Howick College

Cricket Academy

This is a full-year skills-based subject focused on developing cricket skills and abilities for those students who have been identified as having talent in this sport.

Course content will develop existing skills and knowledge and provide an opportunity for students to engage in practical and theory sessions covering rules, nutrition, fitness, skill acquisition, and game analysis.

Entry to this course is by trial and invitation.

How to apply for this programme:

1. Select all your option subjects first.

2. After selecting Cricket Academy, click on Request Exemption and tell us why you would like to apply for this course.

3. All applicants for the Cricket Academy will be contacted by the school and informed of their acceptance or not.

4. Successful applicants will be placed in the Cricket Academy in place of either Languages,Technology or Expressive Arts, depending on the timetable.

This is a full-year skills-based subject focused on developing football skills and abilities for those students who have been identified as having talent in this sport.

Course content will develop existing skills and knowledge and provide an opportunity for students to engage in practical and theory sessions covering rules, nutrition, fitness, skill acquisition, and game analysis.

Entry to this course is by trial and invitation.

How to apply for this programme:

1. Select all your option subjects first.

2. After selecting Football Academy, click on Request Exemption and tell us why you would like to apply for this course.

3. All applicants for the Football Academy will be contacted by the school and informed of their acceptance or not.

4. Successful applicants will be placed in the Football Academy in place of either Languages,Technology or Expressive Arts, depending on the timetable.

This is a full-year skills-based subject focused on the development of netball skills and abilities for those students who have been identified as having talent in this sport.

Course content will develop existing skills and knowledge and provide an opportunity for students to engage in practical and theory sessions covering rules, nutrition, fitness, skill acquisition, and game analysis.

Entry to this course is by trial and invitation. 

Students should be aware that participating in this academy reduces the number of subject choices they will have.

How to apply for this programme: 

1. Select all your option subjects and Core Subject Programme first.

2. After selecting Netball Academy, click on Request Exemption and tell us why you would like to apply for this course.

3. All applicants for the Netball Academy will be contacted by the school and informed of their acceptance or not. 

4. Successful applicants will be placed in the Netball Academy in place of either Languages,Technology or Expressive Arts depending on the timetable. 

This is a full-year skills-based subject focused on developing rugby skills and abilities for those students who have been identified as having talent in this sport.

Course content will develop existing skills and knowledge and provide an opportunity for students to engage in practical and theory sessions covering rules, nutrition, fitness, skill acquisition, and game analysis.

Entry to this course is by trial and invitation. 

How to apply for this programme: 

1. Select all your option subjects and Core Subject Programme first.

2. After selecting Rugby Academy, click on Request Exemption and tell us why you would like to apply for this course.

3. All applicants for the Rugby Academy will be contacted by the school and informed of their acceptance or not. 

4. Successful applicants will be placed in the Rugby Academy in place of either Languages,Technology or Expressive Arts depending on the timetable. 

09ARP is designed to utilise skills in a range of wet and dry media to develop your confidence in creating and talking about art. By the end of the course, Students should be developing an understanding of their own strengths, and ways to use this to achieve success in their artwork.  Each terms course focus may vary but is based around concepts of Maori world knowledge and kaitiakitanga

Course Website

This course provides a foundation in learning Chinese by developing competence in the two strands of oral language (listening and speaking) and written language (reading and writing). At the end of this course, students should enjoy using Chinese in a number of simple but meaningful situations. The topics taught below in Year 9 are designed accordingly at Levels 1 and 2 of the Chinese Language Curriculum in NZ:

• Introduction to Chinese and Hanyu Pinyin
• Basic strokes of Chinese characters
• Greetings/Chinese Festival celebrations/ Introduction to 12 Chinese Zodiac Signs
• Numbers/Dates
• Age/Telephone numbers
• Family members
• Self-introduction/Personal Interests
• Time/Daily Routine
• Colours/Clothing

Students who have significant prior knowledge may have an opportunity to accelerate and should discuss this with their teacher.

In this half year course students will experience a variety of Technology subjects within the one course, working in a project based environment students are able to apply and recognise the transferability of their skills and knowledge acquired from core subjects such as maths, english and science. The nature of this course allows students to learn from two Technology specialist teachers, in more than one Technology workshop, working independently, within small and large groups, inside and outside the workshops, digitally on devices and practically with a range of materials. 

The primary focus is designing and developing authentic and innovative solutions to real-world problems.  Using the Design Thinking process students will collaborate with each other and may work alongside stakeholders from our wider community. They will learn that the development of successful solutions relies on a variety of knowledge, skills and perspectives.

Students are encouraged to push boundaries, think innovatively and inventively, they are continually challenged through questions, scenarios and activities that require them to step out of their comfort zones, think outside the box and learn from each others perspectives and experiences. 

More specifically, projects and activities in this course can develop skills and knowledge of; design thinking, problem solving, planning, visual communication (freehand sketching and digital models), prototyping and testing of design ideas, construction of outcomes using a range of materials, basic electronics knowledge, coding and programming. 

Students will develop capabilities in creativity, self management, critical thinking, communication, global leadership and collaboration.

This course introduces students to the creative and practical approaches of choreography and performance skills.  It will give students an insight on how to apply, produce and rehearse these skills to form a basic knowledge of the subject.

Design and Visual Communication begins to focus on the key areas of Product Design and Architecture, where students begin to learn drawing techniques to develop creative ideas.

Students will develop an understanding of freehand, instrumental, and computer generated design skills to develop creative design ideas.

This area of Technology focuses on the design and construction of electronic products. Project work revolves around the use of programmable microcontrollers. Students have the opportunity to design and construct electronic circuits, which they will simulate using Tinkercad to ensure proper functionality. They will also learn the essential skill of soldering and apply it to their project work, enabling them to create functional prototypes. Additionally, students will learn a programming language to control and interact with their electronic creations. Throughout the course, students will gain hands-on experience in electronics circuit building, simulation, and soldering techniques, preparing them for further exploration in the world of electronics and embedded systems.

Year 9 Drama is a performance-based course that is influenced by whakapapa and is a way to respond to and share in identity, culture and perspectives. It provides an opportunity for students to discover their drama ability and creativity. It encourages an interest in and develops an appreciation and enjoyment of drama through an active involvement in discussion, sharing ideas, perspectives, culture and identity through manaakitanga. The course helps students to develop social, co-operative and creative drama skills which will form the basis for drama as a subject in following years and enables them to design, create and perform drama individually, in small groups and as a class. 

Year 9 Food Technology is a quadmester 9 week course introducing students the overall concepts of Food Technology, skills, equipment and ingredients.

In year 9 we develop a food concept and suitable packaging using the design thinking process.  

Students are taught about food hygiene, food safety and care for the equipment.  Practical cookery is a large component of this course.

This gives students the opportunity to be exposed to the basic knowledge and skills in Food Technology.   

French Year 9 Course Description

Welcome to Year 9 French at Howick College! This introductory course aims to build a strong foundation in French language skills and cultural awareness through a variety of engaging topics and activities.

Term 1: Start with an introduction to the French-speaking world, learning basic French pronunciation, classroom commands, and essential vocabulary. You will practice greetings, numbers, dates, and personal descriptions. Topics include talking about yourself, your family, and friends. Cultural activities include exploring French traditions such as La Chandeleur and April Fool's Day. The grammar focus includes imperative commands and present tense verbs (ÊTRE, AVOIR, HABITER).

Term 2: Focus on pets, family, and daily routines. You will learn to describe pets, talk about family members, and discuss your daily activities and free time. The term covers grammar topics such as adjectives, articles, and making questions in French. Cultural comparisons include French and Māori celebrations such as Mother's Day and Labour Day.

Term 3: This term covers school life, hobbies, and holidays. You will talk about school subjects, timetables, and what you do in your free time. Discussions will also include past holidays and plans for future vacations. Grammar topics include the imperfect tense, adverbs of quantity, and the conditional tense. Cultural activities will cover French holidays and festivals like Bastille Day and Christmas.

Term 4: The final term focuses on future plans and preparing for NCEA assessments. You will discuss future aspirations, dream destinations, and holiday plans. Grammar revision will cover the near future tense and the past tense with irregular verbs. Cultural insights will include exploring French traditions such as New Year's Eve and All Saints' Day.

Throughout the year, regular vocabulary and grammar tests, along with skills-based assessments in reading, writing, listening, and speaking, will track your progress. Join us for a year of immersive learning and cultural exploration in the French-speaking world!

This 20 week course will introduce students to the Māori language and the cultural practices.  The core learning at Year 9 will use Te Reo Māori through the following broad themes:  Family, Home, School, Personal Wellbeing and the Wider Community.  Te Reo Maori will be developed through listening, speaking, reading and writing in Māori.  Where possible, Te Reo Māori and the understanding of culture will be further enhanced through field trips to Marae and other cultural festivals.

Music has a creative and practical approach using keyboard, guitar and percussion instruments as well as using and extending students’ skills on other instruments. The course focuses on creating, performing and appreciating a wide variety of types of music.

In this course, students learn how to design and manufacture products by working with various materials, components, tools and equipment. They learn about technological development and the design principles involved in traditional and modern manufacturing industry. They acquire skills in the application of a variety of techniques and processes using traditional workshop tools as well as working with CAD, Vinyl Cutters, and Laser Engraving which involves the use of wood, metal and plastics. They record their progress in a portfolio of design and development work and are assessed on the technological outcome and evaluation of their product(s).

Spanish Year 9 Course Description

Welcome to the Year 9 Spanish course at Howick College! This dynamic and engaging program introduces students to the Spanish language and Hispanic cultures, laying a strong foundation for further study.

Term 1: Students will start with an introduction to the Spanish-speaking world, learning basic Spanish pronunciation, classroom commands, and essential vocabulary. They will practice greetings, numbers, dates, and personal descriptions. Cultural activities include exploring Spanish traditions and celebrating La Pascua and Father’s Day.

Term 2: The focus will shift to pets, family, and favorite activities. Students will describe their pets and family members, talk about nationalities, and discuss their hobbies. Cultural activities will highlight the significance of celebrations like Mother’s Day and Labour Day in Hispanic cultures, comparing them with Māori traditions.

Term 3: Students will delve deeper into personal introductions and interactions. They will refine their skills in describing themselves and others, practicing spontaneous interactions in Spanish. The term includes researching a Spanish-speaking country and a cultural assessment featuring a movie study of "The Emperor’s New Groove."

Term 4: The final term will review and consolidate learning. Students will engage in cultural activities related to Hispanic festivals such as La Tomatina and El Día de los Muertos. They will participate in an interclass competition and complete end-of-year activities, including a booklet project and an oral presentation.

Throughout the year, regular vocabulary and grammar tests, along with skills-based assessments in reading, writing, listening, and speaking, will track students' progress. Join us for an exciting journey into the Spanish-speaking world, enhancing your language skills and cultural knowledge!

In this 10 week course students will use textile materials in creative and innovative ways to develop not only their own original designs but solutions to authentic problems.

Textile materials are utilised in almost every industry, from high fashion catwalks to sailing the high seas, war zones to operating theatres. Textiles not only clothe and protect, they communicate and celebrate identities, enhance the aesthetics and performance functionality of people, products and spaces. Most importantly, textile materials enable a variety of life saving products to function.

The practical skills and process of designing and constructing textile outcomes remains the same regardless of the outcome's end use, so whether it’s a ball dress, backpack or a bullet proof vest, students will gain an introduction to the foundational knowledge, skills and understanding required to develop textile outcomes.  

More specifically, students in 9TXD will be following a design process to guide their creative thinking in the development of a textile outcome, students will use freehand and digital sketching to visually communicate their design ideas. They will experiment with a variety of textile materials and techniques to select the most suitable to achieve the desired outcome. Students will develop the skills and confidence to select and safely use the appropriate machines and equipment to develop outcomes.

Learning in this course extends beyond the boundaries of a single subject. By drawing on the skills and knowledge acquired from various disciplines, students will be able to apply their learning in project-based assignments. Through this interdisciplinary approach, they will not only deepen their understanding of technology but also enhance their proficiency in core subjects such as maths, English, and science.

This is a full-year skills-based subject focused on developing netball skills and abilities for those students who have been identified as having talent in this sport.

Course content will develop existing skills and knowledge and provide an opportunity for students to engage in practical and theory sessions covering rules, nutrition, fitness, skill acquisition, and game analysis.

Entry to this course is by trial and invitation. 

How to apply for this programme: 

1. Select all your option subjects and Core Subject Programme first.

2. After selecting Netball Academy Year 10, click on Request Exemption and tell us why you would like to apply for this course.

3. All applicants for the Netball Academy will be contacted by the school and informed of their acceptance or not. 

4. Successful applicants will be placed in the Netball Academy in place of either languages, arts, technology, OPES, commerce or media studies.

This is a full-year skills-based subject focused on developing rugby skills and abilities for those students who have been identified as having talent in this sport.

Course content will develop existing skills and knowledge and provide an opportunity for students to engage in practical and theory sessions covering rules, nutrition, fitness, skill acquisition, and game analysis.

Entry to this course is by trial and invitation. 

How to apply for this programme: 

1. Select all your option subjects and Core Subject Programme first.

2. After selecting Rugby Academy Year 10, click on Request Exemption and tell us why you would like to apply for this course.

3. All applicants for the Rugby Academy will be contacted by the school and informed of their acceptance or not. 

4. Successful applicants will be placed in the Rugby Academy in place of either languages, arts, technology, OPES, commerce or media studies. 

Year 10 Art Digital FULL Year (10ARD)

Unleash your creativity in Art Digital! This course immerses you in the world of digital art, photography, and design.  Learn industry techniques and software to create stunning art, edit photos, designs for print and digital media.  Embrace your inner artist and transform your digital dreams into reality!

What You'll Explore

• Photographic Media: Capture the world through your lens and transform ordinary moments into extraordinary works of art. Learn the essentials of photography, from composition and lighting to advanced digital editing techniques.
• Design Media: Unleash your creativity as you delve into the principles of graphic design. Experiment with colors, typography, and layouts to create eye-catching visuals that communicate powerful messages

During year 10 Art, you will investigate line, value, form, colour, space and shape through the research of established practice. Semester 1 focuses on developing technical skills in painting and drawing. Semester 2 is thematic units allowing students a more personalised response to stimulus. The outcome of the course will be a series of experimental and finished artworks that will be used for display.

This course is highly recommended for students wanting to take Art in Year 11 (11ARP) 

Course Website

Students will investigate line, form, colour, and shape through the theoretical and practical research of established practice with a focus on skill development in Drawing and Painting. The outcome of the course will be a series of experimental and resolved artworks that will be used for display. 

Artworks will be photographed and presented as a digital folio for assessment and as a foundation skill required for senior visual arts pathways. 

This course is essential for students wanting to take 11ARP in year 11. Students can also enter 11ARD with this course on approval

This course will be available in 2024

The four strands of speaking, writing, listening and reading build on the learning in year 9.

Course costs = $40 for workbooks plus $22.00 for Education Perfect

This course encourages student’s development in choreography, performance and technique.  A variety of dance genres and styles are covered throughout the year, as well as a focus on theoretical dance concepts. Full year dance students get the opportunity to perform in our yearly Howick College Dance Showcase. This course provides an excellent base for those wishing to continue with Dance at NCEA Level One. A strong commitment to attendance is encouraged when selecting dance. 

Year 10 Units 

Perform a Hip Hop Dance
Demonstrate an understanding of the elements of dance (practical and theory)
Demonstrate ensemble skills
Perform a Samoan Sasa
Choreograph a group dance
Perform in Dance Showcase
Create an advertisement and choreograph to sell a product

This course encourages student’s to begin to develop their skills in choreography, performance and technique.  A variety of dance genres and styles are covered as well as a focus on theoretical dance concepts. This course provides a good base for those wishing to continue with Dance at NCEA Level One. A strong commitment to attendance is encouraged when selecting dance. 

Year 10 Half year Units 

Perform a Hip Hop Dance
Demonstrate an understanding of the elements of dance (practical and theory)
Demonstrate ensemble skills

Design and Visual Communication focuses on the key areas of Architecture or Product Design, where students will explore and develop their own creative ideas. Students will develop their freehand, instrumental, and computer generated design skills to solve design problems and explore creative solutions.

Design and Visual Communication is a portfolio based subject, allowing students to understand the design process, modeled on NCEA Level 1.

Design and Visual Communication continues through Years 11, 12, and 13 as a University approved subject.

In this field of study, students engage in the creation and development of cutting-edge digital products, such as utilizing software to create a video game and developing a website from the ground up. The course also encompasses fundamental computer skills across a broad spectrum of applications and delves into the inner workings of computer systems and how their individual components fit together. 

The structure of assignments and assessments is based on the NCEA Level 1 framework. Digital Technologies - Computing is a subject that students can pursue throughout Years 11, 12, and 13. At Level 3, it is recognized as a University-approved subject, enabling students to further their education in this domain at the tertiary level

Year 10 Electronics focuses on the design and construction of electronic products. Students will learn to use Bluetooth technology to control RGB LEDs in a lighting project or design and create a set of Bluetooth amplifiers. They will utilize Tinkercad, an online platform, to design and simulate electronic circuits, ensuring proper functionality before building physical prototypes. Students will also develop skills in soldering, enabling them to construct functional electronic devices. Throughout the course, they will gain hands-on experience in electronics circuit building, simulation, and soldering techniques.

Digital Technology - Electronics continues through Year 11, 12, and 13, with Level 3 being a University-approved subject. This pathway provides students with a strong foundation in electronics and prepares them for further studies in related fields.

Apprenticeship opportunities are available from Year 12, allowing students to gain practical experience and apply their knowledge in real-world settings while continuing their education.

This course is for those students who enjoyed the Year 9 course and wish to develop their performance skills and understanding of theatre. This course remains performance-based, influenced by whakapapa and is a way to respond to and share in identity, culture and perspectives. It aims to strengthen manaakitanga, kotahitanga and key capabilities such as self-discipline, collaboration, confidence and communication skills through a creative process - to develop the art of storytelling through performance & theatre design. The course provides an excellent base for those wishing to continue with Drama through to senior level & possible tertiary study. They will explore improvisation, acting techniques, scripted text, theatre form, devising and stage craft.

Those students who plan to take NCEA Drama in the senior school should consider this option as it builds the foundations for this next level of study.

This course is for those students who enjoyed the Year 9 course and wish to develop their performance skills and understanding of theatre. The course aims to strengthen manaakitanga, kotahitanga and key capabilities such as self-discipline, collaboration, confidence and communication skills through a creative process - to develop the art of storytelling through performance & theatre design. The course provides an excellent base for those wishing to continue with Drama through to senior level & possible tertiary study. They will explore improvisation, acting techniques, scripted text, theatre form, devising and stage craft.

Those students who plan to take NCEA Drama in the senior school should consider this option as it helps to build the foundations for this level of study.

Food Science Technology (FTNH) is a six month course and is about the designing, making and presenting new food products to high hygiene  standards.  It also covers practical cooking skills, nutrition and food safety.

Topics for this course follow food trends and nutritional requirements for teenagers and are regularly updated dependent on student needs. 

Assignment and assessment design is modelled on NCEA Level 1. Students may have the opportunity to work towards level 1 credits in Hospitality.

Food Technology continues through Year 11, 12 and 13 and at Level 3 is a University approved subject.  Hospitality is an alternative pathway from Year 12. 

French Year 10 Course Description

Welcome to Year 10 French at Howick College! This course is designed to enhance your language skills and cultural understanding through engaging topics and activities.

Term 1: Start with introductions and revision of Year 9 material. You will describe yourself, your family, and friends, and discuss your likes and dislikes. Topics include daily routines, free time activities, clothing, and weather. The grammar focus includes verbs like ÊTRE, AVOIR, and HABITER, pronouns, and expressions of frequency. Cultural activities include making crêpes for La Chandeleur and exploring Easter traditions.

Term 2: The focus shifts to school life and your local environment. You will talk about school subjects, timetables, and break times, and describe your town or suburb. Grammar topics include present and past tense verbs, adjectives, and prepositions of place. Cultural comparisons will include school systems in France and New Zealand, and French fashion.

Term 3: This term covers shopping, eating habits, and fashion. You will learn to shop in French, order food in restaurants, and discuss clothing styles and uniforms. Grammar topics include the imperative, questions related to purchasing items, and verbs related to eating and liking. Cultural activities include a French breakfast for teachers and a fashion show.

Term 4: The final term focuses on future plans and travel. You will discuss future weekend plans, dream destinations, and past trips. Grammar revision will cover the near future (futur proche) and past tense with irregular verbs. Cultural activities include a pétanque tournament and planning a dream trip using Google Maps.

Throughout the year, regular vocabulary and grammar tests, along with portfolios and interaction assessments, will track your progress. Join us for a year of immersive learning and cultural exploration in the French-speaking world!

Choose this option if you wish to continue in the JiC Programme for next year.

This programme aims to engage and develop learners, leaders and change-makers who use knowledge meaningfully across the core subjects of English, Science, Mathematics, and Social Science. The four integrated courses include the same curriculum content, but are integrated across Community Action, Creative Design, Problem Solving, and Future Studies.  Alongside learning the core subjects, students in the innovation stream will also develop the following six capabilities of deep learning:  

• Self management - Build resilience, empathy, confidence and initiative
• Global Leadership - Be a global citizen, demonstrating understanding of diverse viewpoints  and ways of thinking
• Communication - Apply speaking, listening, writing and reading skills in a variety of contexts
• Collaboration - Work in teams to learn with and from others
• Creativity - Develop abilities to create, design and innovate
• Critical Thinking - Develop abilities to seek and solve problems, and model situations that require critical and analytical thinking

This course builds on the basic language introduced in Year 9.  The core learning at Year 10 extends the use of Te Reo Māori through the following broad themes:  Family, Home, School, Personal Wellbeing and the Wider Community.  Te Reo Māori will be developed through listening, speaking, reading and writing in Māori and the understanding of culture will be further enhanced through field trips to Marae and other cultural festivals.

Students who demonstrate fluency will be offered Level One Māori.

YEAR 10 Mathematics - Advanced

Media Studies is a subject that encourages students to engage critically with the world of media. This half-year course is designed to encourage students to become more critical about the media that they engage with each and every day and to give students a taste of what is to come in senior Media Studies. There are two components to the course: a genre study (genre to be determined by class vote), where students will learn about the role media genres play in both society and the media industry and an advertising unit which focuses on the issues and effects of advertising in the media. Assessments for this course will be a combination of film production and written work.

This course is suited for learners who are excited about asking questions and thinking critically and/or have an interest in careers in media production, marketing, journalism and any other job based around analysis and production.

Many young people are not equipped with the necessary skills about money when they go into the “real world”. This course aims to develop skills in basic money matters to prevent them from being financially disadvantaged. We will cover the following topics: payslips, different documents used by retailers, budgeting, banking, credit, savings, credit cards, changing spending habits, setting financial goals, insurance etc.

This course provides an excellent foundation for Year 11 Commerce (Combination of Accounting, Business studies and Economics)

Many young people are not equipped with the necessary skills about money when they go into the “real world”. This course aims to develop skills in basic money matters to prevent them from being financially disadvantaged. We will cover the following topics: payslips, different documents used by retailers, budgeting, banking, credit, savings, credit cards, changing spending habits, setting financial goals, insurance etc. This half year course will cover half of the topics mentioned.

This course provides an excellent foundation for Year 11 Commerce ( Combination of Accounting, Business studies and Accounting).

This course is designed for students who are serious about becoming proficient musicians and developing their music reading and performing skills in preparation for music at Music at NCEA Level 1. Students who wish to participate in this course should already be having regular music lessons on their chosen musical instrument since at least the beginning of Year 9. Students who participate in this course must take regular lessons in their chosen instrument for the duration of the year.

This course develops students’ skills in music performance, composition, aural, music knowledge, music reading and theory.

This course provides an introduction to Outdoor Education. It will appeal to students who have a genuine interest in activities such as planning for an overnight tramp, survival in a bush setting as well as being prepared to challenge their own level of comfort. It provides a taster course for students who may be thinking about moving into Senior OED. The course is a mix of both practical and theory sessions but does not involve traditional PE lessons. The teaching and learning focuses on an outdoor context. 

The course costs cover all activities associated with the 10 OED course. This includes; snorkeling at Goat Island, an overnight tramping expedition in the Hunua Ranges, an optional high ropes camp at Waharau (extra cost) and high ropes at Tree Adventures. Students also participate in a short day walk along the Mangemangeroa Track identifying native plants. 

Students who wish to participate in the Duke of Edinburgh Bronze award do so externally.  The course has been designed to provide enough opportunities to gain this qualification.

In this course, students learn how to design and manufacture products by working with various materials, components, tools and equipment. They learn about technological development and the design principles involved in traditional and modern manufacturing industry. They acquire skills in the application of a variety of techniques and processes using traditional workshop tools as well as working with CAD, 3D printing, and Laser Cutting which involves the use of wood, metal and plastics. They record their progress in a folio of design and development work and are assessed on the knowledge of technological products and functional modelling of their prototypes.

This core subject program comprises Year 10 English or ENL/ENS, Maths, Science, Social Studies, Health and PE

Spanish Year 10 Course Description

Welcome to the Year 10 Spanish course at Howick College! This engaging and comprehensive program is designed to build on the foundational skills acquired in Year 9, offering students a deeper understanding of the Spanish language and Hispanic cultures.

Term 1: Students will revise Year 9 content, focusing on in-class communication and politeness. They will learn to describe themselves, their family, and friends, and discuss their free time activities, clothing, and weather. The term includes cultural explorations of Semana Santa, Las Fallas, and Carnaval.

Term 2: The focus shifts to school life and the local environment. Students will talk about their school subjects, schedules, and break times, as well as describe their town or suburb. They will also compare New Zealand and Spanish school systems.

Term 3: Students will discuss travel arrangements, eating habits, and future plans. They will learn to follow itineraries, order food in a restaurant, and make holiday plans. Cultural activities include exploring Spanish and Latin American cuisine and geography.

Term 4: The final term emphasizes past holidays and dream destinations. Students will discuss past activities, make holiday plans, and understand the significance of various Spanish art forms, comparing them to Māori art.

Throughout the year, grammar topics such as verbs, adjectives, prepositions, and tenses are integrated into lessons. Regular vocabulary and grammar tests, along with skills-based assessments in reading, writing, listening, and speaking, ensure students' progress.

Join us for an exciting journey into the Spanish-speaking world, enhancing your language skills and cultural knowledge!

In this full year course students will use textile materials in creative and innovative ways to develop not only their own original designs but solutions to authentic problems.

Students will build on their learning acquired from 9TXD and 9CRT courses. For some students, 10TXD will be the start of their Textiles and Design learning journey. This course is designed to meet students where they’re at and prepare them for the challenge of NCEA achievement standards in 11TXD.

Similar to year 9 but exploring in more depth, different projects over a longer period of time, students follow a design process to guide their creative thinking in the development of a textile outcome. Students will use freehand and digital sketching to visually communicate their design ideas. They will experiment with a wider variety of textile materials and techniques to select the most suitable to achieve their desired outcomes. Students will further develop the skills and confidence to select and safely use appropriate machines and equipment to develop outcomes.

Textile materials are utilised in almost every industry, from high fashion catwalks to sailing the high seas, war zones to operating theatres. Textiles not only clothe and protect, they communicate and celebrate identities, enhance the performance and functionality of people, products and spaces. More importantly, textile materials enable life saving products to function. The practical skills and process of designing and constructing textile outcomes remains the same regardless of the outcome's end use, so whether it’s a ball dress, backpack or a bullet proof vest, students will gain an introduction to the foundational knowledge, skills and understanding required to develop textile outcomes.  

Learning in this course extends beyond the boundaries of a single subject. By drawing on the skills and knowledge acquired from various disciplines, students will be able to apply their learning in project-based assignments. Through this interdisciplinary approach, they will not only deepen their understanding of technology but also enhance their proficiency in core subjects such as maths, English, and science.

In this half year course students will use textile materials in creative and innovative ways to develop not only their own original designs but solutions to authentic problems.

Students will build on their learning acquired from 9TXD and 9CRT courses. For some students, 10TXDH will be the start of their Textiles and Design learning journey. This course is designed to meet students where they’re at and prepare them for the challenge of NCEA achievement standards in 11TXD.

Similar to year 9 but exploring in more depth, different projects over a longer period of time, students follow a design process to guide their creative thinking in the development of a textile outcome. Students will use freehand and digital sketching to visually communicate their design ideas. They will experiment with a wider variety of textile materials and techniques to select the most suitable to achieve their desired outcomes. Students will further develop the skills and confidence to select and safely use appropriate machines and equipment to develop outcomes.

Textile materials are utilised in almost every industry, from high fashion catwalks to sailing the high seas, war zones to operating theatres. Textiles not only clothe and protect, they communicate and celebrate identities, enhance the performance and functionality of people, products and spaces. More importantly, textile materials enable life saving products to function. The practical skills and process of designing and constructing textile outcomes remains the same regardless of the outcome's end use, so whether it’s a ball dress, backpack or a bullet proof vest, students will gain an introduction to the foundational knowledge, skills and understanding required to develop textile outcomes.  

Learning in this course extends beyond the boundaries of a single subject. By drawing on the skills and knowledge acquired from various disciplines, students will be able to apply their learning in project-based assignments. Through this interdisciplinary approach, they will not only deepen their understanding of technology but also enhance their proficiency in core subjects such as maths, English, and science.

*10TXDH covers the same learning content as 10TXD but less projects and opportunities to refine skills and knowledge due to half the timeframe. 

11ARD [Art Digital] is designed to introduce and build students’ skills by establishing links between mixed media art, digital design and photography. Key visual literacy skills are sparked through experimentation, research, self discovery and cultural exploration, understanding and investigation through mixing art, design and photography. With the exciting prospect of applying design and photography in solving a problem, students have a variety of creative options to articulate their ideas informed by established practice.  

Students undertaking Achievement Standard AS90916 (1.4) Produce a body of work informed by established practice, which develops ideas, using a range of media will be expected to commit a certain amount of time outside of class time as this standard requires them to undertake a large ongoing body of work. Visual Art spaces will be available to work in after school, with frequent feedback available during this time.

Course Website

Year 11 Art Practical [11ARP] builds on the skills learned in junior art and focuses on developing ideas in 2D media of drawing, painting, printmaking, and mixed media. The course recognizes,  values and contributes to the unique bicultural and multicultural character of Aotearoa. It integrates a wide range of problem-solving skills through looking at the context of established practice and sustained creativity into the future.  Students will generate ideas that are influenced by a range of artists from modern and contemporary NZ artists and those from around the world. This course covers practical and thinking skills required for Year 12 and 13 senior art subjects and  is a good foundation for the NCEA Level 2  courses in Painting, Design and Photography. 

Students undertaking Achievement Standard AS90916 (1.4) Produce a body of work informed by established practice, which develops ideas, using a range of media will be expected to commit a certain amount of time outside of class time as this standard requires them to undertake a large ongoing body of work. Visual Art spaces will be available to work in after school, with frequent feedback available during this time.

Course Website

Y11BCP is a hands-on qualification. It is an innovative, practical and multi-disciplinary programme for students, providing them with the skills and knowledge to choose a career into any construction industry

This course covers : The programme is primarily workshop based. Rather than focusing on any one trade the programme builds skills and an understanding of all trades in the construction industry. It also develops literacy, numeracy and communication skills. Students who participate in this programme can go on to consider apprenticeships in a variety of trades such as: building, construction, plumbing , drain laying, roofing, gas fitting, painting and decorating, flooring and joinery.

Year 11 Chinese provides students with many opportunities to interact with texts from written, spoken, and visual sources. Also, the course allows them multiple practices in creating written, spoken, and visual texts that meet the language standards of Curriculum Level 6. This approach also emphasizes developing students' intercultural skills, understanding the link between language, culture, and identity, and learning strategies to help them acquire new languages.

The key topics studied at this year level are: family, celebrations, holidays, showing respect and care and learning from each other.

Due to the cumulative nature of language learning, internal assessment for this course is likely to take place in the second part of the year. Learning covered throughout the course supports development of skills and knowledge towards all four Achievement Standards for Year 11 Chinese.

Level One Classical Studies is the holistic study of the ancient Greek civilisation. It covers philosophy, art, society, politics, drama, literature and history. Level One Classical Studies focuses on introducing the ancient world to students and developing the transferable skills necessary to study the ancient world at further levels.  

Our focus in Year 11 is mythology. We study the links between Greek and Māori creation myths, the depiction of mythology on Greek vases and Sophocles’ Antigone.

This is an academic subject in which the development of research, analysis of primary evidence and processing of this information is demanded to achieve. This course provides opportunity to achieve 20 NCEA Level One credits, with two internally assessed and two externally assessed standards.

Commerce is the use and exploration of accounting, economic, and business concepts and models to make sense of society and solve problems. In this subject, ākonga will build the knowledge, skills, and values they need to navigate, and participate in the economic world. They will learn how participants in the economic world make decisions, and they will analyse how these decisions impact sustainability.

Ākonga will learn that decision-making is necessitated by scarcity and that decisions are informed by a variety of cultural perspectives and lenses. Learning and assessment will examine Māori, Pacific, and different approaches to commerce, and business models from whānau and organisation contexts.

NCEA Level One Dance is amde up of three strands - Choreography, Performance and Theory. Students will learn and perform multiple dances and styles of dance, as well as build their choreography and group work skills. Students will also need to show a clear theoretical understanding of the elements of dance and dance performance practices. Participating in our yearly Dance Showcase is compulsory. A commitment to attendance is important for Level 1 dance 

Year 11 Design and Visual Communication explores a variety of communication techniques in relation to an Architectural and Product Design brief. Students will develop an understanding of freehand drawing, rendering, and computer-aided design techniques, to explore creative outcomes.

Students will create conceptual design in response to a given brief, exploring aesthetic and functional characteristics of a design heritage. Building up an understanding of a variety of key attributes within product design and spatial design briefs are key for the progression towards level 2 and level 3 Design and Visual Communication.

In this comprehensive course, students will explore three key strands within the digital technologies domain: Programming, Computer Science, and Digital Media. As they progress to Years 12 and 13, students will have the opportunity to select Achievement Standard-based courses that align with their interests and aspirations, focusing on either the Digital Media strand or the Computer Science/Programming strand. This flexibility allows students to tailor their learning experience to their specific goals and passions within the digital technologies field.

In this full-year course, students explore the captivating world of autonomous robots, programming, and electronic circuit design and construction. The course begins with a foundational project where students design and build a fish bait cooling system (6 credits), applying their knowledge of electronic components, circuit design, and simulation using Tinkercad. As the course progresses, students transition to the exciting realm of robotics (6 credits), learning about mechanical design, sensor integration, and programming. The highlight of the year is a thrilling robotics competition where students' robots are put to the test against other robots.

Throughout the course, students gain hands-on experience in soldering, circuit board assembly, and using Tinkercad to design, simulate, and test electronic circuits. The course has a reasonably heavy workload that combines written assignments and practical projects, ensuring a comprehensive understanding of electronics, programming, and robotics. Students will also undertake two external assessments worth a total of 8 credits. By the end of the course, students will have gained valuable skills and knowledge, preparing them for further studies or careers in electronics, robotics, and related fields.

NCEA Level One Drama is a performance-based course that is influenced by whakapapa and is a way to respond to and share in identity, culture and perspectives. Students will explore the function of Theatre Aotearoa through Manaakitanga in a performance. The course places an emphasis on practical skills and active participation in a range of drama experiences to build kotahitanga. Students will extend their confidence through performance-based opportunities, including public performances. A high level of personal commitment is needed from the students, strengthening key capabilities such as self-discipline, collaboration, confidence and communication skills through a creative process - to develop the art of storytelling through performance to an audience and in their own reflections of live performance and the wairua it creates.

The NCEA Level One Course is a prerequisite for Level Two Drama.

NB:  All internal assessments are conducted in a group context, although the final performance, e.g., DRAM1.1, will be an individually based assessment. Prolonged absence from class will result in non-completion of standards.

All work set must be completed by the deadlines given. The course is extremely disciplined time wise for practical and theoretical work. All Level 1 Drama standards currently count towards Level 1 Literacy. Students will be required to attend after school rehearsals in the lead up to some of their internal standards. Information on this will be provided at the start of the academic year. The course also allows students to use their school-based devices as part of the digital learning environment.

Students, have the opportunity, to achieve 15-20 Level 1 credits through a combination of internal and external learning opportunities. 

Please note: For each Achievement Standard supportive evidence is an NCEA requirement. This will be through a range of means e.g., kōrero, video, audio, pictorial, power point and other. Rehearsals will be undertaken during class time and some after school practices will be required, especially in preparation for their devising & scripted work.

In addition: Students will have the opportunity to see live performances at a range of local venues to enhance their appreciation of theatre & use towards an external where they are required to Respond to a Drama Performance. 

Some standards offered on this course will remain optional and discussed at the start of the year (to best meet the invidulas needs)

This course is designed to support the needs of English language learners (ELLs) in gaining the Literacy Co-requisite as well as in developing their general communicative English skills in speaking, reading and writing. This course uses a selection of English Achievement Standards to help meet students’ different needs in literacy. The standards may change according to individual needs.

This is an academic programme requiring student driven independent management and report writing at NCEA level 1.  Confidence in writing and English is essential. 

The 11FST builds on students prior learning from the 10 Food Technology courses. Ensuring students have the opportunity to develop their thinking, design and practical skills. Students generate an outcome for a person, whānau or community within the contexts of the themes ‘Manaakitanga’ and 'Celebrations'.

Projects develop skills and knowledge of; design thinking, ingredient exploration, trialling and testing food techniques and processes, recipe development and adaptation, outcome development, food presentation skills and evaluation.

Students will develop capability in academic writing, food creativity, self management and critical thinking. 

Students consume all food from their practical classes. 

Senior classes are limited to 24 students and entry into the class is with HOD approval only.  

French Year 11 Course Description

Welcome to Year 11 French at Howick College! This course aims to build on your foundational knowledge, enhancing your language skills and cultural understanding through a variety of engaging topics and activities.

Term 1: Begin with introductions and a review of key concepts from Year 10. You will write journals about your holidays, discuss daily routines, social life, and free time activities. Topics include technology and social media, where you will compare different technologies and express opinions. Grammar focuses on regular and irregular verbs, near future, present perfect, reflexive verbs, comparatives, and superlatives. Cultural insights include exploring young people's social lives in Francophone countries.

Term 2: The focus shifts to healthy living and relationships. You will discuss dietary habits, give advice on healthy eating, and explore various types of diets. The term also covers childhood memories, school experiences, and health-related conversations. Grammar topics include the imperfect tense, adverbs of quantity, and indirect object pronouns. Cultural comparisons will include French and New Zealand dietary habits, as well as Māori eating practices.

Term 3: This term covers holidays, tourism, and festivals. You will learn to discuss past holidays, plan trips, and handle travel-related issues. The term includes a look at international festivals and traditions. Grammar topics include the conditional tense, combining sentences, emphatic pronouns, and the passive voice. Cultural topics will cover leisure activities and transportation in Francophone countries.

Term 4: The final term focuses on future aspirations, including discussing jobs, further studies, and future plans. Grammar revision will cover modal verbs, future tenses, and the imperfect tense. Cultural insights will include the French university system and the Erasmus programme.

Throughout the year, regular vocabulary and grammar tests, along with portfolios and interaction assessments, will track your progress. Join us for a year of advanced learning and cultural exploration in the French-speaking world!

The study of Geography is exciting, challenging and relevant to today’s world. Geographers study the natural processes of the physical environment, as well as the activities and consequences of humans in this environment.

Students who choose 11 GEO will develop a wide understanding of what is on, above and below the earth’s surface. Geography is all about trying to make sense of the connections in a complex real-world – both natural and cultural. It is hands-on, relevant and can be a lot of fun. 

It is a very useful subject to study as it complements many different subjects and career choices (sciences and non-sciences). Of course, students can also later specialise in Geography itself and its various branches.

The Year 11 course covers the following:

• Understand the distribution of features i.e. volcanoes, tropical cyclones and their impacts on people and place.
• Investigate connections between people and places by collecting and interpreting data.
• Investigate and understand how natural processes operate within the environment & look at how people respond to the effects of these processes. 
• Understand geographic challenges in Aotearoa/New Zealand and the Pacific by looking at how people's viewpoints and perspectives inform decision-making.
• Research skills - students can work as a group and independently using an inquiry process to carry out geographic research.
• Introduction to Geographic Information Skills - computer-based mapping used widely by retail, businesses and governments around the world.
• Resource interpretation and mapping skills.

The aim of this course is to provide students with a broad understanding of the foundations of well-being. It builds upon work covered in the junior school covering units on improving well-being, sexuality, drug issues and food choices. This course is ideally suited to students who have an interest in personal well-being and the well-being of the wider community, leading to employment in social work, nursing, education, as well as the medical field. 

The course offers 20 credits via a range of assessment standards which are a mix of both internally and externally assessed standards. 

This course offers students the opportunity to:

• Develop further knowledge and skills to explain how hauora/well-being is impacted.
• Develop an understanding of factors that influence decision making.
• Understand factors which can impact on the health of individuals and New Zealand society, e.g. drugs, mental health issues, sexuality, and food & nutrition.
• Develop a toolbox of strategies that can be used in a range of health-related situations.

There is a $11.50 to cover the cost for a guest speaker.

This course examines how historians approach the study of the past. We analyse how and why change has occurred in human societies over time. An appreciation of the past allows a more thorough understanding of the present. History teaches analytical skills applicable to various occupations, and research and communication skills are transferable to most jobs. This pathway provides students with knowledge and skills relevant to different occupations, including law, journalism, media, politics, human resources, research, teaching, medicine, management, and many other careers.

Year 11 History will focus on the theme of Mana, Whakapapa, and Tūrangawaewae, exploring the following topics in Aotearoa New Zealand's History:

• The 1975 Māori Land March, Bastion Point Occupation (1977-1978). 
• Significant historical figures include Hone Heke, Whina Cooper, and Joe Hawke. 
• Perspectives of the 1981 Springbok Tour. We will look at international events in South Africa in the 1960s-1970s that influenced the anti-tour movement in Aotearoa New Zealand and globally. 

Programmes in Hospitality include understanding and using safe and reliable processes for preparing and presenting food. Students participate in a range of food related practical activities designed to develop skills and foster health-enhancing attitudes to food. This course covers basic knowledge of nutrition, food safety, preparation of fruit, vegetables and meat in the hospitality industry.  

This course is  hands on and practical cookery is a large component of the course.

Year 11  Hospitality is a foundation course for further studies at Years 12 and 13 in Hospitality.

This is a Unit Standards course.

Students consume all food from their practical classes. 

Senior classes are limited to 24 students and entry into the class is on a first come first served basis. Students will be at the discretion of the HOD based on previous achievement in Food Technology if this was an option taken previously. 

There are 3 classes at this year level. 

The Year 11 course is the third year of an integrated course leading to NCEA Level 1 in Te Reo Māori. It is worth 30 credits towards Level 1 (18 internally assessed and 12 externally examined).

The oral component emphasises the ability to communicate effectively in modern Māori and is worth 6 credits. The remainder of the course develops listening, reading and writing skills. The cultural side is taught as part of the language study but is not separately assessed.

Te Reo Rangatira standards will be offered to students who demonstrate fluency in Te Reo Maori.

11MATE (Mathematics with External) is a mathematics course designed for students to work towards future Statistics/ Calculus courses.

This course includes two internal achievement standards (5 credits each) and two external achievement standards (5 credits each),  Thus, total credits offered for the course is 20.

11MATI is a dynamic mathematics course designed to enhance students' numeracy skills and deepen their mathematical understanding. This course focuses on core numeracy strategies and incorporating ONLY INTERNAL achievement standards. Students opting for this will have to continue with 12MATI as their pathway for future Maths. Students will also be focusing on their Numeracy corequisites during this year.

Being an only internal course it DOES NOT offer an opportunity for a course endorsement. 

By successfully completing 11MATI, students will strengthen their numeracy abilities, deepen their mathematical proficiency, and fulfill the numeracy co-requisite requirement. 

This advanced Year 11 - Statistics advanced course is designed for students with a strong interest in Statistics and a desire to pursue it further in senior school and beyond.

The course focuses exclusively on Statistics-based NCEA Level Achievement Standards, providing students with a solid foundation in data handling, interpretation, and statistical reasoning. It will include 10 credits at Level 1 and few credits from Level 2 achievement standards.

Students will explore real-world contexts through investigations, data analysis, and probability, developing skills in critical thinking and informed decision-making. This course is ideal for students aiming to take Statistics at NCEA Levels 2 and 3, and it will also support those preparing for Scholarship Statistics in the future.

A strong background in Statistics opens doors to a wide range of future pathways, including careers in health sciences, psychology, economics, business, data science, marketing, and social research. This course ensures students are well-prepared for these opportunities by equipping them with essential analytical and problem-solving skills.

Media Studies is a subject that encourages students to engage critically with the world of media that they are surrounded by. Students will analyse the commercialisation of mass media, looking at it in two contexts: the sitcom genre and its relationship with audiences and how it's designed to maximize profit for TV and news coverage, and what goes on behind the scenes with our news from live event to mediated story.\ This course is suited for learners who are excited about asking questions and thinking critically and/or have an interest in careers in media production, marketing, journalism and any other job based around analysis and production.

This subject is academic and requires students to write their analysis in essay format.  There is a large practical component to the course but a level of literacy is needed as students have assignments will they will need to write coherently and perceptively to form an argument and express their ideas.

Year 11 Music is designed to cater for musicians of all styles and aims to broaden musical experience, develop a deeper understanding and appreciation of music and discover musical potential. It is an ideal course for students wishing to head for further study or employment in music, or for students who show a general interest in music making for recreation and enjoyment.

Students need to be involved in instrumental or voice lessons either privately or at school and will be given priority for lessons in the Itinerant Music Scheme this year. Students are also encouraged to participate in co-curricular music at school. Year 11 Music offers a wide variety of practical music making experiences.

This course is made up of both theory and practical elements. It is a full time course (one year) and is aimed at students who enjoy the challenges provided by a range of Outdoor and Physical Education activities and who may wish to go on to study these areas further at Level Two. 

The course compliments the Duke of Edinburgh's Hillary Silver Award and is structured around a combination of NCEA Level 1 Physical Education standards with an outdoor context. Students are provided with opportunities to demonstrate their abilities in a range of Outdoor and Physical Education activities. Please note this award is run externally by students who are motivated to independently work alongside the 11 OED course.  

It is likely that there will be a maximum of only two classes next year so genuinely interested students need to make their choices as early as possible to avoid disappointment . It involves an overnight tramp to the Pinnacles, an optional multi day tramp, rock climbing sessions at Extreme Edge, mountain biking at Totara Park and an optional introductory surfing trip to Te Arai Beach.

The aim of this course is to give students a broad foundation of knowledge in multiple topics relating to Physical Education through theory and practical lessons. These topics include, factors affecting participation in physical activity, practical performance, functional anatomy, biomechanics, exercise physiology, and an introduction to coaching. 

This course will be an advantage to those students who intend to go onto study the Level Two NCEA courses in either Physical Education or Outdoor Education, and those who wish to follow the University Entrance pathway.

This is a full time yearlong course of four periods a week. The students will undertake study in NZQA approved Achievement Standards. 

In Year 11 Practical Design Technology, students learn how to design and manufacture products by working with various resistant materials (wood, metal, plastics), components, tools and equipment. A large focus of this course is the design and technological development of a product using design principles from both traditional and modern manufacturing industry. Students learn about social, environmental and technical acceptance of products while undertaking technological practice.  Through on-going research, testing, trialing and evaluation,  working with a range of processes in a range of mediums students apply their technological knowledge to achieve a high quality functional technological product. 

Assessments in this course are based on a collection of portfolio work. Y11 PDT Course is the recommended entry into Y12 PDT and at L3 is a University approved subject.

Course costs are $180. This will cover the cost of most materials and consumables. Some specialised items may need to be brought in. Please be aware, these are course costs, not donations, as the students directly benefit from the materials and take home the final products they create. All projects will be taken home with students.

Standards are set out in the table below:

AS92013 Version 4

1.4

Transform, manipulate, or combine different materials in the development of a Materials and Processing outcome.

1

6

Credits

AS92012 Version 4

1.20

Develop a Materials and Processing Technology outcome for an authentic context.

1

6

Credits

AS92014 Version 4

1.25

Apply sustainable practices to a Materials and processing Technology design

1

4

Credits

AS92015

1.25

Select and test materials and techniques for a feasible Materials Processing Technology outcome.

1

4

Credits

Science-Double is the option you may select to take alongside core science 11SCI in 2025. This means you can choose to take just 11SCI or both 11SCI and 11SCD. The two courses will give you a total of eight hours of science with two different teachers. This course is not harder, but is ideally suited to merit students due to the pace of the teaching.

Science-Double prepares you for 12 Biology, 12 Chemistry or 12 Physics courses. If you only do 11SCI Science-core then this also is a suitable pre-requisite for Year 12 courses. 

Students who choose 11SCD are confident that they are going to continue in Sciences in Year 12. Spaces are limited and students will be allowed entry based on Year 10 grades and recommendation from their Year 10 teacher. Not all applicants can get in.

Note: some students coming out of Year 10 may be eligible to "jump" Year 11, and instead opt into one or two Year 12 Science course. Students should contact the HoLA Science before making their choices.

Sociology is a senior subject that uses knowledge and skills from many different academic areas to help us understand how society works and what happens when it doesn’t work so well. The focus of the Year 11 course is on change in society, its consequences, and its effects on individuals. Sociology is a UE subject. 

This pathway provides students with knowledge and skills that are relevant for a wide range of occupations such as human resources, social research, social policy formation, law, social work, nursing, primary, secondary and tertiary teaching, medicine, police and social welfare, personnel management, resource management, journalism, town planning, architecture and more. 

This course addresses the Level 6 achievement objectives of the Social Studies curriculum. Sociology offers 20 NCEA Level 1 Social Studies credits. We focus on these NCEA Social Studies achievement standards: 

1.1 Demonstrate understanding of findings of a Social Studies inquiry: Carry out an in-depth research investigation about a social action promoting social justice and human rights. We will look at the fashion industry as our broader topic, and students will choose a smaller focus area to investigate. 

1.2 Describe a social action undertaken to support or challenge a system: Track your own involvement in an action to improve social justice and human rights. We look at the issue of fast fashion worldwide and in Aotearoa New Zealand, and students work as a class to plan a collective action. 

1.3 Demonstrate understanding of decisions made in relation to a contemporary social issue: This is a resource based exam where the topic is chosen by NZQA and not known till the students complete the exam. 

1.4 Demonstrate understanding of perspectives on a contemporary social issue: Students will analyse the recent kōrero in Aotearoa New Zealand about the youth vote in our general elections, and whether or not the age should be lowered to 16. Students will learn about the history of voting, in particular how we have rights and responsibilities to participate in our democracy. 

Year 11 Spanish Course Description

Welcome to Year 11 Spanish at Howick College! This course aims to enhance your foundational knowledge of Spanish, focusing on developing your communication skills, cultural awareness, and grammatical proficiency.

Course Content:

- Term 1: Begin with an introduction and units on self-presentation, daily routines, and social interactions. You'll learn to describe your daily activities, friendships, and weekend plans. Grammar focus includes regular verbs, SER and ESTAR, present and preterite tenses, and reflexive verbs.

  - Term 2: Focus on food, eating habits, and cultural traditions. You’ll discuss your likes and dislikes, order food, and talk about healthy eating and fitness. Grammar lessons will cover verbs like GUSTAR and PREFERIR, quantifiers, negatives, and the use of the preterite and imperfect tenses.

- Term 3: Explore holidays, festivals, and regional traditions. You'll talk about holiday destinations, make travel plans, and describe festivals. Grammar topics include the conditional tense, combining sentences, and emphatic pronouns.

- Term 4: The final term is dedicated to exam preparation, focusing on describing jobs, future studies, and future plans. You'll practice listening and reading comprehension techniques. Grammar includes modal verbs and future tense.

Assessments:

Throughout the year, you'll complete regular vocabulary and grammar tests, as well as major assessments. These assessments will help you apply your learning in practical contexts.

Join us for an exciting journey through the Spanish language and culture, where you will enhance your skills and gain a deeper appreciation of the Spanish-speaking world.

The aim of this course is to give students a broad foundation of knowledge in the areas of Physical Education and Health Promotion through theory and practical based learning. 

This course will be an advantage to those students who intend to go onto study the Level Two SES course and those who wish to follow the MIT pathway and/or prepare for the workforce in a PE/Sport context.

This is a full time yearlong course of four periods a week. The students will undertake study in unit and achievement standards chosen from the NZQA recommended lists. This course will be run at a comfortable pace for each student to maximise learning and ensure achievement.

In this level 1 NCEA course students use textile materials in creative and innovative ways to engineer solutions to authentic problems. Students will identify an authentic need or opportunity for a real life end-user or stakeholder. Following the Design Thinking process, students will use freehand and digital sketching to visually communicate their design ideas to their end-user/s. They will experiment with and explore what they can do with a range of materials, testing to discover their properties and applications, they will trial a range of construction techniques to select the most appropriate for their outcome. Students will develop the skills and confidence to safely and skilfully use domestic and industrial machines to construct fit for purpose outcomes that address the needs of their end-users. Students will upcycle waste materials in the design and development of an outcome, using sustainable practices to minimise the impact of their process and outcome on the environment.

Textile materials are utilised in almost every industry, from high fashion catwalks to sailing the high seas, war zones to operating theatres. Textiles not only clothe and protect, they communicate and celebrate identities, enhance the performance and functionality of people, products and spaces. More importantly, textile materials enable life saving products to function. The practical skills and process of designing and constructing textile outcomes remains the same regardless of the outcome's end use, so whether it’s a ball dress, backpack or a bullet proof vest, students will gain an introduction to the foundational knowledge, skills and understanding required to develop textile outcomes.  

Learning in this course extends beyond the boundaries of a single subject. By drawing on the skills and knowledge acquired from various disciplines, students will be able to apply their learning in authentic project-based assignments. Through this interdisciplinary approach, they will not only deepen their understanding of technology but also enhance their proficiency in core subjects such as maths, English, and science. By participating in this course, students will develop capabilities in creativity, problem solving, critical thinking, communication and collaboration. 

Please note: Achievement standards assessed in 11TXD, 11PDT, 11FST, 11DTE are the same. Students are advised against taking more than one of these courses.

Year 12 Accounting gives students the tools to make real life financial decisions in a constantly changing and uncertain world.  Accounting is the process of preparing and communicating financial information to a wide range of users.  Accounting enhances financial literacy.  Accounting helps individuals and organisations to be accountable to stakeholders for their actions.

The course focuses on accounting systems and financial statements which builds on the Year 11 course by going into much more depth.  The processing component is done using the accounting package Xero which is widely used by businesses in New Zealand.

A school background in Accounting is useful if you wish to enter the world of commerce, business management, banking, tourism, marketing, insurance, information technology, resource management, finance, consultancy, advisory and self employment.

Year 12 Art Practical builds on the practical and thinking skills learned in Year 11 Art Practical.  It has a primary focus of developing ideas within a body of artwork and students will learn practical skills appropriate to individual paths of study. Students will start by modelling work off established artists and will then be expected to build on that developing their own ideas.  Whilst this course is focused mainly on painting, it may include introductory work in other media areas

This course is a prerequisite for Year 13 Painting.

All students taking this course will undertake a large portfolio (Achievement Standard 2.4 - Painting) that requires a substantial commitment.  Students will be expected to commit a reasonable amount of out of class time to complete this. Visual Arts spaces will be available to work in after school most days, and feedback will be available during some of this times in addition to class time. 

Course Website

This course covers:

• The structure, function and processes of cells
• Analysis of the biological validity of information presented to the public
• Concepts and processes relating to genetic diversity
• Exploration of the diversity of animal adaptations to their environments

This forms a sound basis for Year 13 Biology. Students who intend to do Year 13 Biology must take Year 12 Biology.  This course can lead on to many careers including medicine, health sciences, nursing, veterinary science, farming, food technology, physiotherapy, and many more.

This course covers basic knowledge of construction, cabinet making and furniture construction. Most important are standards which are applicable to industry such as applying mathematical processes and communication. Standards are all from the BCITO.

This course covers : The programme is primarily workshop based. Rather than focusing on any one trade the programme builds skills and an understanding of all trades in the construction industry. It also develops literacy, numeracy and communication skills. Students who participate in this programme can go on to consider apprenticeships in a variety of trades such as: building, construction, plumbing , drain laying, roofing, gas fitting, painting and decorating, flooring and joinery.

Course costs are $250. This will cover the cost of most materials and consumables. Some specialised items may need to be brought in. Please be aware, these are course costs, not donations, as the students directly benefit from the materials and take home the final products they create. All projects will be taken home with students.

Studying business enables students to appreciate the issues that challenge businesses and stakeholders.  In a rapidly changing world it is important that citizens are able to make informed and rational decisions about business matters.  Group work, work ethic and commitment are characteristics required by students.

Students doing this course will run a business in the community and all profits will be donated to a community organisation.

This course leads to a range of possible careers:

• Students often cater for school events and they can open their own business after school in Food Technology
• Performing Arts students regularly stage events that require marketing, budgeting and money handling
• Plumbers, electricians, mechanics etc. need business skills to run their own enterprises.

This course offers students a comprehensive study in the field of Chemistry. The practical component provides the opportunity to develop the essential skills of Chemistry and to gain greater understanding of the concepts by investigating phenomena. It involves calculations and symbols and requires high language skills.

This course is designed for students who have completed NCEA level 1
Chinese. Year 12 Chinese provides students with many opportunities to
interact with texts from written, spoken, and visual sources. Also,
the course allows them multiple practices in creating written, spoken,
and visual texts that meet the language standards of Curriculum Level
7. The aim is to enable students to listen to, speak, read and write
with increasing accuracy and fluency in Chinese in less familiar
contexts. Cultural aspects will continue to be an important part of
the course.

The key topics studied at this year level are: School Life in China
and New Zealand, Traveling in China, Teen Life in China vs. New
Zealand, Part-Time Jobs for Teens.

Due to the cumulative nature of language learning, internal assessment
for this course is likely to take place in term 2 and term 3. Learning
covered throughout the course supports development of skills and
knowledge towards all four Achievement Standards for Year 12 Chinese.

Level two Classical Studies is the holistic study of ancient Greece and Rome. The course closely examines history, mythology, literature, and domestic art. Special attention is given to the interaction between Greek and Roman culture through trade, art, myth and colonisation.  The focus of year 12 is an extended study of Homer’s Odyssey, and the history of Pompeii, with a particular emphasis on domestic art and architecture. Students also examine the eruption of Mount Vesuvius, reading first hand accounts of the natural disaster. By studying Homeric poetry, pre-Roman Italy, and classical mythology students will gain the foundational knowledge required for NCEA Level Three Classical studies. 

The course develops skills ranging from critical thinking, research, academic reading/writing, creativity and analysis of primary evidence. This course provides an opportunity to achieve 18 NCEA Level Two credits, with two internally assessed and two externally assessed standards.

Year 12 Computer Studies (12COM) is an introductory course designed to provide students with a solid foundation of knowledge and skills in Information Technology (IT). Throughout the course, students will gain hands-on experience in using and manipulating data across a variety of essential software applications, including spreadsheets, databases, and presentation tools. These skills are crucial for effectively managing and analyzing information in today's digital landscape.

The course focuses on teaching students how to use the main features and functions of spreadsheet and presentation applications for specific purposes, as well as creating, using and testing databases using database applications. Additionally, students will learn to identify and understand legal and ethical responsibilities when using digital tools, recognise security risks, and implement procedures for maintaining digital safety and security in various contexts.

12COM emphasizes the importance of safe and ethical practices when using technology, ensuring that students are well-prepared to navigate the digital world responsibly. The course also places a strong emphasis on developing problem-solving skills, which are highly sought after in the IT industry. 

This internally assessed course offers a total of 19 credits at NCEA Level 2. By the end of the course, students will have gained a comprehensive understanding of the fundamental concepts and practical applications in IT, setting them on a path towards further studies in Computer Studies or related fields, as well as preparing them for entry-level positions in the IT industry.

NCEA Level Two Dance continues to further develop choreography and performance skills and technique. Students are able to extend their knowledge of solo choreography and performance in ethnic and/or social forms, while continuing to broaden their knowledge of a variety of styles and genres. Participating in our yearly Dance Showcase is compulsory. A commitment to attendance is important for Level 2 dance 

Students in year 12 Design develop the skills learnt  in 11PDES 

12DES is designed to develop students’ functional visual literacy skills in preparing them for further education in visual design and digital application of mixed media art. We focus on visual literacy skills such as research, investigation, exploration, understanding and application of drawing conventions in designs to address a brief. Through building their design ideas through a body of work, students will develop their capabilities through generation, development and clarification of their ideas. Students are encouraged to experiment with mixed art form, including the option of submitting a moving image format of their work.

Students undertaking External Standard 2.4- Produce a systematic body of work that shows understanding of art making conventions and ideas within design will be expected to commit a certain amount of time outside of class hours as the standards require them to be undertaking a large ongoing body of work. Studio spaces will be available to work in during students' study hours and after school, with frequent feedback available during these times.

Course Website

Year 12 Design and Visual Communication explores a variety of specialist communication techniques in relation to either an Architectural or Product Design brief. Students will go through the process of writing their own brief, designing creative conceptual designs, gaining stakeholder feedback, and developing their design to a final design outcome. 

Students will build and extend their understanding of specialist design knowledge through a portfolio of work. Students can decide what medium they would like to present their work in, through either hand drawn skills or computer-aided design.

This academically rigorous course is designed for students who are eager to expand their expertise in digital media, specifically web design, and digital information, including databases. Throughout the course, students will have the opportunity to engage with industry-standard software applications such as Adobe Photoshop and InDesign, which are essential tools for creating visually compelling digital content.

In the digital information component of the course, students will dive deep into the world of databases, learning how to design, create, and manage complex data structures. 

Web design is another key focus of this course, with students learning the intricacies of HTML, the fundamental language of the World Wide Web. They will gain hands-on experience in creating interactive and responsive websites that adhere to modern design principles and user experience best practices.

It is important to note that students who wish to enroll in multiple Digital Technologies subjects, such as 12DGT and 12PRG, should be aware of the overlap in assessments between these courses. While students are not permitted to earn the same credits in both courses, an alternative assessment will be provided to ensure a comprehensive and well-rounded learning experience. This approach allows students to explore various facets of digital technologies without duplicating their efforts.

In this engaging course, students delve into the world of systems technology, learning how to interface, construct, and program sensors and actuators in an electronics environment using embedded technology such as Arduino. They apply programming techniques to work with embedded systems and test their products for reliability and functionality. Students also gain knowledge of printed circuit boards and use Tinkercad, an online platform, to design and simulate electronic circuits before building physical prototypes. Additionally, students are introduced to Raspberry Pi, which they use to set up local area networks (LAN) and develop an understanding of how networks behave and operate. The course has a reasonably heavy workload that combines written assignments and practical projects.

Assessments in this course are based on a collection of portfolio work, including photos and video evidence demonstrating the functionality of the electronics products created by the students. There are three portfolio assessments and one report write-up throughout the course. With a strong focus on programming and electronics hardware, students will gain valuable hands-on experience and develop a solid foundation in systems technology, preparing them for further studies or careers in electronics, embedded systems, and networking.

NCEA Level Two Drama Continues to place emphasis on practical skills & performance. Influenced by whakapapa and is a way to respond to and share in identity, culture, and perspectives through the art of storytelling, integrating them through the collaborative process.

The course requires an active participation in a range of drama disciplines, enabling students to extend their confidence, knowledge, and skills in performance with the opportunity to explore areas of interest in script writing, directing, theatre design & technology.  

Public performances will feature in the year and consequently demand a high level of personal commitment from the students that will continue to strengthen manaakitanga within the class. Building upon wairuatanga and whakawhanaungatanga; as we explore the relationship between performer and audience in our own work and that of others as we make connections between the world of the drama and our own. 

Students are encouraged to participate in a variety of drama disciplines and experiences, as this course aims to allow students to continue to appreciate and enjoy drama as an interest or as a prospect for further study.

The NCEA Level Two Course is a prerequisite for Level Three Drama.

The Level 2 Standards offered will vary, as the course is designed to meet the needs of the individual.

Please note: For each Achievement Standard supportive evidence is an NCEA requirement. This will be through a range of means e.g., kōrero, video, audio, and written. Rehearsals may be required outside normal school hours in preparation for production performances. Therefore, key capabilities such as self-discipline, collaboration and communication skills are integral to this highly creative course. 

In addition: Students will have the opportunity to see live performances at a range of local venues to enhance their appreciation of theatre & use towards an external where they are required to Discuss drama elements, techniques, conventions, and technologies within live performance.

Some of the standards outlined in this course are optional and will be discussed with the HOD at the start of the year to ensure the best pathway is offered to the individual.

This course covers the interpretation, research and analysis of topical issues in relation to current economic issues in New Zealand. The issues include inflation, economic growth, international trade and the role of the Government  in New Zealand's economy.

A variety of economist jobs working for banks, medical associations, petroleum companies, consumer credit companies and universities.  Specific jobs are Economic Affairs Officer, Financial Advisor, Business Analyst and Actuary.

The Year 12 English course will further develop student's analysis and critical thinking skills in English. Students will have opportunities to develop the ability to respond to a range of literature texts. The course builds on a student's ability to form opinions about texts and to work closely with the way in which language creates effects. Students will complete an in-depth study of at least one film and two forms of written text - this might be a novel, a poetry study, short stories or a play. Some classes may study more than one written genre. These studies will lead to the opportunity to enter at least two of the three written external examinations and classes will also be entered in at least three  internal Achievement Standard assessments.  

This course offers credits that contribute to the attaining of University Entrance literacy . The writing credits may be achieved through internal Achievement Standard 2.1 (a portfolio for 6 credits) but the reading credits are obtained through 1 internal Achievement Standard (AS 2.9 -  a portfolio worth 4 credits) PLUS one external standard (AS 2.1 - worth 4 credits). Students need to be ready to commit themselves fully to this course of study and set themselves goals that will see them reach success. 

 It is desired that students enter Year 12 English with an appreciation of literature - for ideas, characters, symbolism and language in all its forms.  An ability to work towards writing that is fluent and the ability to develop ideas will go a long way to achieving success.

The course offers 21 credits (13 credits from internal assessments, 8 credits from external exams).

All standards offered in this course are internally assessed so no subject endorsement can be gained. This course cannot be used towards an ‘approved subject’ for University Entrance. This English course is comprised of unit standards related to Communication Skills. Where possible and/or appropriate, selection of assessment topics will be co-constructed by student and teacher depending on students’ learning needs and career pathway. All topics in this course contribute towards NCEA Level 2.

12ENGI will focus on equipping students with the necessary English skills to achieve at Level 2.  This course offers 20 credits from Achievement Standards. This course does offer the University Entrance Reading and Writing credits. Students if they have questions should discuss this with their English teacher.

In total there are 16 internal Achievement Standard credits available as well as a further 4 credits from the Unfamiliar Text external standard.  

Note that while this is called an internal course there is ONE external standard.  

This course is designed to support English language learners (ELLs) who are starting to work towards gaining Level 2 literacy credits for University Entrance. The focus of the programme is on a guided and scaffolded development of academic reading and writing skills.

This course allows English language learners (ELLs) who have not yet achieved the Literacy Co-requisite to work to achieve this. It also provides extra support with writing, reading, speaking and listening to assist them with working towards University Entrance Literacy.

This is an academic subject that is UE approved.  Students should have level 1 Food Science and English at Merit or Excellence level.  

The aim of the Food Science Technology course is for students to develop their creative ability and scientific enquiry when working with food. This course  involves designing and experimenting with recipes and  developing food products according stakeholders needs and opportunities in an authentic context.

The 12FST builds on students prior learning from the Year 11 Food Technology courses. Ensuring students have the opportunity to develop their thinking, design and practical skills. 

Students will develop capability in academic writing, food creativity, self management and critical thinking.

Projects develop skills and knowledge of; design thinking, ingredient exploration, trialling and testing food techniques and processes, recipe development and adaptation, outcome development, food presentation skills and evaluation.

Students consume all food from their practical classes. 

Senior classes are limited to 24 students and entry into the class is with HOD approval only.  

There is 1 class at this year level. 

French Year 12 Course Description

Welcome to Year 12 French at Howick College! This course is designed to enhance your language skills and deepen your understanding of French culture through a range of engaging topics and activities.

Term 1: We start with an introduction and a revision of key concepts from Year 11. You will write a journal about your holidays and explore popular culture, fashion, and body image. Discussions will include the impact of fashion, feminism, and the power of consumerism. The grammar focus includes irregular verbs, possessive and demonstrative adjectives, and the introduction of the subjunctive mood. Cultural insights will be drawn from French fashion and sports attitudes.

Term 2: The focus shifts to healthy living and relationships. You will learn about healthy eating, fitness plans, and give advice on relationships and personal issues. Grammar topics include the future tense, hypothesis formation using "si," and direct and indirect pronouns. Cultural comparisons will include health habits, dietary differences, and dating customs in French-speaking countries.

Term 3: This term covers media, cinema, and future aspirations. You will discuss technology's impact, types of films, and music preferences. We will also explore the French education system and the baccalauréat. Grammar topics include relative pronouns, adverbs, negations, and the subjunctive mood. Cultural topics will cover leisure activities, online shopping, and the Erasmus programme.

Term 4: The final term focuses on travel and preparation for NCEA exams. You will learn about the Francophonie, eco-travel, and recounting trips. Grammar revision will cover the imperfect and perfect tenses. Cultural insights will include travel and transportation in France and other Francophone countries.

Throughout the year, regular vocabulary and grammar tests, along with portfolios and interaction assessments, will track your progress. Join us for a year of advanced learning and cultural exploration in the French-speaking world!

Geography is exciting, challenging and relevant to today’s world. Geography in Year 12 is about getting to know and having a deeper understanding of the world around you. This year we widen our focus to include the study of the Tongariro volcanic environment and Tanzania.   There is a 3 day field trip to the Tongariro Volcanic environment supporting the work for Achievement Standards 2.1 and 2.5.

 The big themes include geographical understanding of:

• A large natural environment. Tongariro area is a unique part of New Zealand popular with both local and international visitors. You'll build on your knowledge of geographic processes studied at Level 1 as well as looking at how different groups of people interact and use the environment
• A global issue looking at patterns of disease i.e: malaria
• An urban pattern: looking at patterns of homicide in Chicago and what causes them
• Contemporary geographic issue - a decision making exercise looking at an environmental issue/problem. You will study a current issue which results in different viewpoints. You will also learn how to evaluate different courses of action as well as making justified decisions and recommendations.
• Research Skills - students will work as a group and independently using an inquiry process to conduct geographic research.
   

The aim of this course is to develop a deeper understanding of well-being and its influencing factors. It builds upon work covered in the Level 1 course, and delves far more in-depth into the concepts of health and their relationship to New Zealand society. 

This course is ideally suited to students who have an interest in the well-being of the wider community, leading to employment in social work, nursing, education, as well as the medical field. The course offers 20 credits via a range of assessment standards which are a mix of both internally and externally assessed standards. 

Some of the key study themes include:

• The influences on gender and sexual identity.
• Mental health and resilience - how a role model of yours has been impacted.
• The importance of understanding issues in relation to adolescent health issues.
• The concept of “social justice” and its meaning in relation to health issues.
• Health Promotion – planning and implementing for health enhancing change across the school. 

Courses which lead on from Health Studies at school include University of Auckland papers in sociology, psychology, health sciences, social work, education, community and population health, and health promotion. The University of Otago also offer comprehensive health papers through their Health Science degree. AUT now has a degree in Health Promotion.

History helps us recognise the distinctive forces that have shaped and determined our place within our society. It also makes us aware of the common links we share with all humanity. History at Level 2 focuses on understanding the significant forces shaping our world. Skills of analysis, synthesis, research, and communication, which are fundamental to lifelong learning, are further developed at this level. 

This pathway provides students with knowledge and skills relevant to various occupations, such as law, the media, politics, human resources, teaching, medicine, and management. 

Key Topics: 

World War I, the Treaty of Versailles, Nazi Germany, and the Holocaust. This will be the focus of an inquiry (internal) and your external exam at the end of the year. 

The African American Civil Rights Movement in the United States of America—different perspectives of the movement, including those of Martin Luther King Jr., Malcolm X, and Eugene Connor. We will also examine the significance of the African American Civil Rights Movement to New Zealanders at the time, including the influence of the Black Panther Party on the Polynesian Panthers. 

The New Zealand Certificate in Hospitality - Cookery Level 2 is a pre-employment qualification for those entering the hospitality industry in a range of basic positions or as a certificate that supports employment opportunities across the different hospitality career pathways.

Students develop a range of foods skills, meet health and safety requirements, demonstrate communication, teamwork, problem solving and self-management skills in relation to hospitality work. Students choose 12 Hospitality and will be placed in appropriate option line.

This is a Unit Standard course.

Students consume all food from their practical classes. 

Senior classes are limited to 24 students and entry into the class is on a first come first served basis.  Students will be at the discretion of the HOD based on previous achievement in Hospitality if this was an option taken previously. 

There are 3 classes at this year level. 

Te Reo Māori at Year 12 is based on a number of topics which may vary from year to year.  Through the study of these themes, students develop their skills of speaking, listening, reading and writing. The main emphasis is on communicating in modern Māori in all four skills.

Cultural studies are integrated into the course language work but are not separately assessed.  

Te Reo Rangatira standards will be offered to students who demonstrate fluency in Te Reo Maori.

The 12MATI course offers 16 credits at Level Two and consists of five internal achievement standards. Being an only internal course it DOES NOT offer an opportunity for a course endorsement.

Statistics standards are offered in this course and upon the successful completion of this course students have an opportunity to enrol in the 13MATI course for the following year.

Note: Most assessments are done on Google classroom so a device is compulsory. Students also need a scientific calculator for this course.

Welcome to Calculus world.
The 12MATC course is designed to build upon the foundational concepts of Algebra introduced in Level 1 NCEA and further develop students' understanding of calculus. This course will give students a solid grounding in Algebra, and emphasis will be placed on both theoretical knowledge and practical applications, allowing students to develop problem-solving skills essential for success in tertiary-level mathematics and related fields.
Students will be offered the opportunity to gain a total of 18 unique credits, consisting of 9 credits from internally assessed standards and 9 credits from externally assessed standards. Completing this course will facilitate entry into the Level 3 Mathematics with Calculus program. The course also offers an opportunity for subject endorsement. 

12MAS is a Year 12 Mathematics with Statistics course designed to further develop and enhance students' statistical inquiry skills. This course would ensure that students are well-equipped with the statistical knowledge that is required for further education and career pathways. The use of technology and statistical software provides students with the relevant skills for a successful career in any statistics related profession.
Mathematicians and statisticians use symbols, graphs, displays, and diagrams to help them find and communicate patterns and relationships. They evaluate information to make informed decisions and create models to represent both real-life and hypothetical situations. These situations are drawn from a wide range of social, cultural, scientific, technological, environmental, and economic contexts.

Being a combination of Internals and Externals, the course is well balanced in terms of report writing and probability based assessments. This will also allow students entry into Level 3 Mathematics with Statistics. Students will be offered the opportunity to gain a total of 16 credits, consisting of 12 internal credits and 4 credits externally. The course also offers an opportunity for subject endorsement.

Media Studies is a subject that encourages students to engage critically with the world of media. Students will analyse the Reality Television genre and its audience, and Media Theory. They will also plan and create their own documentary short films in groups, an exciting part of the internal assessment. This course is suited for learners who are excited about asking questions and thinking critically and/or have an interest in careers in media production, marketing, journalism and any other job based around analysis and production.

This subject is academic and requires students to write their analysis in essay format.  While there is a large practical component to the course the literacy and reading and writing credits come from the external exams where students write coherently and perceptively to form an argument and express their ideas.

Most adults weren't taught about money at home or in school.  This course introduces strategies on how to manage money and create financial freedom for students while they are young so they don't have to learn the hard way!  If teens aren't learning about money and investing in school or at home and this doesn't change, we are going to continue having economic challenges as individuals and families forever.  The skills taught in this course will equip students on budgeting, insurance, investing, taxation and retirement saving like KiwiSaver.

This course leads you to make smart decisions about your personal finances and eventually make investments that can make you financially independent when you retire.

Year 12 Music is designed to encourage further awareness of a wide range of music and to develop the skills of the musician in performance, composition, analysis, and listening. Students will work in a range of ensemble and

performance situations. Year 12 Music enables students to create and develop in many different music idioms and caters for musicians from both classical and contemporary backgrounds. Students are required to participate in a variety of music making experiences, and this course allows students to continue to appreciate and enjoy music as an interest or as a prospect for further study. Standards will be chosen from the following list.

This course is 100% internally assessed and requires a special commitment to work and participate consistently throughout the year. It will include the activities of sailing, tramping, indoor climbing,  high ropes and comprehensive first aid

Students will also develop skills and/or be assessed in risk management, teamwork, leadership, coping with adversity and environmental stewardship.

Outdoor Education supports a range of career options including jobs within an expanding adventure and eco-tourism industry, educational institutions, recreation centres, natural resources governance, the Defence and Police forces. 13OED graduates continue to experience 100% success at gaining places onto sometimes limited entry outdoor education tertiary courses.

In addition to gaining certificates of achievement students will be required to keep a detailed logbook of their practical experiences showing development of social, leadership and life skills. This will significantly enhance their Curriculum Vitae and Outdoor Education tertiary course options.

Tramps are pre-requisites for US428 (Tramping) in 13OED next year worth 15 level 3 NCEA credits.

Total of 35 credits available of which 16 are Achievement Standards ie Achieved/Merit/Excellence. 

All 16 credits need to be gained at Merit or Excellence level to receive a Subject Endorsement.

Re-assessment: If a student does not attend an assessment trip/camp there will be no opportunity to re-sit. This is due to the difficult and costly logistics of organising another trip/camp for one or two students. 

EOTC time out of class: Due to the practical nature of the course students will be required to take part in activities during some lunch times and on a minimum of three weekends.  Students will miss an average two days of school per term but have no external assessment, minimal homework and can apply for some time off in Outdoor Education classes to catch up on work in other subjects. 

Health and safety: An EOTC Activity Student Details Form for each student will be kept on file and updated throughout the year.

 A Parent Letter and Gear List will be accessible via the internet approximately a month prior to every trip/camp, posted on the classroom noticeboard, emailed to parents and in some cases issued to students in class. Parents are always welcome to contact Mr Wright for more information or to discuss any concerns they may have. 

 Timing of trips, camps and assessments: Students will be issued with Outdoor Education Trip/Camp Dates for the year. It will show the dates and duration of all Year 12 and 13 Outdoor Education trips for the year, whether an assessment is involved or an extra cost due to the trip being optional. Please refer to this regularly and plan ahead of time.

 A schedule of Indoor Climbing Sessions held during OED class and lunchtime.

This course offers Unit Standards relevant to industry pathways and is targeted at students who are leaving school for work, apprenticeships or further studies at the end of Year 12.  The beginning of the course is very focused on students developing the skills to write a targeted curriculum vitae they can use.

This course also offers students a Gateway or MiT Programme. The students engage in work experience to gain new skills and knowledge in the workplace, and have the opportunity to gain Unit Standards which contribute to the National Certificate of Educational Achievement (NCEA). Time may be made available in class to assist students to catch up with work missed in other subjects while being out on work placement.

The course covers photographic skills and pictorial conventions reflecting on artistic models. Students will learn how to use various camera types and settings to explore composition. They will develop problem solving through creating a series of images around composition and employ editing skills through image selection and the use of Lightroom, PhotoShop and Indesign to effectively express their ideas.

Students undertaking External Standard 2.4 will be expected to commit a certain amount of time outside of class hours as the standards require them to be undertaking a large ongoing body of work. Studio spaces will be available to work in during students' study hours and after school, with frequent feedback available during these times.

Course Website

The aim of this course is to deepen student understanding within a broad range of topics in Physical Education. This is achieved through a combination of theoretical and practical lessons. Topics that students will learn about include: anatomy, biomechanics, exercise physiology, methods of training, practical performance, critiquing the social impacts of sporting events, and social responsibility. This course is recommended for those who intent to study Level Three NCEA Physical Education, those who want to follow a UE pathway, or for those who may wish to follow a career in fitness, recreation, or health/sport related occupations. 

Physics at this level is aimed at people with mathematical and theoretical skill who wish to develop an understanding of the basic concepts, principles and models which underlie the basis for all subsequent Sciences. It helps to develop skilled practical investigators and problem solvers who can work at the limits of their own understanding. It will develop their understanding of the nature of scientific knowledge and the consequent connection between Science, Technology and their importance to society.

Students entering this course should have level 1 Product Design Technology and English at Merit or Excellence level.

A large focus of 12 PDT is the design and technological development of a product using design principles from both traditional and modern manufacturing industry. This course is designed predominantly around wood/timber, however plastics and metals can also be used as part of student’s designing and making. 

We are going to be designing and building two projects across the year - the first is the implementation of advanced procedures to make a specified product with special feature. Students will also create a portfolio that demonstrates the students understanding of the nature of technological outcomes in the first half of the year.

The second allows students to make specified products to address identified needs by bringing their passion for design and construction, fusing it with technological practice, writing their own brief, designing creative conceptual designs, gaining stakeholder feedback, on-going research, testing, trialling and evaluation and working with a range of processes to develop their design to a final design outcome - which they then create!

Assessments in this course are based on a collection of portfolio work therefore, it is the expectation that students complete work both in lessons and at home to complete their standards..

Course costs are $180. This will cover the cost of most materials and consumables. Some specialised items may need to be brought in. Please be aware, these are course costs, not donations, as the students directly benefit from the materials and take home the final products they create. All projects will be taken home with students.

Standards are set out in the table below:

AS 91344

Version 4

Implement advanced procedures using resistant materials to make a specified product with special features 

Practical 

6

Credits

AS 91362

Version 4

Demonstrate understanding of the nature of technological outcomes

Portfolio

4

Credits

AS 91356

Version  3

Develop a conceptual design for an outcome

Portfolio

6

Credits

AS 91357

Version 3

Undertake effective development to make and trial a prototype

Practical

6

Credits

Y12 PDT is a compulsory course to enter Y13 PDT and at L3 is a University approved subject.

Year 12 Programming is a course designed for students who are eager to expand their understanding and skills in programming. It offers an in-depth exploration of advanced Python programming skills, focusing on data structures, functions, and decomposition through modular programming principles. Students will also learn to design and implement relational databases with logically structured data.

The external assessment for this course will require students to study a topic in the computer science area, for example, computer security, encryption, error control or artificial intelligence.

This course offers a total of 19 NCEA credits. It leads to 13PRG which is a University Entrance (UE) approved subject and recommended for students who wish to pursue Science or Engineering courses in the university.

Please note that for students who wish to enroll in multiple Digital Technologies subjects, such as 12DGT and 12PRG, there is an overlap of one assessment between these two courses. While students are not permitted to earn the same credits in both courses, an alternative assessment will be provided to ensure a comprehensive and diverse learning experience. This approach allows students to broaden their knowledge across various aspects of digital technologies without duplicating their efforts.

Course fee: $11.5

2024, the 12SCI course consists of five internally assessed Level 2 standards across a variety of topics that develop skills that are useful in many careers, not just work in a science field.  The internal papers of 12SCI are demanding and require attendance and effort. Students will develop further skills in fair testing and investigations, as well as research and report writing.

12SCI allows for entry into 13SCI, which also has five internals and is a UE course. 

If a student also chooses 12BIO be aware that there is one duplicated standard and therefore the optional paper in 12SCI may need to be done instead.

Our lives are so often centered around what we want and what’s best for us as individuals, so Year 12 Sociology focuses on gaining understanding about social and cultural conflicts as well as how we meet our responsibilities to society and exercise our rights. Skills developed in this subject will help students make sense of the world around them when we are faced with so much diversity in our world. 12SOC also encourages students to be active participants in their local communities by equipping them with the confidence, communication skills and resilience for the 21st century.

This pathway provides students with knowledge and skills that are relevant for a wide range of occupations such as human resources, social research, social policy formation, law, social work, nursing, primary, secondary and tertiary teaching, medicine, police and social welfare, personnel management, resource management, journalism, town planning, architecture and more. 

The course addresses the Level 7 achievement objectives, processes and concepts of the Social Studies curriculum, and offers 18 NCEA Level 2 Social Studies credits. It is a University pathway subject leading to 13 Sociology which is a UE approved subject. The topics studied are:

2.2 Conduct a reflective social inquiry:  The 21st Century in Crisis gets students to choose a major world issue to investigate the impact it has on modern society. 

2.3 Describe how cultural conflict(s) can be addressed: This is a resource based exam where the topic is chosen by NZQA and not known till the students complete the exam.  

2.4 Describe personal involvement in a social action related to rights and responsibilities: Students work in small groups to explore how they can make a difference in their community by choosing a social justice issue and taking social action on this to bring awareness and change.

2.5 Describe a social action that enables communities and/or nations to meet responsibilities and exercise rights: There is an ongoing debate about the place that gangs have in our country. This topic explores the rights and responsibilities of communities, individuals and groups in Aotearoa and how we address the existence of gangs in local communities. 

Year 12 Spanish Course Description

Welcome to Year 12 Spanish at Howick College! This course is designed to build on your previous knowledge and enhance your proficiency in the Spanish language through engaging and diverse content. You will develop your communication skills, deepen your cultural understanding, and refine your grammar.

Course Content:

- Term 1: Begin with an introduction to the class, followed by units on self-introduction and holidays. You’ll practice writing about past experiences, discussing holiday preferences, and examining the impact of tourism. The term includes a grammar focus on past, present, and future tenses, along with irregular verbs and possessive adjectives.

  - Term 2: Focus on healthy living and relationships. You'll express likes and dislikes about activities, discuss healthy eating, and provide relationship advice. The grammar focus includes conditional tense, subjunctive mood, and relative pronouns.

- Term 3: Explore technology, social media, cinema, and music. Discuss the benefits and dangers of modern technology, and give opinions on films and music. Grammar lessons will cover perfect tense and verbs with prepositions.

- Term 4: The final term is dedicated to exam preparation, with an emphasis on listening and reading comprehension techniques.

Assessments:

Throughout the year, you will complete regular vocabulary and grammar tests, as well as three major portfolios and interactions. These assessments will help you apply your learning in practical contexts.

Join us for an enriching journey through the Spanish language and culture, where you will enhance your skills and gain a deeper appreciation of the Spanish-speaking world.

The aim of this course is to give students a broad foundation of knowledge in the areas of Physical Education and Health Promotion through theory and practical based learning. It has been designed for those who genuinely enjoy being physically active but do not wish to undertake the more academically rigorous 12PES course. This course offers a range of practical opportunities to succeed.

This course will be an advantage to those students who intend to go onto study the Level Three SES course and prepare for the workforce in a PE/Sport context.

This is a full time year long course of four periods a week. The students will undertake achievement standards chosen from the NZQA recommended lists. This course will be run at a comfortable pace for each student to maximise learning and ensure achievement.

This course leads onto the 13SES course.

Sports Media is an alternative Senior Media Studies course for Y12 and Y13 focused on the relationship between Media and Sport. Students can choose between this and the normal Y12 or Y13 Media Course. Students will analyse how sports broadcasts are built on media theory such as narrative, genre and semiotics, how sports broadcasts connect to their audiences and societies and will also get a chance to produce their own sports-related media in the form of a “sports broadcast”. This course is suited to learners who are interested in what goes on behind-the-scenes of sporting media and/or have an interest in a potential career working in sports broadcasting, from sports journalism, production or even in the commentary booth.

The course also comes with UE Literacy Credits so it can possibly be an option for Y13s who are after UE (some standards could be swapped out for Level 3 standards but using the same content as Y12). It can also be done as a 2 year course as the assessments change and the content can be rotated, with the option of gaining UE credits over 2 years in this course.

This subject is academic and requires students to write their analysis in essay format. While there is a large practical component to the course the literacy and reading and writing credits come from the external exams where students write coherently and perceptively to form an argument and express their ideas. 

In this level 2 NCEA course students use textile materials in creative and innovative ways to develop their own original designs. Students are guided by a brief with specifications and an overarching theme for the year. Following the design process, students will use freehand and digital sketching to visually communicate their design ideas. They will experiment with and explore what they can do with a range of materials, testing to discover their properties and applications, they will trial a range of construction techniques to select the most appropriate for their outcome. Students will develop the skills and confidence to safely and skilfully use domestic and industrial machines to construct fit for purpose outcomes that address the requirements of a brief.

Students have the opportunity to showcase their outcomes in the annual Textiles exhibition show.

Textile materials are utilised in almost every industry, from high fashion catwalks to sailing the high seas, war zones to operating theatres. Textiles not only clothe and protect, they communicate and celebrate identities, enhance the performance and functionality of people, products and spaces. More importantly, textile materials enable life saving products to function. The practical skills and process of designing and constructing textile outcomes remains the same regardless of the outcome's end use, so whether it’s a ball dress, backpack or a bullet proof vest, students will gain an introduction to the foundational knowledge, skills and understanding required to develop textile outcomes.  

Learning in this course extends beyond the boundaries of a single subject. By drawing on the skills and knowledge acquired from various disciplines, students will be able to apply their learning in authentic project-based assignments. Through this interdisciplinary approach, they will not only deepen their understanding of technology but also enhance their proficiency in core subjects such as maths, English, and science.

Year 12 Tourism is designed with students planning a career in the tourism industry in mind. In year 12 tourism we establish the basics of the tourism industry including the knowledge and skills required for employment and an understanding of the work roles available. Students will look at New Zealand as a tourist destination and global tourist destinations, students will also learn to analyse the impacts of tourism on specific destinations in New Zealand and beyond. 

Topics include:

Tourism Destinations

- World Tourism Destinations, Destination New Zealand and Impacts of tourism on culture, society and the environment

Business of Tourism

- Read and comprehend work related documents and Perform calculations for a tourism workplace

Work Roles in Tourism 

- Work Roles 

Credits: 22 Unit Standard Credits + 3 Achievement optional standard Credits

Art for Interest (ARI) is an alternative to taking the Visual Art pathways.  Students taking 12 or 13 ARI cannot take any other 12 or 13 Visual Art subject. It will target those students who 

1. have not succeeded in Level 1 or 2 art courses OR
2. require more time such as SEN students OR
3. those not requiring NCEA including International students.
4. Students who have attained level credits and wish to enjoy art making

This two-year course will offer similar achievement standards as the ARP pathway, however it will be responsive to the individual needs of students and the pace they will learn at. The course will be focused on making and appreciating art through a thematic approach with integrated assessment which will change each year.  Teachers will be making assessment judgements for individual standards from full-year student investigations that include research, drawing conventions and developing ideas across a range of media areas such as drawing, printmaking, painting and sculpture. 

Teachers will make judgments on which standards students are most likely to achieve through evidence available to them at different stages of the course.  A majority of credits will likely come from internal standards and students can choose to prepare a folio for external standards in consultation with their teacher or complete a resolved work as an extra internal standard

Course Website

Art for Interest (ARI) is an alternative to taking the Visual Art pathways.  Students taking 12 or 13 ARI cannot take any other 12 or 13 Visual Art subject. It will target those students who 

1. have not succeeded in Level 1 or 2 art courses OR
2. require more time such as SEN students OR
3. those not requiring NCEA including International students.
4. Students who have attained level credits and want to enjoy art making.

This two-year course will offer similar achievement standards as the ARP pathway, however it will be responsive to the individual needs of students and the pace they will learn at. The course will be focused on making and appreciating art through a thematic approach with integrated assessment which will change each year.  Teachers will be making assessment judgements for individual standards from full-year student investigations that include research, drawing conventions and developing ideas across a range of media areas such as drawing, printmaking, painting and sculpture. 

Teachers will make judgments on which standards students are most likely to achieve through evidence available to them at different stages of the course.  A majority of credits will likely come from internal standards  and students can choose to prepare a folio for external standards [12 CREDIT POINTS] in consultation with their teacher or complete a resolved work as an extra internal standard

Course Website

Accounting at this level looks at adapting the basic accounting systems to partnerships and companies.  Decision making and managing cash budgets, costing of products plays a huge role in the success of a business.  Students at university doing Accounting have an advantage after studying accountancy at Level 3.

The course focuses on accounting systems and financial statements which builds on the Year 12 course by going into much more depth.  

This course leads to tertiary education courses.  A school background in Accounting is useful if you wish to enter the world of commerce, business management, banking, tourism, marketing, insurance, information technology, resource management, finance, consultancy, advisory and self employment.

Art for Interest (ARI) is an alternative to taking the Visual Art pathways.  Students taking 12 or 13 ARI cannot take any other 12 or 13 Visual Art subject. It will target those students who 

1. have not succeeded in Level 1 or 2 art courses OR
2. require more time such as SEN students OR
3. those not requiring NCEA including International students.
4. Students who have attained level credits and wish to enjoy art making

This two-year course will offer similar achievement standards as the ARP pathway, however it will be responsive to the individual needs of students and the pace they will learn at. The course will be focused on making and appreciating art through a thematic approach with integrated assessment which will change each year.  Teachers will be making assessment judgements for individual standards from full-year student investigations that include research, drawing conventions and developing ideas across a range of media areas such as drawing, printmaking, painting and sculpture. 

Teachers will make judgments on which standards students are most likely to achieve through evidence available to them at different stages of the course.  A majority of credits will likely come from internal standards and students can choose to prepare a folio for external standards in consultation with their teacher or complete a resolved work as an extra internal standard

Course Website

This course involves a high level of literacy and report writing skills.

 Course covers:

• Evolutionary processes (including Human Evolution)
• Organisms and their environment, including plant responses and animal behaviour
• Manipulation of genetic information
• Research a current issue in Biology

Year 13 Biology is a recommended course for students wishing to study a wide range of science-related courses at University level, such as Health Science, Biomedical Science, Veterinary Science, Nursing, and general Science degrees. It is also a great course for people who are interested in the relationships between organisms and the environment, as well as different biology-related issues facing us in the world today.

This course covers basic knowledge of construction, cabinet making, furniture construction and wood turning. Most important are standards which are applicable to industry such as applying mathematical processes and communication. Standards are all from the BCITO.

The Level 3 unit standards do not specify particular projects. Instead, a project’s suitability is determined by its complexity and the ability to meet unit standards’ outcomes at Level 3. This provides flexibility for students (and teachers) to choose projects according to their interests and circumstances.

A Stage 3 BCATS project is one undertaken in a BCATS environment under limited supervision, using a broad range of tools, equipment, machinery and materials, and involving a range of standard processes.

All standards are internally assessed.

All projects will be taken home with students.Course costs are $350. Some specialised items may need to be brought in. This will cover the cost of most materials and consumables. Some specialised items may need to be brought in. Please be aware, these are course costs, not donations, as the students directly benefit from the materials and take home the final products they create. All projects will be taken home with students.

The Business Leadership course at year 13 will look at the theory and case studies to learn about marketing, human resources, internal factors of a global NZ business and agri-business. Students will examine business theory to prepare them for exciting future industries and understand the role of managers in a business. There is a focus on examining businesses and using real world applications.

This course leads to tertiary education courses and leads to possible employment in marketing, human resources, public relations, management as well as owning your own business.

Studying Business contributes to the development of a culture of enterprise in New Zealand and supports our efforts to improve economic and community well-being.  Business Studies creates opportunities for students to understand the integral role of business in society and the economy.  Evidence of an enterprising spirit abounds in New Zealand's history and is an aspect of our multicultural national identity.  Enterprise and business entrepreneurship are essential to New Zealand's economic future.

Students doing this course will run their own small business.

Meeting deadlines is an important factor in this course.

This course leads to tertiary education courses and leads to possible employment in marketing, human resources, public relations, management as well as owning your own business.

This course is the two external and three internal course. Choosing this course is more suited to students who passed Level 2 Chemistry yet struggled in the external papers. Chemistry credits and knowledge are still the focus for University Entrance, and builds upon the knowledge and skills acquired in Level 2 Chemistry to extend the students’ understanding of chemical phenomena. Practical work is an integral part of the course. Calculations, equation writing and abstract concepts are involved. The reduced external course will not cover aqueous systems.

 Students may alternatively choose (or be directed into 13CHEE Chemistry advanced (three externals and two internals) based on Year 12 grades.

This course is the three external and two internal course. Choosing this course is more suited to students who passed Level 2 Chemistry with Merit and Excellence grades. High level Chemistry credits and knowledge are the focus for University Entrance (including the additional optional Chemistry Scholarship exam), and builds upon the knowledge and skills acquired in Level 2 Chemistry to extend the students’ understanding of chemical phenomena. Practical work is an integral part of the course. High level calculations, equation writing and abstract concepts are involved.

Students may alternatively choose (or be directed into 13CHE Chemistry (two externals and three internals) based on Year 12 grades.

Level Three Classical Studies is the holistic study of ancient Italy. The course covers topics ranging from colonisation, trade, myth, empire, pottery and literature. Students are introduced to the mysterious Etruscan people and survey ancient Italian history up until the beginning of the Roman Empire under Augustus. Students examine the lasting influence of Greek mythology in Etruscan vase painting, Virgil’s epic poem the Aeneid, all the way until the Italian Renaissance in the 14th century. Students taking this course examine the rise of Augustus with a particular emphasis on his use of propaganda. The year 12 course provides relevant foundational skills and knowledge, however year 13 Classics can still be taken as a stand alone course (given students meet the academic requirements). 

The course develops skills ranging from critical thinking, research, academic reading/writing, creativity and analysis of primary evidence. This course provides an opportunity to achieve 22 NCEA Level Two credits, with two internally assessed and two externally assessed standards. It is a University Entrance subject.

Year 13 Computer Studies (13COM) is designed to build upon the foundation established in Year 12 Computer Studies, aiming to further develop students' knowledge and skills in Information Technology (IT). The course focuses on essential software applications, including spreadsheets, databases, and presentation programs, enabling students to effectively manage, analyze, and present information in a professional context.

Throughout the course, students will learn to produce spreadsheets and relational databases for organizational use, as well as using presentation applications to create interactive multimedia outcomes. This course also covers identifying and managing risks and compliance requirements when using digital devices and information in an organisation context, emphasising security, privacy, health and safety. Students will learn to implement solutions and follow best practices to protect data, systems, and personal well-being.

13COM is an internally assessed course, offering a total of 22 credits at NCEA Level 3. While it is not a University Entrance (UE) approved subject, the credits earned in this course contribute to students' overall NCEA Level 3 qualification. The skills and knowledge acquired throughout the course provide a solid foundation for those interested in pursuing further education or careers in the field of IT, preparing them to navigate the ever-evolving digital landscape with confidence and proficiency.

NCEA Level Three Dance continues to place emphasis on choreography and performance skills and technique. Students are able to extend their knowledge and share their technical skills by producing a choreographic work for a performance, and gain experience in the use of theatre technologies. Level 3 will also further develop students collaboration and time management skills, along with their written and evaluation skills. Participating in our yearly Dance Showcase is compulsory. A commitment to attendance is important for Level 3 dance 

A selection of the following Achievement Standards will be assessed: 

3.2 Choreograph a dance to develop and resolve ideas
3.4 Perform a Group Dance
3.5 Perform a repertoire of contrasting dances
3.6 Demonstrate understanding of dance performance practices 

Year 13 Design extends methods and ideas learnt in Year 12 Design.  It is recommended that students enter this course with a fluency in the digital software skills used in previous years.  Although these will be developed during the course of study, the syllabus does not specifically focus on building competency in these programs.  

13DES is designed to develop students’ visual sense and literacy in preparing them for further education in visual communication, advertising or creative branding when starting up a new business. We focus on research, expression of ideas based on students’ authentic contexts, understanding and application of drawing conventions, exploring fit-for-purpose ideas towards brand elevation, and iterative generation of ideas informed by established design practice. At the same time, we explicitly develop creative, visualisation and communication capabilities through generation of design for various media from print and moving images to immersive experiential presentation.

Students undertaking External Standard 3.4- Produce a systematic body of work that integrates conventions and regenerates ideas within Design will be expected to commit a certain amount of time outside of class hours as the standards require them to be undertaking a large ongoing body of work. Studio spaces will be available to work in during students' study hours and after school, with frequent feedback available during these times.

Course Website

Year 13 Design and Visual Communication is a passion project, where students will explore themselves and design through either Spatial or Product Design in something they are interested in. Students will go through the process of writing their own brief, designing creative conceptual designs, gaining stakeholder feedback, and developing their design to a final design outcome. Exploration of students passion and interest is important, as this is the stepping stone to tertiary study in the creative field.

Year 13 Digital Technologies - Digital Media (13DGT) is a University Entrance (UE) approved course. It equips students with advanced skills in responsive web design and complex relational database management. Students will learn to create dynamic, user-friendly websites that adapt seamlessly to various devices and screen sizes. They will also learn to understand user experience principles and apply UX methodologies to their digital technologies outcomes. The database unit will cover complex techniques in relational database design, implementation and access permission.

By integrating these skills, students will be prepared for careers in web development, UI/UX design, database administration and data-driven decision-making roles. Students are also encouraged to develop problem-solving skills and pursue self-directed learning for their projects. This will prepare them for future careers in a rapidly changing world of technology.

The 13DGT course offers a total of 14 credits, with 11 credits from three internal standards and 3 credits from an external assessment. There is an optional unit standard assessment with 5 credits for responsive web design.

Course fee: $11.5

In this advanced course, students build upon their existing skills and knowledge to design and develop sophisticated electronics products using embedded technology. They learn to design, construct, and program complex electronic systems, incorporating a variety of sensors and output components, including Bluetooth and wireless technology. Students also explore Wide Area Network (WAN) technology as part of hardware and infrastructure, and delve into the Internet of Things (IoT) using the ESP32 Development board. Throughout the course, students utilize Tinkercad, an online platform, to design and simulate electronic circuits before building physical prototypes.

Given the individualized and specialized nature of the projects, students must be prepared to manage their learning program on a weekly basis, demonstrating strong self-motivation and organizational skills. Assessments in this course are based on a collection of portfolio work, including photos and video evidence showcasing the functionality of the electronics products created by the students. With a strong emphasis on programming and electronics hardware, this course provides students with the opportunity to further develop their expertise in embedded systems, networking, and IoT, preparing them for advanced studies or careers in the rapidly evolving field of electronics and technology.

Please Note:
Entry into this course is limited to 26 students. To be considered, students must have gained at least 14 credits in Level 2 Electronics and completed all internal and external assessments for the Year 12 course. Entry may also be granted with HOD approval.

NCEA Level Three Drama continues to place emphasis on practical skills & performance. Influenced by whakapapa and is a way to respond to and share in identity, culture, and perspectives through the art of storytelling, weaving them in through the collaborative process. 

The course requires an active participation in a range of drama disciplines, enabling students to extend their confidence, knowledge, and skills in performance with the opportunity to explore areas of interest in script writing, directing, theatre design & technology.  

The emphasis on public performance continues throughout the course at a greater level than at previous years. This will consequently demand a high level of personal commitment from the students that will continue to strengthen and uphold manaakitanga within the class. Strengthening the awareness of wairuatanga and whakawhanaungatanga; as we extend the relationship between performer and audience in our own work and that of others, making connections between the world of the drama and our own. Synthesizing ideas, reflecting and enhancing ones own personal voice. 

Students are encouraged to participate in a variety of drama disciplines and experiences, as this course aims to allow students to continue to appreciate and enjoy drama as an interest or as a prospect for further study.

The NCEA Level Three Course Provides UE and a fantastic pathway for those looking to pursue Drama at Tertiary Level, alongside those looking to move into Medicine, Nursing, Childcare, Social Work and other career pathways as Drama enables people to connect, communicate & give manaakitanga to others. 

The Level 3 Standards offered will vary, as the course is designed to meet the needs of the individual. Drama Scholarship is also offered at this level. 

Please note: For each Achievement Standard supportive evidence is an NCEA requirement. This will be through a range of means e.g., kōrero, video, audio, and other written means. Rehearsals may be required outside normal school hours in preparation for production performances. Therefore, key capabilities such as self-discipline, collaboration and communication skills are integral to this highly creative course. 

In addition: Students will have the opportunity to see live performances at a range of local venues to enhance their appreciation of theatre & use towards an external where they are required to Discuss drama elements, techniques, conventions, and technologies within live performance. 

Some of the standards outlined in this course are optional and will be discussed with the HOD at the start of the year to ensure the best pathway is offered to the individual.

The aim of this course is to equip students with skills and knowledge that will enable them to support and work with children in an early childhood setting or in any field related to children. 

This course covers a range of level 3 unit standards and some work experience including a Zoo trip during term 3.

This course covers the interpretation and analysis of current issues in New Zealand's economy and how the Government addresses these issues.

This course leads to tertiary education courses to be a Financial Advisor, Financial Reporter, Loan Officer, Stock Trader, Economics Secondary School Teacher, Assessor, etc.

The Year 13 English course will further develop student's critical thinking skills in the area of literature appreciation.  Students will have opportunities to develop the ability to respond to a range of literature texts and types.  The course builds on a student's ability to form opinions about texts and to develop critical responses.  Students will complete an in-depth study of at least one film and at least two forms of written text - this might be a novel, a poetry study or a play. These studies will lead to the opportunity to enter up to two written external examinations and learners will also be entered in up to four internal assessments. This is a University Entrance Course that offers 14 to 22 credits

It is desired that learners enter Year 13 English with an appreciation for literature - for ideas, characters, symbolism and language in all its forms.

All standards offered in this course are internally assessed so no subject endorsement can be gained neither can this course be used towards an ‘approved subject’ for University Entrance. Selection of assessment topics will be co-constructed by student and teacher depending on students’ learning needs and career pathway. All topics in this course contribute towards NCEA Level 3.

This course offers only internal achievement standards and cannot lead to subject endorsement. These classes focus on equipping students with the necessary critical response skills to achieve at Level 3 so that students are able to pursue their chosen pathways after graduation from Howick College.  The course components will be finalised in line with the students' needs and, as such, it is possible that some Level 2 standards may also be offered. The course will include the option of Level 2 reading and writing standards for students still needing UE literacy credits. This is a University Entrance course and offers  14 - 17 Level Three English credits .

This course is intended to assist English language learners (ELLs) in gaining their literacy credits for University Entrance. The focus is on increasing accuracy and confidence in English use for those wanting to go on to tertiary studies.

This course  provides extra support with writing, reading, speaking and listening to assist English language learners (ELLs) with working towards University Entrance Literacy or Level 3. A variety of assessment standards give students many opportunities to gain credits and the opportunity to gain UE reading credits (for those who missed the opportunity in Year 12)

This is an academic subject that is UE approved.  Students should have level 2 Food Science and English at Merit or Excellence level. 

 The aim of this Food Science and Technology focused programme is to offer a University Entrance opportunity for students interested in subjects such as health, science, sport, physical education, food technology and dietetics.

Year 13 Food Science and Technology focuses on designing and developing products for a variety of context and briefs. Creating dishes that help solve issues, trialling and testing these dishes and getting continual stakeholder feedback.  The impact of production on our environment is key.

During the year we will be completing the prototyping standard, " Food physiology."  Our focus will be on weird food pairing and food illusions.  Students will be creating and developing a product for their stakeholders based on their needs. They will incorporate either  weird food pairing, food illusions or both into their final product. Once this is complete student will write their external academic report based on their prototyping assessment. 

Our final assessment is about perfecting complex procedures when making a product that is of industry standard.

Students will develop capability in academic writing, food creativity, self management and critical thinking.

Students consume all food from their practical classes. 

Senior classes are limited to 24 students and entry into the class is with HOD approval only.  

There is 1 class at this year level. 

French Year 13 Course Description

Welcome to Year 13 French at Howick College! This advanced course is designed to deepen your linguistic skills and cultural understanding, preparing you for both NCEA assessments and real-world applications of the French language.

Term 1: Begin with a warm welcome and a letter to yourself, followed by a comprehensive revision of Year 12 content. You will engage in discussions on environmental issues, exploring how to create a better world for future generations. The grammar focus includes irregular verbs, past tense, conditional forms, and advanced conjunctions. Cultural learning is enriched by the special activity “Manie Musicale,” promoting multiculturalism through topics like immigration and acceptance.

Term 2: This term revolves around the themes of happiness and global citizenship. You will debate what makes us happy and how to improve the world, touching on social issues like immigration, racism, and loneliness. The grammar focus continues with complex structures and impersonal verbs. Explore French sociocultural aspects, such as dining etiquette, and compare French and New Zealand diets. Past exam practice and assessments will also take place.

Term 3: Focus shifts to future prospects and technological advancements. Engage in projects about inventions, AI, and other technologies that shape our lives. You will also undertake a personal research project on a subject of passion, integrating advanced language structures. Grammar topics include the conditional and future perfect tenses. Explore the media use among young people in Francophone countries and connect these with Mātauranga Māori.

Term 4: The final term prepares you for NCEA exams with a focus on listening and reading comprehension techniques. Revision sessions will consolidate your knowledge and skills, ensuring you are ready for the exams.

Throughout the year, regular vocabulary and grammar tests, along with portfolios and interaction assessments, will track your progress. Join us for a year of advanced learning and cultural exploration in the French-speaking world!

Geography aims to develop an understanding of the natural and cultural processes that shape an environment and the way people interact with it. We continue to develop and apply skills and techniques which are useful in a wide range of careers. The Year 13 course covers:

• A study of a natural environment in New Zealand focusing on interacting natural processes that shape a coastal environment. All roads lead to the coast. There is no location in New Zealand more that 130 km from the sea. It is a very long coastline which is popular with most kiwis. On our field trip you’ll learn to recognise natural features found at the coast as well as understanding why they look the way they do.
• Our cultural process focuses on New Zealand’s top earning industry - Tourism development - which is vital for our economic development as a country. The field trip to New Zealand’s top destination – Rotorua – allows us to understand how tourism has developed over time as well as understanding the impacts this has had on both people and the environment. It also gives us the chance to enjoy the ‘tourist experience’.
• Contemporary geographic issue – this looks at how people’s use of an environment can lead to disagreement. You will be given the opportunity to engage in and develop decision making and problem-solving skills
• Conduct Geographic Research – provides an opportunity to undertake scientific research using the inquiry process.
• Global Issues – changes in tourism worldwide results in patterns which can be identified and explained
• Research Skills - students can work as a group and independently using an inquiry process to conduct geographic

Students who have not previously taken Geography may take 13 GEO with the approval of the HOD - normal entry criteria Level 2 pass with literacy credits.

The aim of this course is to provide students with UE accreditation and a greater understanding of the four interrelated concepts, which underpin the Health and Physical Education curriculum. It builds upon work covered in the Level 2 course units, and requires students to think in highly critical ways about their environment and influences on a societal level. This course is ideally suited to students who have an interest in personal wellbeing and the wellbeing of the wider community, leading to employment in social work, nursing, education, as well as the medical field. The course offers 19 credits via a range of assessment standards which are a mix of both internally and externally assessed standards

These concepts are:

• Well-being of self, others and society
• Health Promotion
• Socio-ecological perspective
• Attitudes and values

Not only do students gain a growing understanding of these concepts but they apply these concepts to a series of health- related issues.

The areas of study include:

• Health issues within New Zealand
• Health practices within New Zealand
• Ethical issues and dilemmas based around recognised health issues
• International health issues
• Global health promotion

Courses which lead on from Health Studies at school include University of Auckland papers in sociology, psychology, health sciences, social work, education, community and population health, and health promotion. The University of Otago also offer comprehensive health papers through their Health Science degree. AUT now has a degree in Health Promotion.

There is a $34.50 fee to cover the cost for guest speakers.

History at Level 3 examines the contestability of past events and the various interpretations of these events. Students evaluate primary and secondary sources and historians' different perspectives. They also develop independent inquiry and research skills, essential tertiary skills. 

This pathway provides students with knowledge and skills relevant to various occupations, including law, journalism, media, politics, human resources, research, teaching, medicine, and many other careers. 

Topics will include: 

The British Women's Suffrage Movement and the New Zealand Women's Suffrage Movement. We will also examine international women's movements in other Western countries during the late 19th and early 20th centuries and how these continue to impact our society today significantly. 

We will examine the Vietnam War/American War, including events such as the Gulf of Tonkin Incident, Tet Offensive, and the My Lai Massacre, and the war's significance to New Zealand both at the time and today. 

The aim of the Hospitality course is to equip students with knowledge, skills and confidence in the selection, preparation and service of food and beverages to standards required by the hospitality industry. Students have options within the prescribed course to attempt practical or theoretical units of work.

 Students choose 13 Hospitality and will be placed in a appropriate option line.

 The specific Unit Standard selection may vary slightly from those listed below.

This is a Unit Standards Course.

Students consume all food from their practical classes. 

13 Hospitality classes are limited to 20 students due to students working independently and individually on their own food selections and entry into the class is on a first come first served basis.  Students will be at the discretion of the HOD based on previous achievement in Hospitality if this was an option taken previously. 

Te Reo Māori at Year 13 is based on a number of topics that vary from year to year. Through the study of these themes, students develop their skills for reading, writing, speaking and listening. The main emphasis is to reach a high level of fluency in communicating in Modern Māori in all four skills. Cultural studies are integrated into the course language work but are not separately assessed. 

Te Reo Rangatira standards will be offered to students who demonstrate fluency in Te Reo Maori.

The 13 MATI course offers only INTERNAL 16 credits at Level Three. It consists of four Internal achievement standards. 

It is important to note that this course offers only internal credits and NO EXTERNAL credits, thus it DOES NOT provide the opportunity for course endorsement.

This course gives students an opportunity to gain UE. 

Welcome to the world of Calculus.
The 13MAC course will give students a solid foundation in Calculus and develop their problem solving skills in various algebra and calculus contexts. Students will be offered the opportunity to gain a total of 18 unique credits, consisting of 7 credits from an internally assessed standard and 11 credits from externally assessed standards. As a UE approved subject, this course will prepare students for entry into tertiary studies, mainly in Engineering, Computing, and the Physical Sciences. The course also offers an opportunity for subject endorsement. The achievement standard AS 91579 Integration Methods - External assessment (6 credits) will be optional for students. For this they will be provided guidance and resources in order to prepare them for their external.
To take this course, students must have obtained 14 credits at Level 2 in Mathematics with Calculus (12MAC) including passing the external assessments for 2.6 Algebra Methods and 2.7 Calculus Methods and approval by the HOLA. The 13MAC course will give students a solid foundation in Calculus and develop their problem-solving skills in various algebra and calculus contexts. 

Note: Students will need a Scientific/Graphic calculator (recommended by NZQA) for this course.

Dear students, parents, and caregivers,

13MAS is a Year 13 course for Mathematics with Statistics designed to further develop and enhance students' statistical inquiry skills. This course would ensure that students are well-equipped with the statistical knowledge that is required for further education and career pathways. The use of technology and statistical software provides students with the relevant capabilities for a successful career in any statistics related profession. Since the course is interactive and requires collaboration, it develops students' critical thinking and problem solving capabilities as well.
Being a combination of Internals and Externals, the course is well balanced in terms of report writing and probability based assessments. Students will be offered the opportunity to gain a total of 16 credits, consisting of 12 credits internally and 4 credits externally. The course also offers an opportunity for subject endorsement and is a UE approved course.

Media Studies is a subject that encourages students to engage critically with the world of media that they are surrounded by. Students will analyse the Superhero genre and its relationship with American society, the Hollywood Film industry, as well as a range of media theories. They will also have the chance to create their own short film, an exciting part of the internal assessment. This course is suited for learners who are excited about asking questions and thinking critically of 'the media' and/or have an interest in careers in media production, journalism and any other job based around analysis and production.

This subject is academic and requires students to write their analysis in essay format.  While there is a large practical component to the course the literacy and reading and writing credits come from the external exams where students write coherently and perceptively to form an argument and express their ideas.

This course further develops a student’s musicianship, while allowing students to tailor their courses to their own interests and strengths in music. All areas of music are encouraged from traditional “classical” training through to rock and jazz. Year 13 Music is ideal for students wishing to study aspects of music at tertiary level; at university, technical institute or any of the wide variety of performing arts courses that are being offered.

Ten Achievement Standards are offered at Level 3 making 50 credits. They are divided into two subject areas: Making Music and Music Studies. Students may study standards from just one subject area, both subject areas or any combination of standards selected from both.

Students who study performance standards are required to attend instrument lessons outside of timetabled class time. Students who study composition, arrangement, aural or harmony are required to attend a weekly tutorial outside of timetabled class time.

The aim of this Nutrition focused foods program is to offer a complementary University Entrance opportunity to students interested in subjects such as health, science, sport, physical education, food technology, dietetics.

Food and Nutrition involves the effective management of food intake and nutrition which are both key indicators  to good health.  Learning how smart nutrition and food choices can help prevent disease and how eating the right foods can help your body cope more successfully.  Making appropriate food choices impacts on well-being.

This course is 100% internally assessed and requires a special commitment to work and participate consistently throughout the year. It will include the activities of White Water Canoeing, tramping, indoor climbing, high ropes, camp facilitation and remote area first aid. Students will also develop skills and/or be assessed in risk management, teamwork, leadership, coping with adversity and environmental stewardship.

Outdoor Education supports a range of career options including jobs within an expanding adventure and eco-tourism industry, educational institutions, recreation centres, natural resources governance, the Defence and Police forces. 13OED graduates continue to experience 100% success at gaining places onto sometimes limited entry outdoor education tertiary courses.

In addition to gaining certificates of achievement, students will be required to keep a detailed logbook of their practical experiences showing development of social, leadership and life skills. This will significantly enhance their Curriculum Vitae and Outdoor Education tertiary course options.

EOTC time out of class 

Due to the practical nature of the course students will be required to take part in activities during some lunch times and on a minimum of two weekends. Students will miss an average three days of school per term but have no external assessment, minimal homework and can apply for some time off in Outdoor Education classes to catch up on work in other subjects. 

Health and safety 

EOTC Activity Student Details & Parent Consent Forms and a Transportation Forms for each student will be kept on file and updated throughout the year.

A Parent Letter and Gear List will be accessible a month prior for every trip/camp, posted on the class noticeboard, emailed to parents and in some cases issued to students in class. Parents are always welcome to contact Mr Wright for more information or to discuss any concerns they may have. 

Timing of trips, camps and assessments

Students will be issued with Outdoor Education Trip/Camp Dates for the year. It will show the dates and duration of all Year 12 and 13 Outdoor Education trips for the year, whether an assessment is involved or an extra cost due to the trip being optional. Please refer to this regularly and plan ahead of time.

A schedule of indoor pool sessions & Indoor Climbing Sessions held during OED class time and lunchtime will also be provided to students.

Year 13 Painting will further develop students creative and critical thinking skills in the Visual Arts.  Students have an opportunity to establish their own style and practice based on the study of other artists and artworks.

It is Highly recommended that students enter this course with a fluency in the practical skills used in previous years.  Although these will be developed during the course of study, the syllabus does not specifically focus on building painting and drawing ability.

Students undertaking External AS91456 (ARPA3.4 - Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice) will be expected to commit a certain amount of time outside of class hours as the standards require them to be undertaking a large ongoing body of work. 

Visual Arts spaces will be available to work in during students' study hours and after school, with frequent feedback available during these times.

COURSE WEBSITE

It is highly recommended students have an SLR digital camera in order to develop ideas throughout the year towards a final folio of 3 A1 panels.  

It is recommended that students enter this course with a fluency in the digital editing software skills used in previous years. Although these will be developed during the course of study, the syllabus does not specifically focus on building competency in these programs.

The course builds on photographic skills and pictorial conventions reflecting on artistic models from Yr12. Students will apply knowledge of a range of camera types and settings. They will revisit compositional approaches to taking images in different environments. They will extend problem solving through composition into a series of images exploring a personally selected theme and employ editing skills through image selection and the use of Lightroom, PhotoShop and Indesign to effectively express their ideas. This builds into a three panel folio to show a systematic body of work of generation, development and revisiting within the art making process.

Students undertaking External Standard 3.4- Produce a systematic body of work that integrates conventions and regenerates ideas within Photography will be expected to commit a certain amount of time outside of class hours as the standards require them to be undertaking a large ongoing body of work. Studio spaces will be available to work in during students' study hours and after school, with frequent feedback available during these times.

Course Website

This course intends to develop students' abilities to analyse and critique a range of topics in Physical Education. This is achieved through a combination of theoretical and practical lessons. This is an academic course with a large focus on the theory and critical thinking behind topics. Topics include: biomechanics, lifelong participation in physical activity, practical performance, and issues in elite sport. 

This course will be an advantage to those students who intend to go onto study a UE course as 13PES offers accredited Achievement Standards for UE entrance. This is a full time year long course of four periods a week, working towards NZQA Achievement Standards. 

This course is the two external and two internal course. Choosing this course is more suited to students who passed Level 2 Physics yet struggled in the external papers. Physics credits and knowledge are still the focus for University Entrance, and builds upon the knowledge and skills acquired in Level 2 Physics to extend the students’ understanding of physical phenomena. Both courses involve complex calculations and abstract concepts. The reduced external course will not cover electrical systems.

Students may alternatively choose (or be directed into) 13PHYE Physics advanced (three externals and two internals) based on Year 12 grades. Timetable restrictions may lead for 13PHYE to have to be allocated, in which case support will be given.

This course is the three external and two internal course. Choosing this course is more suited to students who passed Level 2 Physics with Merit and Excellence grades, with Merits or better in the external papers. High level Physics credits and knowledge are still the focus for University Entrance into specialist courses (e.g. Engineering), and builds upon the knowledge and skills acquired in Level 2 Physics to extend the students’ understanding of physical phenomena. Both courses 13PHYE and 13PHY involve complex calculations and abstract concepts.

Students may alternatively choose (or be directed into) 13PHY Physics (two externals and three internals) based on Year 12 grades. The reduced external course will not cover electrical systems.

This is an academic subject that is UE approved.  Students should have level 2 Product Design Technology and English at Merit or Excellence level.

A large focus of 13 PDT is the design and technological development of a product using design principles from both traditional and modern manufacturing industry. This course is designed predominantly around wood/timber, however plastics and metals can also be used as part of student’s designing and making. 

We are going to be designing and building two projects across the year - the first  is the implementation of  complex procedures to integrate parts using resistant materials to make a specified product. Students will also create a portfolio that demonstrates understanding of complex machines in the first half of the year.

The second allows students to make specified products to address identified needs by bringing their passion for design and construction, fusing it with technological practice, writing their own brief, designing creative conceptual designs, gaining stakeholder feedback, on-going research, testing, trialling and evaluation and working with a range of processes to develop their design to a final design outcome - which they then create!

Assessments in this course are based on a collection of portfolio work therefore, it is the expectation that students complete work both in lessons and at home to complete their standards..

Course costs are $210. This will cover the cost of most materials and consumables. Some specialised items may need to be brought in. Please be aware, these are course costs, not donations, as the students directly benefit from the materials and take home the final products they create. All projects will be taken home with students.

Standards are set out in the table below:

AS91620

Version 4

Implement complex procedures to integrate parts using resistant materials to make a specified product

Practical

6 

Credits

AS91625

Version 3

Demonstrate understanding of a complex machine

Portfolio

3

Credits

AS 91610

Version 3

Develop a conceptual design considering fitness for purpose in the broadest sense

Portfolio

6

Credits

AS 91611

Version 3

Develop a prototype considering fitness for purpose in the broadest sense

Practical

6

Credits

Year 13 Programming is a University Entrance (UE) approved subject. It is tailored for students who possess a keen interest in the fields of programming and computer science. At Level 3, students will be introduced to object oriented programming, graphical user interface design, reading and saving data stored in external files. Students will continue to develop skills in designing, coding, testing, and debugging, while also learning how to optimize code for efficiency and performance.

The projects for internal assessments are often open to students. Students will be encouraged to explore projects that they are passionate about or see relevancy to themselves. They will independently seek out and learn extra techniques needed for their own projects, fostering the development of strong problem solving skills which are highly valued in the industry.

In addition to programming, students will study and analyse an area of computer science. The topics could include complexity and tractability, computer vision, big data, computer graphics, formal languages, or network communication protocols. This will be externally assessed in exam conditions.

2024, the 13SCI course consists of five internally assessed Level 3 standards across a variety of topics that develop skills that are useful in many careers, not just work in a science field. This is a UE approved course. Students do fair testing and investigations, as well as research and reports.

This course is for students who come from 12SCI, 12SSC or 12EVS (as well as from 12BIO, 12CHE or 12PHY who did not pass with external standards, and did not meet the requirement for entry in to 13BIO, 13CHE or 13PHY, but yet wish to continue taking science or have a science career).

13SCI is entirely internally assessed.

Students may select the 13SCI course, but be aware that you must be consistently handing in work during 12SCI and 12SSC. You will not be able to pledge to make improvement in 13SCI, you must demonstrate it with 12SCI or 12SSC work.

This course provides an alternative pathway for students who require a course that offers a more individualised approach to provide successful learning outcomes. Tasks and projects are linked to NCEA Level 3 Unit Standards on the NZQA framework. 

The focus areas for the Skills for Life programme are: 

•   Self-management Strategies

•   Social and Cooperative Skills

•   Goal setting

•  Work and Study Skills

Year 13 Sociology uses a sociological approach to examine society today, providing a deeper understanding of humans. It is a qualifying course for University and other tertiary opportunities. It flows on particularly well to Sociology, Psychology and Philosophy. It focuses on social change caused by governments and organizations, as well as the ideas which drive these changes. The course has a strong focus on current issues, with an emphasis on values systems in society. 

This pathway provides students with knowledge and skills that are relevant for a wide range of occupations, such as human resources, social research, social policy formation, law, social work, nursing, primary, secondary and tertiary teaching, medicine, police and social welfare, personnel management, resource management, journalism, town planning, architecture, and more. The topics studied are: 

3.2 Conduct a critical social inquiry: Students will choose a modern-day policy-based issue in Aotearoa New Zealand that is happening in our world right now, and, using four research questions, conduct an inquiry on this issue.   

3.3 Demonstrate understanding of how ideologies shape society: A resource-based exam where students are required to respond to a context provided in the resource booklet that is based on how different ideologies have influenced an issue in society.

3.4 Examine personal involvement in a social action(s) that aims to influence policy change(s): Students work in small groups to influence an NZ-based policy where they aim to bring change.

3.5 Examine a campaign of social action(s) to influence policy change(s): NZ made significant changes to amend our legislation around marriage equality. Students examine the perspectives, issues, consequences and effectiveness of this marriage amendment, and present their findings in a report.

The course addresses the Level 8 achievement objectives, processes and concepts of the Sociology curriculum. It offers 20 NCEA Level 3 Sociology credits, which are University Approved. 

Year 13 Spanish Course Description

Welcome to Year 13 Spanish at Howick College! This course is designed to advance your proficiency in Spanish through a comprehensive exploration of language, culture, and contemporary issues in the Spanish-speaking world. Building on your Year 12 foundation, you'll deepen your understanding of grammar, expand your vocabulary, and enhance your communication skills in both written and spoken Spanish.

Course Content:

- Term 1: We begin with a review of Year 12 content, followed by Units on self-expression and Hispanic cultures. You'll engage with themes like gender equality, immigration, and historical events, while mastering complex grammatical structures such as the subjunctive, conditional perfect, and advanced pronouns.

- Term 2: Our focus shifts to global and environmental issues, discussing sustainability and global citizenship. You'll explore the challenges faced by Spanish-speaking countries and develop projects on environmental conservation.

- Term 3: This term covers media and communication, with activities like creating podcasts or blogs. You'll also work on a passion project, integrating language skills and cultural knowledge.

- Term 4: The final term is dedicated to exam preparation, emphasizing listening and reading comprehension techniques.

Assessments:

Throughout the year, you'll complete regular vocabulary and grammar tests, as well as three major portfolios and interactions. These assessments will help you apply your learning in practical, real-world contexts.

Join us for an engaging and immersive experience that will not only enhance your Spanish skills but also broaden your understanding of the rich and diverse Spanish-speaking world.

It is envisaged that this course will appeal to Year 13 students who have a genuine interest in physical education, sport and the leadership of junior students within these disciplines. This course provides an alternative pathway of learning to the 13PES course which is more academic in nature. The course offers students a wide variety of learning experiences to enhance their knowledge in the areas of Sports Leadership, Coaching and Physical Education. It is a full time course of study and provides students with NCEA Level 3 credits.

Sports Media is an alternative Senior Media Studies course for Y12 and Y13 focused on the relationship between Media and Sport. Students can choose between this and the normal Y12 or Y13 Media Course. Students will analyse how sports broadcasts are built on media theory such as narrative, genre and semiotics, how sports broadcasts connect to their audiences and societies and will also get a chance to produce their own sports-related media designed to promote sports at the school (either in the form of a social media campaign, documentary or podcast). This course is suited to learners who are interested in what goes on behind-the-scenes of sporting media and/or have an interest in a potential career working in sports broadcasting, from sports journalism, production or even in the commentary booth.

The course also comes with UE Literacy Credits so it can possibly be an option for Y13s who are after UE (some standards could be swapped out for Level 3 standards but using the same content as Y12). It can also be done as a 2 year course as the assessments change and the content can be rotated, with the option of gaining UE credits over 2 years in this course.

 This subject is academic and requires students to write their analysis in essay format. While there is a large practical component to the course the literacy and reading and writing credits come from the external exams where students write coherently and perceptively to form an argument and express their ideas. 

In this level 3 University Entrance NCEA course, students use textile materials in creative and innovative ways to develop their own original designs. Students are guided by a brief with specifications and an overarching theme for the year. Following the design process, students will use freehand and digital sketching to visually communicate their design ideas. They will experiment with applied design techniques and explore what they can do with a range of materials, testing to discover their properties and applications, they will trial a range of construction techniques to select the most appropriate for their outcome. Students will develop the skills and confidence to safely and skilfully use domestic and industrial machines to construct fit for purpose outcomes that address the requirements of a brief.

Students have the opportunity to showcase their outcomes in the annual Textiles exhibition show.

Textile materials are utilised in almost every industry, from high fashion catwalks to sailing the high seas, war zones to operating theatres. Textiles not only clothe and protect, they communicate and celebrate identities, enhance the performance and functionality of people, products and spaces. More importantly, textile materials enable life saving products to function. The practical skills and process of designing and constructing textile outcomes remains the same regardless of the outcome's end use, so whether it’s a ball dress, backpack or a bullet proof vest, students will gain an introduction to the foundational knowledge, skills and understanding required to develop textile outcomes.  

Learning in this course extends beyond the boundaries of a single subject. By drawing on the skills and knowledge acquired from various disciplines, students will be able to apply their learning in authentic project-based assignments. Through this interdisciplinary approach, they will not only deepen their understanding of technology but also enhance their proficiency in core subjects such as maths, English, and science.

Year 13 Tourism builds on skills acquired in year 12 tourism and is designed with students planning a career in the tourism industry in mind. Students will apply knowledge of specific regions in New Zealand, Australia and the Pacific Islands, consider tourist needs and recognise the impact of tourism on countries. This course contains level 3-unit standards and opportunities to participate in work experience within the industry in Auckland.

Topics include: 

Demonstrate knowledge of world travel geography

Demonstrate knowledge of Pacific Island Countries as Visitor Destinations

Demonstrate Knowledge of specific New Zealand regions as tourist destinations including an analysis of a contemporary event

Demonstrate knowledge of Australia as a Tourist Destination

Credits: 26 Unit standard Credits + 3 Optional Achievement Standard Credits