This external standard is offered for students as an optional/ extra standard decided after consultation with Mr Birch. It is expected students are not entered for more than 18 credits except for exceptional circumstances so most likely this would be in lieu of another standard.

This standard focuses on international business and strategic responses to external factors. Students undergo a case study on a specific NZ business that operates in a global context and they are expected to use this content within the examination.

This course covers Level 3 Calculus Achievement Standards. The course is essential for later study in physics, engineering or calculus. It is also appropriate for students with an interest in computing, chemistry, economics, auditing, the continued study of mathematics, and in general any field where mathematical analysis is an important tool.

Alongside the core curriculum all student will be taught the curriculum covered in the 'Apply trigonometric methods in solving problems' standard. The assessment of this standard will be optional and is required for subject endorsement.

Optional Standard - A.S. 91575 v2 Mathematics and Statistics 3.3 - Apply trigonometric methods in solving problems (Internal - 4 credits).

The course follows a similar pattern to that of Level 2, but provides for more in-depth study of the topics. These include organic chemistry, thermochemistry, equilibrium chemistry, and redox chemistry. Both theory and practical work are used to explore the ideas and concepts, while providing students with the required skills to progress into higher levels of study.

This is a recommended course for students considering tertiary study in Health Sciences, Engineering, AgriCommerce, AgriScience, Food Technology, Medical Laboratory Science, Nursing, Veterinary Science and Technology, Dental Technology, Biomedical Science and numerous majors in a Science or Applied Science degree.

The following external standard may be available as an alternative to those listed below:

A.S. 91391 v2 Chemistry 3.5 - Demonstrate understanding of the properties of organic compounds - 5 credits*

*This standard will require students to prepare outside of normal class time.

Course Overview – Level 3 DVC

Design and Visual Communication (DVC) at Level 3 focuses on advanced skills in visual design, presentation, and problem-solving. Students engage in authentic design challenges where they explore spatial (architecture and environmental design) and product (industrial and functional objects) design contexts.

Students develop critical thinking, refine their ability to communicate complex design ideas, and use a wide range of traditional and digital tools including 3D CAD, freehand sketching, modelling, and visual presentation techniques.

Key Learning Areas:

• Design Thinking & Aesthetics: Applying advanced design principles to real-world problems using client briefs.
• Visual Communication: Producing high-quality visual outputs (sketches, CAD drawings, models).
• Spatial & Product Design: Developing solutions that show cultural understanding, ergonomic knowledge, and environmental considerations.
• Technical Drawing & CAD: Precision with drawing conventions and software such as Fusion 360, SketchUp, or Adobe Suite.
• Evaluation & Reflection: Justifying design decisions based on user needs, function, and aesthetics.

Transferable Skills Gained

• Visual literacy and design communication
• Problem-solving and iterative thinking
• Project management and critical self-review
• Technical software proficiency (CAD, Adobe, digital modelling)
• Cultural competency and ethical design

Year 13 Digital Technologies: Create with Purpose – Lead with Impact

In this integrated course, you’ll take your digital creativity and technical skills to the next level. Whether you lean towards coding, design, or media production, this course empowers you to plan, create, and evaluate a complex digital outcome that solves a real-world problem.

What You'll Do

• Plan and manage a large-scale digital project from idea to execution
• Use advanced coding and/or media design tools to create your outcome
• Incorporate stakeholder feedback, testing, and real-world impacts
• Explore how your project connects to cultural, social, and ethical issues
• Build a professional-grade portfolio to showcase your skills

What You'll Learn

• Complex planning and project management
• Programming using Python, Flask, and SQL
• System and database design (ERD, schema, validation)
• UX/UI design, accessibility, and inclusive design practices
• Evaluation and reflection through stakeholder engagement and testing

Key Tools You’ll Use

• Programming & Back-End: Python, Flask, SQLite
• Front-End & Media Design: Figma (free), Webflow (free tier), Piskel, Canva, Vectr, or other browser-based tools
• Project Management: Trello, Notion, Gantt charts
• Evaluation: Stakeholder surveys, user testing, feedback logs
• Frameworks: Ao Māori, inclusive and ethical design principles

Ready to bring your ideas to life and make an impact through digital technology? Join Year 13 DigiTech and create something that matters.

Have you ever wondered how individuals make purchase decisions and how firms make decisions about the allocation of resources? This course will answer these fundamental economics questions. Students study the role of markets in the economy and the implications of allocative efficiency. They gain an insight into why government intervenes in markets and examine what happens when good markets go bad. Students gain economic literacy and understanding which allows them to develop a continuing interest in contemporary economic issues.

Why study Economics?

Economics is about choice and the impact of our choices for each other. It relates to every aspect of our lives, from the decisions we make as individuals or families to the structures created by governments and firms.

Economics offers the tools with which to approach questions and how to make well – informed decisions about the desirability of individual ideas or the likely impacts of public policies. You will acquire problem-solving skills and develop a logical, ordered way of looking at problems.

Economics is important for many areas of society. It can help improve living standards and make society a better place, in turn, it can also make things worse. It partly depends on the priorities of society and what we consider most important.

Economics leads naturally to careers in business, law, research and consulting, marketing, communications or working within the Government.

The total credits for this course will show below as 14. There is an alternative external standard that some students may choose over AS91399 which would increase the total credits to 16.

Alternative external - entry to be discussed with the teacher

AS 91403 v2 Economics 3.5 - Demonstrate understanding of macroeconomic influences on the New Zealand economy, 6 credits. 

Level 3 English develops critical and analytical thinking skills around a range of written and visual texts. Students are assessed through both internal and external achievement standards. A minimum of 10 credits are offered internally and up to 8 externally in an end of year exam. 

Students may also opt into the English Scholarship programme, which involves additional tutorials throughout the year and a separate exam.

ENG3 will prepare you for the writing and critical thinking required at university.

Fashion and Design students have the option of working with textiles in a fashion or interior design context. The focus is on the design process of planning, conceptualizing, functional modelling and prototyping. Students are encouraged to research into sustainable production methods and social impacts. Projects involve evaluating their own solutions in response to a need and opportunity.  Students are supported to develop the skills needed to achieve quality outcomes. This course is a good foundation for a Bachelor of Design degree.  

This course is open entry.

• Fashion Design Technology is a hands-on, creative subject.
• You will learn about the elements and principles of design and develop knowledge about materials, techniques, and processes that can be used in your own fashion projects.
• You will develop a statement of intention that addresses a need or opportunity, develop a conceptual design, test out design ideas, techniques, and materials, and prototype your design. You will also learn about sustainable practices and how they can be applied in fashion design.
• You will learn to evaluate and critique designs.

Involves:

• Creativity, problem solving, critical thinking, technical skills, and understanding of social, cultural, and ethical implications

Course Overview:

• 3 Internals, 1 External
• 20 credits total
• Scholarship is also available in this subject.

Year 13 Food Technology
University Entrance Approved Subject

Food Technology at Level 3 is where creativity, innovation, and real-world problem solving come together. Whether you’re passionate about nutrition, product design, hospitality, or food science, this course offers the perfect mix of hands-on learning, design thinking and critical reflection—helping you build essential skills for both tertiary study and future employment.

This exciting, future-focused course centres around two main areas of learning:

Processing & Prototyping
Explore advanced processing techniques as you develop complex food products. You'll work with a range of ingredients, tools and equipment to build your technical skillset. Learn about food safety, nutrition, yield testing, and how to adapt recipes to meet a brief, dietary need or sustainability goal.

Brief & Conceptual Design
You’ll respond to real-world issues by developing food-based solutions. Work with stakeholders to explore needs, generate innovative ideas and carry out research. Projects will include deep dives into issues such as food poverty, cultural food practices, and dietary challenges within Aotearoa.

Throughout the course you will:
• Apply the Technology Process from the NZ Curriculum
• Investigate safe food practices and food hygiene
• Explore nutrition and health in a real-world context

Study of Geography at level 3 continues students’ development of geographical skills and their understanding of important concepts and ideas that have been learnt in level 1 and 2. Skills in research, spatial pattern analysis, cultural and natural processes, statistical and mapping skills and analysis of contemporary issues all form part of this course.

Students will study a global topic, such as tourism, before focusing on conducting their own primary geographic research incorporated into a residential field trip over 3 days. The remaining internal is an analysis a geographic issue. This issue is selected by students based on interest and challenge. In past years the issues studied have included forced migration either by war, persecution or global warming; regional responses to sea level rise; development decisions around tourism infrastructure such as the Tarras airport proposal. 

The first of the external assessments is the culmination of the skills learnt through the course as demonstrated through analysis a given environment. This paper seeks to examine how well students have developed their skills and, crucially, how well they can identify the appropriate skills to complete the analysis. The final external is the most challenging and advanced, requiring in depth understanding of a cultural process, such as tourism development, and how it is responsible for shaping and changing an environment, such as Queenstown.

Future Pathways:

Geography provides students the opportunity to learn a wide range of useful skills for the workplace and tertiary study. Many courses and employers value the broad communication, computer, research and analytical skills that geography students are experienced in.

The University of Auckland, New Zealand’s top ranked university both by Times Higher Education and QS Rankings, views level 3 credits in Geography just as desirable as any other subject that can be studied in NCEA. Geography is one of the 14 approved subjects that the University of Auckland use to calculate rank scores for admission to all of their courses. It is also one of the courses that are required for some of the university’s most popular courses, including Bachelor of Health Sciences, Architecture and Commerce. For more information on this, see the Auckland University website.

NZ Curriculum Guide for Geography - Career Pathways: 

There are many types of positions that fit well with geography qualifications. A geography job is any work that focuses on location. Geographers work in a wide range of fields, from: urban and regional planning, industrial location and marketing, environmental monitoring and resource management, community development at home and abroad as researchers, analysts, consultants, technologists and planners.

The ability to work with data is becoming increasingly important in geography, due, in large part, to technological advances. For example, much of our information about where things are located comes from satellites that continuously beam coordinates to global positioning devices on Earth.

Government and commercial satellites greatly increase the accuracy and amount of geographic data available. At the same time, new Geographic Information System (GIS) software can process those data with greater speed and flexibility. This technology creates new career possibilities for people who understand geography and who can process and use geographic information.

A few geography jobs are based almost entirely on the study of location. Remote sensing specialists, photogrammetrists, and surveyors gather data about where things are on Earth. GIS analysts review these data and sometimes use them to make maps. And planners help to determine where buildings and roads should be located.

Many maps rely on photographs or other data taken from airplanes, jets, and satellites. Remote sensing specialists oversee the collection of this information and interpret satellite images. Photogrammetrists interpret the more detailed data from jets and planes.

Further information and reading about future pathways and careers in Geography is available on this document:

Geography Careers Info - Links

NZGS Choose Geography

Level 3 History – Empires, Resistance, and the Legacies of Colonisation
“Until the lions have their own historians, the history of the hunt will always glorify the hunter.” – African Proverb

Level 3 History challenges you to think deeply, argue persuasively, and engage critically with some of the most powerful forces that shaped our modern world. Through the theme of Colonisation and Empire, you'll explore how the British Empire extended its reach across the globe—and the profound and lasting impacts this had on Indigenous peoples, cultures, and nations.

In this course, you will act as a young historian: questioning narratives, weighing evidence, and making informed, ethical judgements about the past. You’ll explore key case studies of British imperialism, including:

• The Opium Wars in China – where trade, drugs, and diplomacy collided in the name of empire.
• The British Raj in India – how a subcontinent was transformed through conquest, resistance, and cultural control.
• The Invasion of the Waikato – a defining conflict in Aotearoa’s colonial history, and its impact on te ao Māori and our national identity.

This course isn’t just about learning what happened—it’s about asking why, how, and so what? You’ll develop high-level skills in:

• Critical thinking – examining bias, reliability, and competing interpretations.
• Historical argument – crafting well-supported judgements using primary and secondary evidence.
• Ethical reasoning – reflecting on justice, power, identity, and legacy.
• Independent inquiry – designing and carrying out your own historical research.

Why study Level 3 History?
This course prepares you for university and beyond. You'll sharpen your ability to argue effectively, think independently, and communicate with clarity and depth—skills highly valued in fields like law, journalism, international relations, education, and social justice.

Studying the impacts of colonisation helps you understand the historical roots of inequality, resistance, and cultural survival across the globe and here in Aotearoa New Zealand. If you're passionate about uncovering truth, challenging dominant narratives, and engaging with the big ideas that shaped our world, Level 3 History is your opportunity to lead the conversation.

This course culminates 4 years of prior knowledge to develop students learning as closely as possible replicating real life technological practice. Students will be self-directed, imaginative, ethical, collaborative thinkers, with the skills and experiences to work through complex situations and involve others in their problem-solving and solutions. A commitment to independent study and skill development is a must.

Skills will include the implementation of complex procedures, understanding of material development and developing a prototype within a determined context.

Students will undertake a combination of Achievement Standards from Generic Technology and the Specialist Categories of Technological Knowledge and Skills. Students will typically work on 2 major projects over the course of the year. Scholarship can also be attempted in all Technology subjects.

Alternative Standard

A.S. 91627 v3 Design and Visual Communication 3.30 - Initiate design ideas through exploration - 4 credits, external

This standard could be taken as an alternative to one of the internals listed below, with consultation with the teacher. This would make the course eligible for endorsement

This NCEA Level 3 course is designed to offer a range of internally assessed Mathematics and Statistics Achievement Standards. It is appropriate for students interested in any field where mathematical analysis and interpretation is an important tool.

Course Overview:

"Media studies is about the active exploration, analysis, creation, and enjoyment of the media and its products." (NZQA)

Students will begin the course by exploring the media representation of different groups in NZ through an internal:

We will then move to the practical part of the course which is divided into pre-production, production and post production activities.

Students will pitch, design, plan, script, storyboard, direct, produce and edit a short documentary film for a teen audience. They will use film industry standard equipment to bring their ideas and media products to life. 

Internals:

After the practical part of the course, we will then explore 'Film Noir' as a genre and how art imitates life and life imitates art. There will be lots of discussion and group work, before writing a practice essay in preparation for the external exams. 

External:

The year will then come to a close where the student's films will be shown at The Garin Film Festival followed by one NCEA Level 3 external examination.

An advanced course where each student chooses from a range of topics, from Making Music and Music Studies Achievement Standards. The course will cover: solo and group performance (on a main instrument and possibly a second instrument), aural skills, composition, research, harmony and score analysis. Students may choose to arrange music. This course will be tailored towards each student’s individual talents and interests. Students are encouraged to perform at school and in Rockquest, Jazz Fest, Chamber Music Festival and concerts at NCMA. It is expected that students will be enrolled in the Garin itinerant music programme or be taking private instrumental lessons. 

Students will complete the standards below or negotiate other alternatives as appropriate. A maximum of between 16-18 credits is preferred.

This course is not endorsable when structured as the table below describes. Students wishing to endorse this course would need to negotiate to be entered into an external standard.

This course will expand on, and extend the skills gained in OED2. The course will focus on developing interpersonal and leadership skills through practical application. Students will use current outdoor education theory and apply critical thinking skills. The course is internally assessed through achievement standards.

OED3 provides a clear vocational pathway to Outdoor Leadership/Education or Tourism Management tertiary courses and is a UE approved subject.

Students will be involved in activities such as tramping, orienteering, sea kayaking, rock climbing, and mountain biking.

This course focuses on extending performance skills through the exploration of both scripted roles and devised drama. This is a very practical class, with a small written component. Students will have leadership opportunities in a mixed level environment. They will perform a significant role in a major production, as well as scenes from a chosen play, applying crafted drama techniques of voice, movement, body and space. They will also create their own pieces of drama, through both devising and playwriting, inspired by a specific theme, allowing them to explore creativity, style, character development and storytelling. This course requires previous drama experience, from either a school or community context.

They will have the opportunity to perform for the community in the Regional Shakespeare Festival and TheatreFest.

The course can be adapted to students' own interests and talents, with the goal of completing 15- 19 credits at Level 3. This course is all internally assessed and not currently endorsable, though students can negotiate to be entered into an external standard.

Students will develop and explore a self directed theme through photography, exploring numerous techniques and processes. It will help students develop their critical thinking skills and develop ideas. They will be encouraged to research contemporary and historical photographers and work in a self managing and self directed manner. Students need to be willing to work out of class time to complete the three-panel folio for examination. They will be prepared for a wide range of tertiary courses as Photography teaches students how to think for themselves and explore alternative solutions to problems.

The programme will be individually tailored to each student’s talents. Students will complete the standards below or negotiate other alternatives as appropriate.

This course looks at maintaining well being for life. Students will evaluate exercise programmes drawing on their knowledge of physiological principles and socio-cultural factors. A research project investigating a current sports related issue is also undertaken. On the practical side, students look at how to improve their skill level in a practical performance, as well as participating in the Garin duathlon event. The course is internally assessed through achievement standards with 16 credits available throughout the year.

This fully internal course is UE approved.

This course examines further aspects of mechanics (translational, circular, simple harmonic motion) waves (musical instruments, interference and sound effects) and electricity and electromagnetism, building on Level 2 skills and knowledge. Students will learn conceptual, experimental, and problem-solving skills.

The course will also include practical work which will form part of the internal assessment.

This is a recommended course for students considering tertiary courses in Engineering, Health Science, Veterinary Science, Aviation, Construction, Food Technology, Radiation Therapy, Surveying, Architectural Studies, Building Science and numerous majors in a Science or Applied Science degree. 

The following standards may be available as an alternative to those listed below:

A.S. 91523 v2 Physics 3.3 - Demonstrate understanding of wave systems - 4 credits, external

A.S. 91525 v2 Physics 3.5 - Demonstrate understanding of Modern Physics - 3 credits, internal*

*This standard will require students to prepare outside of normal class time.

Religious Studies at Level 3 recognises that for many students this is their final year at secondary school. Christian adulthood requires critical judgement, the ability to see issues, judge actions and make decisions. What we have learnt from the last millennium is that human beings are smart enough to deal with the major problems that have occurred as a result of the many technological advances; others occur simply because long term impacts of advances have not been considered in terms of what is ethical, moral, what is ecologically and socially sustainable for our planet and its occupants. More than ever, the development in human intelligence and technological advancement needs to be developed within a moral, ethical (religious) and emotional framework. The course recognises how important it is to consider one's own world-view and to recognise the word-view of others.

By engaging with this subject, students develop the ability to communicate in Spanish and connect meaningfully with people in different communities around the world.

Languages and cultures play a key role in developing personal, community, national, and global identities. As our trade connections and cultural relations strengthen between Aotearoa and Latin America, this creates numerous career opportunities in industries such as agriculture and dairy farming, structural engineering, government, social services, natural resource management, and many more global industries.

Students learn to use Spanish effectively in a wide range of contexts, to express and justify their own ideas and opinions, and support or challenge those of others. Themes for this course include in-depth studies of Hispanic culture , the use of technology in our lives, future plans, unemployment and immigration, and the comparison of NZ lifestyle with Hispanic lifestyle.

This course covers Level 3 Mathematics and Statistics Achievement Standards with a predominate focus on the use of statistical methods. It is an appropriate course for students interested in quantitative aspects of the biological and social sciences, medicine, commerce and in general any field where the collection, analysis and interpretation of quantitative data is important.

The following standard may be available as an alternative to those listed below:

A.S. 91581 v2 Mathematics and Statistics 3.9 - Investigate bivariate measurement data (Internal - 4 credits) 

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

An advanced integrated Te Reo Māori course is offered which focuses in greater depth on the four main components of the language: Speaking, Listening, Reading, and Writing. The achievement objectives of this course are to successfully prepare students for Level 3 NCEA Achievement Standards and Unit Standards. There is a possibility of a noho marae during the year.

Supported Learning Courses is selectable by exemption only and in discussion with Mrs Maguire.

Support class is to act as a liaison class for students to receive additional support to access their chosen subjects, to self manage workload, and to participate more fully in learning, pastoral and extra curricular activities within the school. 

Gateway blends school study with workplace learning and hands-on experience. An individual learning plan is designed including relevant industry unit standards and the opportunity to gain at least 20 NZQA credits. Examples of some unit standards which may be completed are listed below.  Students will also take part in lessons, workshops and courses that develop employability skills and work readiness.  All Students will  gain qualifications in First Aid and Health and Safety.

The work experience component is a minimum of 6 weeks, 1 day per week in the workplace. Where possible, work experience is timetabled to avoid clashing with academic subjects.

The Gateway coordinator will support students in their work placements.

All students need to complete the short survey linked below when they apply for this course joannepiemontesi@garincollege.nz

Link to Gateway Survey

NB Gateway is a funded programme therefore spaces are limited.  If capacity is reached a wait list will be generated and applicants will be assessed for suitability on a case by case basis through the survey and/or interview process and discussion with relevant Deans.  Whilst Students can select both Trades and Gateway, priority will be given to those students who have been unable to secure a place in the Trades academy.

Students attend NMIT or other Trades Academy providers one day per week in a chosen programme. 

Programmes offered: 

NMIT Nelson

• Mechanical Engineering
• Automotive Engineering
• Arts and Design  
• Sport and Exercise
• Hospitality
• Beauty
• Salon Skills - Hair Design and Beauty therapy
• Gamification
• Carpentry
• Aquaculture and Marine Conservation

ETCO

• Electrical

Residential Programmes at Whenua Iti include:

• Adventure Tourism Leadership
• Manaaki Tapoi (Cultural Tourism)
• Adventure Skills Development and Kaitiaki Leadership
• Uniformed Services
• Environmental Sustainability

A timetabled class for Trades Academy allows additional study time.

Please Note: Students are responsible for their own catch-up on school subjects missed while attending the Trades Academy including internal assessments.

Approximately 16-22 credits, earned through NZQA Unit standards, are available in each chosen trade programme. See Trades Academy for learning outcome information. Students work towards a National Certificate in selected trade and gather NCEA Level 1, 2 and 3 credits.

Level 3 English develops critical and analytical thinking skills around a range of written and visual texts. Students are assessed through both internal and external achievement standards. A minimum of 10 credits are offered internally and up to 8 externally in an end of year exam. 

Students may also opt into the English Scholarship programme, which involves additional tutorials throughout the year and a separate exam.

ENG3 will prepare you for the writing and critical thinking required at university.

Religious Studies at Level 3 recognises that for many students this is their final year at secondary school. Christian adulthood requires critical judgement, the ability to see issues, judge actions and make decisions. What we have learnt from the last millennium is that human beings are smart enough to deal with the major problems that have occurred as a result of the many technological advances; others occur simply because long term impacts of advances have not been considered in terms of what is ethical, moral, what is ecologically and socially sustainable for our planet and its occupants. More than ever, the development in human intelligence and technological advancement needs to be developed within a moral, ethical (religious) and emotional framework. The course recognises how important it is to consider one's own world-view and to recognise the word-view of others.

Supported Learning Courses is selectable by exemption only and in discussion with Mrs Maguire.

Support class is to act as a liaison class for students to receive additional support to access their chosen subjects, to self manage workload, and to participate more fully in learning, pastoral and extra curricular activities within the school.