English allows us to communicate with other people and to explore different worlds through a variety of medium such as novels, films and plays. Our courses are designed to be enjoyable and challenging for students of all skill levels and we hope to instill a life-time love of language and literature.
Junior students are introduced to English as an academic subject and senior students (Year 11 – Year 13) work towards NCEA qualifications and NZ Scholarship as appropriate. Every lesson is grounded in the teaching of core literacy skills and we have developed a support programme for students struggling in this area. We also provide extension opportunities which begin in Year 9 and culminate with a successful Scholarship programme in Year 13.
Our aim in the English Department is to foster young women who can communicate clearly, think critically and appreciate literature. We also wish to encourage our students to participate in a variety of related activities such as debating, public speaking and writing competitions.
The Junior English programme focuses on developing the core skills of accurate writing, reading critically and speaking confidently. The Senior English programme has a variety of concept based courses available. As a department we are proud of the work we do and of the results gained by the students. Our aim is to empower the students through exposure to different types of language and so prepare them for the future.
Success in English is fundamental to success across the curriculum and central to the study of English at Sacred Heart is our desire to create effective communicators.
This is an English course for students who speak other languages.
Maybe you speak Tongan, Hindi, Tagalog, Arabic or other languages at home, then this is the course for you.
You will get support for reading and writing to help you complete the work in your other options. You will also gain ESOL Unit Standards in practical and academic skills. See the list below for what is on offer in 2026.
1 x 1B5 exercise book, either 1 x Ringbinder and 1 x A4 lined refill OR 1 x Display Book (20 page)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 28000 v4
Write a simple text for a practical purpose in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30980 v2
Listen to and understand a straightforward English language spoken text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30995 v2
Read and understand a straightforward English language written text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 31044 v2
Write a text for a practical purpose in an applied context in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
5
Total Credits
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
This course is based on visual language. In this course you can showcase your viewing and presenting and skills. You will also produce a writing portfolio.
There are 12 credits from internal assessments and 4 credits from an external assessment.
The course is designed as a pathway from Level 1 English into Communication Skills in Level 3.
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Year 12 English
The 21st Century has brought about unprecedented change. We have witnessed the progression of the internet, artificial intelligence, a truly global society and the rise of social media. But how much have human beings truly changed? The course looks into both classics and modern literature to find out if we have changed as much we may think. This course leads to consideration of the human condition and considers how we relate to others. The study of literature and language in this course includes research, a writing portfolio as well as visual and written text study.
This English course offers 18 credits; 10 internal and 8 external from the standards listed below.
You will need to have gained 6 credits in Year 12 English from the Writing Portfolio standard to choose this course.
You will need to enjoy reading to enjoy this course.
Some of the possible text studies are shown below.
A.S. 91472 v1
English 3.1 - Respond critically to specified aspect(s) of studied written text(s), supported by evidence
3
E
4
Y
4r,4w *
A.S. 91473 v1
English 3.2 - Respond critically to specified aspect(s) of studied visual or oral text(s), supported by evidence
3
E
4
Y
4w *
A.S. 91475 v1
English 3.4 - Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas
Assessments:
Term: 2025-06-25, Week: 2025-06-25
3
I
6
Y
6w *
A.S. 91479 v1
English 3.8 - Develop an informed understanding of literature and/or language using critical texts
Assessments:
Term: 2025-06-25, Week: 2025-06-25
3
I
4
Y
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 18
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Year 11 English
"Be yourself. Everybody else is already taken" - Oscar Wilde
This English course uses literature and language to investigate how people tell stories and how important stories are for identity and growth. You will explore ideas about change and development in poems, short stories, films and novels. The course also includes a writing portfolio and text connections task.
This course is made up of 10 internal and 8 external credits.
You will need 10 Level 1 English credits to be accepted into this course.
Some of the possible text studies are shown below.
Course Overview
Term 1 Whakawhanaungatanga
Prompt Text 1 - Film
Text Connections
Introduction to novel study
Term 2 Novel Study
Writing Portfolio - journals and draft one.
Term 3 Writing Portfolio - draft two and submission
Unfamiliar Text Study
School Exams
This course leads to a wide range of career pathways. Thinking and communication skills will be essential in any career choice and can be developed by studying English.
Contributions and Equipment/Stationery
2 x 1B5 exercise books
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91098 v3
English 2.1 - Analyse specified aspect(s) of studied written text(s), supported by evidence
2
E
4
Y
4r,4w
A.S. 91099 v4
English 2.2 - Analyse specified aspect(s) of studied visual or oral text(s), supported by evidence
2
E
4
Y
4w
A.S. 91101 v2
English 2.4 - Produce a selection of crafted and controlled writing
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
6
Y
6w
A.S. 91104 v2
English 2.7 - Analyse significant connections across texts, supported by evidence
Assessments:
Term: 2025-07-17, Week: 2025-07-17
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Year 10 English
This course is focused on three big questions:
- Who am I and where do I come from?
- How does my view of the world change as I come of age?
- How does my use of language help define who I am?
You will gain 15 credits by completing the assessments listed below. These assessments include language and literature study as well as writing, reading and presenting.
Some of the possible texts are shown below:
Course Overview
Term 1 This term addresses the focus questions of who am I, where do I come from and what do I value? You will create an awa o te pukapuka. You will also practise writing including descriptive, narrative and formal writing. The term ends with the writing internal assessment.
Term 2 Novel study is the focus of this term. This includes reading, responding and completing comprehension tasks. We will also look at how te ao Maori concepts are represented in the novel. The term ends with a response to novel common assessment test in preparation for the NZQA exam at the end of the year.
Term 3 This term is based around reading and responding to a range of texts (poems, prose and non-fiction). The focus is on learning language features and how writers use these effectively to achieve their purpose.
This course leads to a wide range of career pathways. Thinking and communication skills will be essential in any career choice and can be developed by studying English.
Contributions and Equipment/Stationery
1 x 1B5 exercise book
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91925 v4
English 1.3 - Demonstrate understanding of specific aspects of studied text
1
E
5
Y
A.S. 91926 v5
English 1.2 - Develop ideas in writing using stylistic and written conventions
Assessments:
Term: 2025-06-25, Week: 2025-06-25
1
I
5
Y
A.S. 91927 v5
English 1.4 - Demonstrate understanding of significant aspects of unfamiliar texts
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Year 9 English
DuringYear 10 English you will focus on the theme: Expand your Horizons. You will develop the skills of writing, reading, speaking and presenting.
You will read and study written (novels, poems, stories), oral (speeches) and visual (film) texts as well as taking part in our reading awards programme.
You will create texts like stories, speeches, poems, static and moving images.
Topics
Creative and Formal Writing
Novel Study
Short Stories
Poetry
Film Study
Speeches
Static Images
Course Overview
Term 1 This term introduced the theme of "expand your horizons". You will present a speech to the class and take part in the Year 10 speech competition. You will work on reading strategies and the junior reading awards programme.
Term 2 Novel or Film study leads into a critical analysis assessment.
Term 3 Novel or Film study leads into a writing assessment. The last part of the term has a language assessment.
Term 4 Short texts study. Preparation for the Year10 exam.
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Open Entry
During Year 9 English you will explore a range of texts. The theme for the year is My Identity. You will study novels, poetry and short stories and view films. You will also take part in the SHC Reading Awards programme. You will make static images, speeches and complete a range of writing tasks.
Topics
Creative Writing
Formal Writing'
Novel Study
Film Study
Speeches
Skills
Some of the possible text studies are shown below:
Our Staff focus closely on movement and its contribution to the development of our students and communities. By learning in, through and about movement our students gain an understanding that movement is integral to human expression and that it can contribute to people's pleasure and enhance their well-being.
At Sacred Heart College Health and Physical Education is compulsory at Year 9 and Year 10, and is taken as an option at Year 11, 12 and 13.
The students explore human movement through anatomical, physiological, and biomechanical analysis, and learn about various sports psychology methods as a way to improve performance. Sports nutrition, programme planning and current issues around sport are also examined.
In Health students complete a variety of topics including; New Zealand Health Issues and Health Practices, Ethical Issues, International Health Issues, Well-being and Interpersonal Issues.
Outdoor education complements and enhances the traditional curriculum available at Sacred Heart College. It provides opportunities for learning, different from those in the classroom and has special value in the interpersonal and social development of the students. It offers experiences and challenges in and around some of the environments that mould us as a region and provides a real pathway to students keen to transfer these skills in to tertiary training and employment.
Sacred Heart College offers further Outdoor education opportunities in the Year 9 Camp and Year 10 day camp. In the senior option classes in Years 11, 12 and 13 we include different sports from Zumba, Bumperball to Skateboarding. In Year 12 the Physical Education classes have a trip skiing as part of their assessment in Risk Management.
Over 200 students are currently enrolled in the Young New Zealander's Challenge of The Duke of Edinburgh's Hillary Award and Sacred Heart College has had the largest number of students graduate with their Gold Award in NZ in the past 5 Years. We offer Bronze in Year 10, Silver in Year 11 and Gold over Y12 and Y13.
Health and Physical Education lessons
Sacred Heart encourages all students to get involved with sport. All Year 9 and 10 students will participate in Health and Physical Education classes.
Year 9 students will attend two Physical Education lessons per week. They will attend Health as part of the Year 9 rotation.
Topics for PE:
Promoting Whanaungatanga through Large Ball Skills (basketball, netball, football, touch rugby)
Athletics
Promoting Manaakitanga through Net Games (volleyball, badminton, table tennis)
Hakinkina - Fitness and Exercise
Māori Movement and Cultural Games
Small Ball Skills (cricket, softball, floorball and lacrosse)
Topics for Health:
Enhancing Hauora, Healthy Relationships, Sexuality and Identity
Year 10 students will attend two Physical Education lessons and one Health Lesson per week.
Topics for PE:
Promoting whanaungatanga and kotahitanga through invasion games (netball, football, capture the flag, tough rugby, basketball and ultimate frisbee)
Developing rangatiratanga through designing your own games.
Whakapakari Tinana - Giving strength to the body.
Māori movement - ki o rahi.
Maramatanga - Working towards a purpose, participation in all aspects - Participating in and leading a sport for our year 10 sports day.
Topics for Health:
Mana, promoting positive sexuality, making healthy decisions around substances and healthy communities and environments.
In Year 10 Physical Education and Health, students will be provided with the opportunity to build on their existing knowledge, while being exposed to new and different sports and activities in a context that is values driven. Students will have more autonomy of their own learning, designing their own games and developing their interpersonal skills to lead and support the participation of others in physical activity. Students will be given the opportunity to test their skills, learn something new and appreciate the importance of caring for their body, now and for the future.
Year 10 students will attend two Physical Education lessons and one Health Lesson per week.
PE topics:
Promoting whanaungatanga and kotahitanga through invasion games (netball, football, capture the flag, tough rugby, basketball and ultimate frisbee)
Developing rangatiratanga through designing your own games.
Whakapakari Tinana - Giving strength to the body.
Māori movement - ki o rahi.
Maramatanga - Working towards a purpose, participation in all aspects - Participating in and leading a sport for our year 10 sports day.
Health topics:
Mana
Promoting positive sexuality
Making healthy decisions around substances.
Healthy communities and environments.
Course Overview
Term 1 PE:
Whanaungatanga (Sense of belonging, getting to know each other) - Minor Games
Kotahitanga (Unity, teamwork) - Invasion Games
Health:
Mana
Term 2 PE:
Rangatiratanga (Self-Governance, taking the lead) - Designing Games
Whakapakari Tinana - (Giving strength to the body) - Principle's of Training
Health:
Promoting Positive Sexuality
Term 3 PE:
Māori Movement
Kaitiakitanga (Guardianship) - Ki o rahi
Health:
Making healthy decisions around substances
Term 4 PE:
Maramatanga (Working towards a purpose, participation in all aspects) - Sports Education (Big day out!)
Hākari (Celebratory feast)
Year 9 Students will learn in an environment that is values driven, supporting the development of their social, emotional, intellectual, and cultural capabilities. Akonga will learn that through movement, there are diverse ways of participating in physical activities, and the many benefits this has on their hauora. Students will be exposed to many different sports and activities giving them the opportunity to test their skills, learn something new and appreciate the importance of caring for their body, now and for the future. The concept of Hauora or total wellbeing is a key focus of Health and PE and ākonga will learn how to make health enhancing decisions for themselves and others, developing self-esteem and resilience for now and the future.
Topics for PE:
Promoting Whanaungatanga through Large Ball Skills (basketball, netball, football, touch rugby)
Athletics
Promoting Manaakitanga through Net Games (volleyball, badminton, table tennis)
Hakinkina - Fitness and Exercise
Māori Movement and Cultural Games
Small Ball Skills (cricket, softball, floorball and lacrosse)
Topics for Health:
Enhancing Hauora, Healthy Relationships, Sexuality and Identity
Course Overview
Term 1 PE:
Whanaungatanga (sense of belonging, getting to know each other) - Large Ball Skills
Athletics - SHC 3 Star Award
Health:
Enhancing Hauora, Healthy Relationships and Sexuality and Identity
Term 2 PE:
Manaakitanga (helping each other) - Net Games
Hākinakina (Fitness/Exercise)
Health:
Enhancing Hauora, Healthy Relationships and Sexuality and Identity
Term 3 PE:
Māori Movement
Kotahitanga (unity, teamwork) - Cultural Games
Health:
Enhancing Hauora, Healthy Relationships and Sexuality and Identity
Term 4 PE:
Auahatanga (creativity, strive to improve) - Small Ball Skills
Health:
Enhancing Hauora, Healthy Relationships and Sexuality and Identity
This course is a combination of practical and theory work that offers students the opportunity to learn about the significant role physical activity and sport plays in our lives. Through movement they will develop the physical skills and capabilities to devise strategies that contribute to lifelong wellbeing. Students will examine physical activity and look at ways we can enhance performance in a physical activity of their choice. This course provides students with the opportunity to develop their leadership skills, and explore ways we can enhance sports performance and enjoyment. Students will learn that through movement, we develop a range of capabilities, and develop an understanding of what influences our own and others’ participation in movement experiences. Students will participate in an outdoor activity and analyse safety management issues related to the activity and devise strategies to manage these safety issues.
Students can expect to learn in and through a range of movement experiences including badminton, swimming, waka ama, volleyball, and ki o rahi to name a few.
This is a university approved course and there are not external assessments or end of year exams associated with this course.
Students can select both Level 3 Physical Education, Outdoor Education and Sport Studies but must understand there is some overlap in the standards assessed.
Course Overview
Term 1 A.S 3.9 Devise strategies for a physical activity outcome
Choose an area of your fitness or game play within a sport you want to improve and devise strategies to achieve that goal or objective.
A.S 3.4 Demonstrate quality performance of a physical activity in an applied setting.
Learn and practice the skills associated with badminton and demonstrate quality performance in this sport or a sport of your choice.
Term 2 A.S 3.7 Analyse issues in safety management for outdoor activity to devise safety management plans.
Participate in EOTC activities including waka ama, and/or stand up paddle boarding and analyse issues in safety management for an outdoor activity.
Term 3 3.1 Evaluate physical activity experiences to devise strategies for lifelong well-being.
Participate in and reflect on your experiences of sport and physical activity and develop strategies to maintain lifelong well being.
Term 4 3.8 Examine contemporary leadership principles applied in physical activity contexts.
Learn and develop the skills that will enable you to effectively lead in a physical activity of your choice.
A.S. 91789 v2
Physical Education 3.9 - Devise strategies for a physical activity outcome
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 19 credits. Internally Assessed Credits: 19 credits.
Open Entry A real interest in sport, physical activity and the great outdoors.
The PEO101 course is a combination of practical and theory work and offers students the opportunity to participate in a variety of physical activities in the context of PE, sport and outdoor education. Students will partake in a variety of physical activities including ki o rahi, rock climbing, cooperative games, netball, kayaking, tramping, volleyball and mountain biking to name a few! All activities require students to be physically active, which contributes to their overall health and well-being.
Students will participate in a wide range of group activities that will help develop their ability to work within a team, further developing their interpersonal skills whilst building connections with others. During the course, students will be required to reflect on their participation in these activities, to enhance their understanding of the important role physical activity plays in our lives.
Students will learn in and about a range of movement contexts, learning how the body works, and ways to maintain and enhance physical experiences. Our aim is to provide students with the opportunity to experience fun and exciting activities and learn valuable skills that will inspire them to participate in lifelong physical activity.
Students will also get to experience activities outside of the classroom including, a day of kayaking and rock climbing at Fergs, Rock and Kayak, an overnight camp/tramp into the Orongorongo Valley and mountain biking at Wainuiomata Mountain Biking Park.
This course will help students prepare for both the level 2 Physical Education and Outdoor Education courses.
In Year 11 PE, Sport and the Great Outdoors the work is assessed in a variety of contexts, including practical demonstrations, orally and written presentations/reflections. There is no end of year exam associated with this course.
Course Overview
Term 1 1.2 - Demonstrate understanding of the application of strategies in movement.
Take part in a variety of activities including kayaking, rock climbing, bush walking, swimming and team-based activities.
Term 2 1.1 - Apply movement strategies in an applied setting.
Ki o rahi, volleyball and activities selected by the students.
Term 3 1.3 - Demonstrate understanding of the influence of a personal movement experience on Hauora.
Mountain Biking and a variety of activities including badminton, swimming, table tennis, functional fitness, basketball, ultimate frisbee.
Term 4 Demonstrate understanding of influences on movement in Aotearoa New Zealand or the Pacific.
Teacher. Coach (various sports). Personal Trainer. Gym Instructor. Police. Fire service. Ambulance Service. Military. Dance Teacher. Outdoor Instructor (various activities). Fitness Advisor. Team Trainer. Sports Scientist. Occupational Health Officer. Exercise Science Consultant. Lecturer. Programme Developer. Researcher. Sports Activity Coordinator. Exercise Rehabilitation. Physiotherapist. Performance Analyst. Event Manager. Sports Development Manager. Sports Journalist. Reporter. Media Support. Communications Officer. Media Liaison.
Contributions and Equipment/Stationery
either 1 x 1B5 exercise book, or 1 x lined refill, PE gear (school PE gear is optional). Camp, Rock climbine, Kayak trips - costs TBA
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92016 v3
Physical Education 1.1 - Apply movement strategies in an applied setting
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92017 v3
Physical Education 1.2 - Demonstrate understanding of the application of strategies in movement
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92018 v4
Physical Education 1.3 - Demonstrate understanding of the influence of personal movement experiences on hauora
Assessments:
Term: 2025-06-26, Week: 2025-06-26
In level 2 Health Education, students will develop the competencies to become confident, connected, actively involved, lifelong learners, ready to contribute to the future well-being of New Zealand. In this course they will explore a broad range of health issues, analysing factors that influence hauora, the consequences of these and recommending strategies to address the issues.
Students will learn to evaluate the impacts that social and cultural factors have on relationships, in particular, the impacts of stereotyping and discrimination against individuals on the basis of their gender, ethnicity, age, economic background, sexual orientation, cultural beliefs, or differing abilities. Students will analyse a wide range of adolescent health issues that affect young people within our community and use health promotion models to recommend strategies to address these issues. In this course, students will learn about the determinants of health and be able to analyse the health and wellbeing of society through the application of a socio-ecological perspective. Knowledge gained in this course can be applied to real life situations, supporting students be positive, contributing members of society.
Common themes and topics studied include resilience, gender and sexual identity, health promotion within our school community and analysing common adolescent health issues including stress, alcohol use and misuse, conflict within relationships, negative body image, drug use, poor sexual reproductive health and food related issues.
Course Overview
Term 1 2.2 Evaluate factors that influence people's ability to manage change.
Resilience - Investigating factors that influence a persons ability to manage changes in their life.
Term 2 2.5 Analyse issues related to sexuality and gender to develop strategies for addressing the issues.
Examine issues influencing gender roles and stereotypes, sexuality and recommend strategies that promote social justice.
Term 3 2.3 Take action to enhance an aspect of people's well-being within the school or wider community.
Investigate issues affecting wellbeing in our school community and use health promotion models to take action to address and issue of your choice.
Term 4 2.1 Analyse an adolescent health issue - External Exam.
Analysing common adolescent health issues, this could include, stress, alcohol use and misuse, relationships, body image, drug use, sexual reproductive health and food related issues.
Social worker. Environmental Health Officer. Community Worker. Nurse. Doctor. Dental Assistant. Pathologist. Psychologist. Pharmacy Technician. Psychiatrist. Health Services Manager. Psychotherapist. Acupuncturist. Midwife. Chiropractor. Dental Technician. Pharmacist. Dentist. Health Promoter. Occupational Therapist. Youth Worker. Naturopath. Radiation Therapist. Osteopath. Physiotherapist. Speech Language Therapist. Case Manager. Counsellor. Care worker. Paramedic. Teacher.
Contributions and Equipment/Stationery
either 1 x 1B5 exercise book or 1 x A4 lined refill
Description
Type
Value
esources and course contribution
Contribution
$20.00
$20.00
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91235 v2
Health 2.1 - Analyse an adolescent health issue
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
E
5
A.S. 91236 v2
Health 2.2 - Evaluate factors that influence people's ability to manage change
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
5
A.S. 91237 v2
Health 2.3 - Take action to enhance an aspect of people's well-being within the school or wider community
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
5
A.S. 91239 v2
Health 2.5 - Analyse issues related to sexuality and gender to develop strategies for addressing the issues
Assessments:
Term: 2025-06-26, Week: 2025-06-26
Open Entry A reasonable level of fitness and a real interest in sport, fitness and human movement.
The activities in this course the students will participate in a variety of sports and activities. The course will also cover Nutrition, First Aid and Personal Fitness. The course includes practical and theory sessions covering anatomy, physiology, coaching, leadership and concepts of fitness and training methods. This course is Unit Standard based.
In Level 2 Sport Studies you will be exposed to a wide variety of sport and physical learning experiences. They learn the basics of anatomy and biomechanics as a foundation for knowledge about physical movement. You will gain beginner skills in an unfamiliar sport then have the opportunity to apply these skills to a coaching environment.
You learn about how to be a coach and how to create a learning experience centered around the needs of the participants. In this course, you have the opportunity to participate in a variety of physical activities and will learn about the risk management strategies that are involved when planning and completing a challenging outdoor activity.
A unit standard course option provides those who are enthusiastic about sport and physical activity with an element of theory to go alongside the practical nature of the course. It encourages you to remain involved in sport and physical activity which is becoming increasingly important as involvement in regular physical activity among young people declines.
Students can select both Level 2 Sport Studies, Outdoor Education and Physical Activity but must understand there is some overlap in the standards assessed.
Course Overview
Term 1 A.S 2.4 Perform a Physical Activity in an applied setting.
Participate in a sport of your choice.
Term 2 US 21414 Plan and run a recreation activity.
US 3492 Write a short report.
Planning and implementing a fun and interactive gymnastics based day with young students from St Peters and Paul.
Term 3 A.S 2.7 Analyse the application of risk management strategies to a challenging outdoor activity.
Off to Mt Ruapehu! Try your skills at skiing or snowboarding, have fun in the snow while learning about how to reduce the risk factors to this awesome sport.
Term 4 US 22768 Conduct and review a beginner level coaching session. 4 credits
With the skills and knowledge you will gain from participating in ki o rahi you will create and run a fun and engaging ki o rahi session with our SHC junior students and students at St Peters an Pauls.
Health is an important part of our country and the world, in this course you will have the opportunity to explore a variety of up to date topics and gain knowledge and understanding of the issues that surround us. You will also research and develop strategies to explore ways of assisting these issues for the communities in New Zealand.
As a result of learning at this level students will be able to:
Explain why some health-related situations are a concern for communities or the whole population of a country or region. Analyse critically how the determinants of health affect well-being in relation to an identified health issue. Explore global health issues Recommend and justify strategies that reflect the values of social justice.
Topics may include: Alcohol and other drug use in NZ, issues related to sexuality, euthanasia, immunisation, life style changes (diet and exercise), teenage pregnancy, and global health inequities.
Course Overview
Term 1 3.3 Evaluate health practices currently used in New Zealand: Mental Health.
Investigate mental health as an issue and and explore what practices are available to treat a mental health condition.
Term 2 3.4 Analyse a contemporary ethical issue in relation to well-being: Own choice.
Research and investigate different health related ethical issues, this could include immunisation, euthanasia, access to elective cosmetic or other surgery, abortion and reproductive technologies.
Term 3 3.1 Analyse a New Zealand Health issue. Adolescent alcohol misuse
Investigating the impacts alcohol use has on the health and wellbeing has on our community.
Term 4 3.2 Analyse an international health issue: This could be related to:
• Sexual and reproductive health
• Culture and gender
Investigating the factors that influence an international health issue, this could include topics like sexual and reproductive health and culture and gender.
either 1 x 1B5 exercise book or 1 x A4 lined refill.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91461 v3
Health 3.1 - Analyse a New Zealand health issue
3
I
5
5r *
A.S. 91462 v2
Health 3.2 - Analyse an international health issue
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
E
5
5r,5w *
A.S. 91463 v3
Health 3.3 - Evaluate health practices currently used in New Zealand
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
5
5r *
A.S. 91464 v2
Health 3.4 - Analyse a contemporary ethical issue in relation to well-being
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
In level 1 Health, students will learn the importance and understanding of the concept of hauora / health and wellbeing and how it relates to individuals, whānau, communities, and the surrounding environment. Students will learn that there can be diverse ways of understanding hauora, influenced by a person’s values, cultures, experiences, identities, and worldview.
Students will learn relevant models of health that are reflective of the diverse cultural backgrounds and experiences of ākonga across Aotearoa New Zealand and the Pacific. They will explore how values like tiakitanga, manaakitanga and whanaungatanga are fundamental to health and wellbeing and that hauora is more than a matter of personal choice and individual responsibility. This course also has a strong focus on social justice and how positive health outcomes for all people and communities are only possible when inequities are addressed, and all members of society are treated fairly.
Students will learn how to gain the confidence to analyse differing perspectives and messages about mental health, relationships, and sexuality, supporting their ability to make positive, health enhancing decisions for now and the future.
Common themes and topics studied include, culture and identity, promoting positive sexual health, understanding ethical dilemmas related to health situations, positive decision making in health related situations, building positive self confidence and self-esteem, and strengthening positive relationships.
Course Overview
Term 1 A.S 1.1 - Demonstrate understanding of hauora in a health-related context through the application of a model of health.
Exploring models of health including Te Whare Tapa Whā, Fonofale and Te Wheke.
Culture and Identity
Factors that influence wellbeing
Term 2 A.S 1.2 - Demonstrate understanding of decision-making in a health-related situation.
Keeping ourselves safe in a health related situations, including drugs and alcohol, mental health and relationships and sexuality.
Term 3 A.S 1.3 - Demonstrate understanding of factors that influence hauora.
Exploring factors that influence our Hauora including stress, anxiety, drug and alcohol abuse and conflict within relationships.
Term 4 Demonstrate understanding of factors that influence hauora.
Exploring factors that influence our hauora including stress, anxiety, drug and alcohol abuse and conflict within relationships.
Social worker. Environmental Health Officer. Community Worker. Nurse. Doctor. Dental Assistant. Pathologist. Psychologist. Pharmacy Technician. Psychiatrist. Health Services Manager. Psychotherapist. Acupuncturist. Midwife. Chiropractor. Dental Technician. Pharmacist. Dentist. Health Promoter. Occupational Therapist. Youth Worker. Naturopath. Radiation Therapist. Osteopath. Physiotherapist. Speech Language Therapist. Case Manager. Counsellor. Care worker. Paramedic. Teacher.
Contributions and Equipment/Stationery
either 1 x 1B5 exercise book or 1 x A4 lined refill. Trip - costs tba.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92008 v4
Health Studies 1.1 - Demonstrate understanding of hauora in a health-related context through the application of a model of health
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92009 v3
Health Studies 1.2 - Demonstrate understanding of decision-making in a health-related situation
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92010 v3
Health Studies 1.3 - Demonstrate understanding of factors that influence hauora
Assessments:
Term: 2025-06-26, Week: 2025-06-26
Open Entry. A real interest in sport, fitness and physical activity.
Level 3 Sports Studies students will participate in a variety of sports and activities, will gain knowledge in nutrition, injury prevention and coaching. Students are exposed to a wide variety of physical learning experiences in a practically driven context, providing quality learning experiences in, through and around movement experiences.
Students will enhance their learning in physical movement while having the opportunity to participate in a variety of physical activities. Students will learn the knowledge to help them identify and prevent injuries and risks and hazards within a number of sport and physical activity experiences. Students will use their sporting expertise to plan and lead beginner level sporting experiences for our junior students.
This course is in alignment with the New Zealand Curriculum and students will become confident, actively involved, and lifelong learners. Sport helps you develop the skills, knowledge and competencies to a live healthy and physically active live at school and for life beyond school, while also allowing students to relieve their academic stress and anxiety.
In Level 3 Sports Studies the learning is assessed in a variety of ways that may include practical demonstration, written, verbal and presentations, allowing for differing learning abilities.
Students can select both Level 3 Sport Studies, Physical Education and Outdoor Education but must understand there is some overlap in the standards assessed.
Course Overview
Term 1 US 6571 Demonstrate knowledge of micro and macro nutrients and nutritional imbalances.
Learn about nutrition, how it fuels your body, and what nutrients we need to sustain physical activity.
Term 2 AS 3.4 Demonstrate quality performance of a physical activity in an applied setting.
Learn and practice the skills associated with badminton and demonstrate quality performance in this sport or a sport of your choice.
Term 3 US 22771 Plan beginner-level coaching sessions for sport participants.
Design beginner level coaching sessions in a sport of your choice to lead with our junior students.
Term 4 US 20673 Demonstrate knowledge of injuries, injury prevention and risks and hazards associated with sport or recreation.
Learn the knowledge to help you identify and prevent injuries and risks and hazards within a number of sport and physical activity experiences.
either 1 x 1B5 exercise book or 1 x A4 lined refill, PE gear (school PE gear optional), sports shoes. Trips - costs tbc
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 6571 v7
Demonstrate knowledge of micro and macro nutrients and nutritional imbalances
Assessments:
Term: 2025-06-26, Week: 2025-06-26
Term: 2025-06-26, Week: 2025-06-26
3
I
5
U.S. 20673 v4
Demonstrate knowledge of injuries, injury prevention and risks and hazards associated with sport or recreation
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
5
U.S. 22771 v3
Plan beginner-level coaching sessions for sport participants
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
6
A.S. 91501 v2
Physical Education 3.4 - Demonstrate quality performance of a physical activity in an applied setting
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 4
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
In this course students will build on the basic skills learnt in Year 11 that are required to participate safely and confidently in outdoor education activities. These include risk assessment and management, analysing group processes in physical activity, and how to be socially responsible when participating in outdoor education activities. Participation in all activities will be compulsory.
We are incredibly lucky to live in a country with so many outdoor adventure experiences on our doorstep, however many of our students don’t get the opportunity to experience these adventures for a variety of reasons. Outdoor adventure is such a huge part of New Zealand culture and something we should all have the opportunity to experience.
In Year 12 Outdoor Education, you will be exposed to more challenging outdoor education activities, such as an overnight mountain bike/camping trip, and a ski/snowboard trip. You will learn the necessary skills and knowledge to participate actively and confidently in these activities. Students will also lead an outdoor adventure for a group of younger students.
All activities require a base level of fitness and a positive attitude. Not only will you have the opportunity to experience fun and exciting activities, you will also be learning valuable skills such as being socially responsible, understanding group processes in outdoor adventure, developing leadership skills, and assessing and managing risk in a challenging outdoor environment.
Having the opportunity to initially experience the outdoors in a safe, school environment will give you the confidence to continue these activities out of school. The valuable, initial experience will develop knowledge and understanding of the outdoors that can be shared with family and peers.
Outdoor education is growing in NZ, the industry is becoming a focal point and more jobs are becoming available for young people.
Students can select both Level 2 Outdoor Education, Physical Education and Sport Studies but must understand there is some overlap in the standards assessed.
Please note there are limited spaces available in the Year 12 Outdoor Education course. Students who aren't successful in their selection for this course will be placed in the Year 12 Physical Education course instead.
Course Overview
Term 1 AS 91336 Physical Education 2.10 – Analyse group processes in physical activity. 3 credits
Term 2 AS91332 Physical Education 2.6 – Evaluate leadership strategies that contribute to the effective functioning of a group. 4 credits.
Plan and lead an outdoor adventure for a group of younger students.
AS91330 Physical Education 2.4 – Perform a physical activity in an applied setting. 4 credits.
Participate in the Tough Gal/Guy competition or be assessed in a sport of your choice.
Term 3 AS91334 Physical Education 2.8 – Consistently demonstrate social responsibility through applying a social responsibility model in physical activity. 3 credits
Participate in a variety of physical activities and consistently demonstrate social responsibility during these activities.
AS90968 Physical Education 2.7 – Analyse the application of risk management strategies to a challenging outdoor activity. 3 credits
Take part in a multi-day ski/snowboard trip to Mount Ruapehu. Prepare for this trip by learning about hazards faced in a challenging outdoor environment and how to minimise risks using a risk assessment and management form.
Outdoor instructor (variety of activities). Leader. Outward Bound. Hillary Edmund Centre. Outdoor Youth instructor. Ski/Snowboard instruction. Tour Guide. Administration. Recreation Assistant. School group leader. Duke of Edinburgh Leader. Outdoor Guide. Adventure Park assistant/manager. Watersports instructor. Tourism worker. Teacher.
Contributions and Equipment/Stationery
PE gear (school PE gear optional), sports shoes, Mountain biking Expedition and Ski trip costs tbc
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91330 v3
Physical Education 2.4 - Perform a physical activity in an applied setting
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
4
A.S. 91332 v2
Physical Education 2.6 - Evaluate leadership strategies that contribute to the effective functioning of a group
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
4
A.S. 91333 v3
Physical Education 2.7 - Analyse the application of risk management strategies to a challenging outdoor activity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
A.S. 91334 v2
Physical Education 2.8 - Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
A.S. 91336 v2
Physical Education 2.10 - Analyse group processes in physical activity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
Open Entry A real interest in sport, physical activity and human movement. NCEA Level 1 is recommended, but not essential.
This course is a combination of practical and theory work. It will cover various aspects of Physical Education including training methods, anatomy, biomechanics, skill learning, sports psychology, physiology, and leadership roles. Students also spend 3 days skiing at Whakapapa, and study risk management.
Year 12 Physical Education provides students with the opportunities to learn in, through and about human movement in a way that is practically driven. Students will learn how to apply biophysical principles to movement to improve sports performance and general wellbeing. This course will encourage students to think critically about the role physical activity, sport and recreation plays in their lives, enabling them to make healthy and informed decisions for now and the future. Students will learn the skills necessary to lead and implement a physical activity for younger students, developing interpersonal skills, including group leadership and management, while building connections with others in their community. A highlight of the year is the ski trip, providing students with an opportunity to experience physical activity in a unique outdoor environment, applying risk management strategies learnt in theory to a practical real-life context. Year 12 PE offers students the opportunity to build resilience, step out of their comfort zone in an environment that is fun, exciting and practically driven.
These assessments cater to learner’s understanding of the content and can be flexible in a way that students have an option to complete either an achievement standard or a unit standard or both.
There are no external assessments or exams.
Year 12 Physical Education the work is assessed in a variety of ways that include practical, written, verbal, presentations and demonstrations allowing students to demonstrate their understanding in a variety of contexts.
Students can select both Level 2 Physical Education, Outdoor Education and Sport Studies but must understand there is some overlap in the standards assessed.
Course Overview
Term 1 A.S 2.3 Demonstrate understanding of the application of biophysical principles to training for physical activity. 4 credits
Participate in a variety of activities (student and teacher collaboration) and learn the biomechanics of our bodies and what our bodies response is to physical activity.
Term 2 A.S 2.4 Perform a Physical Activity in an applied setting.
Participate in the exciting and fun Tough Guy and Tough Gal Challenge and reflect on your training programme.
Plan and implement a fun and interactive gymnastics-based day with young students from St Peters and Paul.
Term 3 A.S 2.7 Analyse the application of risk management strategies to a challenging outdoor activity.
Off to Mt Ruapehu! Try your skills at skiing or snowboarding, have fun in the snow while learning about how to reduce the risk factors to this awesome sport.
Term 4 A.S 2.9 Examine the implementation and outcome(s) of a physical activity event or opportunity.
Being as creative as possible plan and design a fun and engaging physical activity that fits the needs of anyone. The choice is yours and you can run any activity of your choice with any group of your choice.
Teacher. Coach (various sports). Personal Trainer. Gym Instructor. Police. Fire service. Ambulance Service. Military. Dance Teacher. Outdoor Instructor (various activities). Fitness Advisor. Team Trainer. Sports Scientist. Occupational Health Officer. Exercise Science Consultant. Lecturer. Programme Developer. Researcher. Sports Activity Coordinator. Exercise Rehabilitation. Physiotherapist. Performance Analyst. Event Manager. Sports Development Manager. Sports Journalist. Reporter. Media Support. Communications Officer. Media Liaison.
Contributions and Equipment/Stationery
either 1 x 1B5 exercise book or 1 x A4 lined refill. PE gear (school PE is optional). Ski Trip and Tough Guy Tough Gal Challenge - costs tba.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91329 v2
Physical Education 2.3 - Demonstrate understanding of the application of biophysical principles to training for physical activity
2
I
4
A.S. 91330 v3
Physical Education 2.4 - Perform a physical activity in an applied setting
2
I
4
A.S. 91333 v3
Physical Education 2.7 - Analyse the application of risk management strategies to a challenging outdoor activity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
A.S. 91335 v2
Physical Education 2.9 - Examine the implementation and outcome(s) of a physical activity event or opportunity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
Total Credits
Total Credits Available: 14 credits. Internally Assessed Credits: 14 credits.
In this course students will build on the skills learnt in Year 11 and Year 12 that are required to participate safely and confidently in more challenging outdoor education activities. These include risk assessment and management, leadership in outdoor adventure, and how to devise appropriate strategies to achieve the physical activity outcome of a multi-day tramp in Tararua Forest Park. Participation in all activities will be compulsory.
We are incredibly lucky to live in a country with so many outdoor adventure experiences on our doorstep, however many of our students don’t get the opportunity to experience these adventures for a variety of reasons. Outdoor adventure is such a huge part of New Zealand culture and something we should all have the opportunity to experience.
In Year 13 Outdoor Education, you will be exposed to more challenging outdoor education activities and will have the opportunity to take on leadership roles within some of these activities (trips and activities yet to be finalised). You will learn the necessary skills and knowledge to participate actively and confidently in less familiar environments,
All activities require a base level of fitness and a positive attitude. Not only will you have the opportunity to experience fun and exciting activities, you will also be learning valuable skills to build confidence leading family and peers in these activities.
Having the opportunity to initially experience the outdoors in a safe, school environment will give you the confidence to continue these activities out of school. The valuable, initial experience will develop knowledge and understanding of the outdoors that can be shared with family and peers.
Year 13 Outdoor Education is a university approved subject and there are no external assessments or end of year exams associated with this course.
Students can select both Level 3 Outdoor Education, Physical Education and Sport Studies but must understand there is some overlap in the standards assessed.
Please note there are limited spaces available in the Year 13 Outdoor Education course. Students who aren't successful in their selection for this course will be placed in the Year 13 Physical Education course instead.
Course Overview
Term 1 AS 91504 Physical Education 3.9 - Devise strategies for a physical activity outcome – 4 credits
Term 2 A.S 3.4 - Demonstrate quality performance of a physical activity in an applied setting - 4 credits
A.S. 91789 v2
Physical Education 3.9 - Devise strategies for a physical activity outcome
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 15
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
"If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart." Nelson Mandela
What is learning languages about?
- Learning a
new language provides a means of communication with people from another culture
and exploring one's own world.
- Languages and
cultures play a key role in developing our personal, group, national and human
identities.
Which languages does our school offer?
In Year 9 the students have a Languages rotation so that they have a chance to learn the basics of Samoan, Japanese and te reo Māori.
From Years 10 to 13 the languages are an option that, if they wish, can take the student as far as NCEA Level 3. By this stage the student can communicate with a degree of confidence both orally and in writing.
Why does our school teach languages?
Students extend their thinking and reasoning skills and they apply these in other areas of learning and in processing knowledge
Knowing aspects of another language improves students' skills in using English and communicating effectively
Our students are able to work internationally and will be able to engage with other cultures using the skills gained by learning a language in our school
Students will be able to relate to their local society and culture as well as being able to operate globally
How does our school teach languages?
In the core communication strand, students learn to use the language to make meaning. As their knowledge increases, they become more effective communicators, developing the receptive skills of listening, reading, and viewing and the productive skills of speaking, writing, and presenting or performing.
In the supporting language knowledge strand, students study the language in order to understand how it works. They learn about the relationships between different words and different structures, how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised.
In the supporting cultural knowledge strand, students learn about culture and the interrelationship between culture and language. As they compare and contrast different beliefs and cultural practices, including their own, they understand more about themselves and become more understanding of others.
Why continue learning a language?
The value of learning languages click here
Learning a language could save your career
Language learning is a core aspect of the National Curriculum.
Learners of a
second language possess stronger vocabulary skills in English, improved
listening and memory capabilities, and higher reading achievement in the
native language.
As we move into
a global economy, effective business people will need to be able to
communicate in languages other than English. There is already a
significant demand for employees that are multilingual, and this number
will continue to increase in all sectors of work including government,
travel, engineering, education, communication, law, economics, advertising
etc.
By studying
another language and culture, a student can look at her or his own culture
from an outside perspective. Intercultural experiences can result in a
deeper understanding and appreciation of one's own customs, culture, and
traditions.
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging." (Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
This is an English course for students who speak other languages.
Maybe you speak Tongan, Hindi, Tagalog, Arabic or other languages at home, then this is the course for you.
You will get support for reading and writing to help you complete the work in your other options. You will also gain ESOL Unit Standards in practical and academic skills. See the list below for what is on offer in 2026.
1 x 1B5 exercise book, either 1 x Ringbinder and 1 x A4 lined refill OR 1 x Display Book (20 page)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 28000 v4
Write a simple text for a practical purpose in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30980 v2
Listen to and understand a straightforward English language spoken text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30995 v2
Read and understand a straightforward English language written text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 31044 v2
Write a text for a practical purpose in an applied context in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
5
Total Credits
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
Te Whakaūtanga i Te Reo - To Be Surrounded By Te Reo
This Te Reo Māori course will look at matauranga Māori, Tetiriti o Waitangi, the revitalization of Te Reo Māori – a political Māori view, tribal ancestry as well as global and internal issues with Maori. It is a valuable pathway for Te Reo Māori students as they look at wider issues before their transition to tertiary study or the community. A total of 18-24 credits will be assessed from the options listed below according to the skills of each student.
1 x 1B5 exercise book, 1 x A4 lined refill, 1 x Display Book (40 page), 1 x Wired over-ear headphones
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91650 v2
Te Reo Māori 3.1 - Whakarongo kia mohio ki te reo Māori o te ao whanui
Assessments:
Term: null, Week: null
3
I
4
Y
*
A.S. 91651 v2
Te Reo Māori 3.2 - Korero kia whakamahi i te reo Māori o te ao whanui
3
I
6
Y
*
A.S. 91652 v2
Te Reo Māori 3.3 - Panui kia mohio ki te reo Māori o te ao whanui
3
E
6
Y
6r *
A.S. 91653 v2
Te Reo Māori 3.4 - Tuhi i te reo Māori o te ao whanui
3
E
6
Y
6w *
A.S. 91654 v2
Te Reo Māori 3.5 - Waihanga tuhinga whai take i te reo Māori o te ao whanui
Assessments:
Term: null, Week: null
3
I
6
Y
6w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 28
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Topics include: Recounting activities with Family Friends and the Community, Maori Myths and Legends, Tetahi Haerenga, Marae Protocol. The students also have the opportunity to attend the Manu Korero Speech competitions.
Topics Oku Mahi i te Kainga Hakinakina tetahi Haerenga Te Marae Nga Korero Purakau Toku Haerenga
The course is an opportunity to discover and appreciate Maori life and culture. The students learn how to produce the sounds of the Maori language from the Maori alphabet. They learn basic Mihimihi (basic Greetings), Whakapapa (genealogy), and Karakia (prayer). The students learn to talk about themselves, their family and friends. They will research a Myth or a Legend and learn basic tikanga on the marae.
Topics Toku Whanau Toku Kura Nga wahanga o te tinana He korero tuku iho Te marae
Students will apply a range of communicative skills in a variety of contexts that will enable them to express their thoughts in te reo Māori with accuracy, fluency, cultural integrity and gain an understanding of language revitalisation.
Students of Te Reo Māori will develop self-managing skills and strategies that will enable them to know when to lead or follow, and when and how to act independently or collectively for the benefit of te ao Māori.
Students of Te Reo Māori will apply creative and critical thinking, as well as metacognitive processes to make sense of information, experiences and ideas which will inspire them to be lifelong learners of te reo Māori.
Students of Te Reo Māori, in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation for them to create and nurture relationships with others and the environment.
The ideas, values and attitudes developed from a Māori worldview expressed through te reo Māori will enable students of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.
Pathways
Te Reo Māori provides students with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
Te Reo Māori supports further learning and promotes the normalisation of te reo Māori in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, translating and interpreting services.
Contributions and Equipment/Stationery
1 x 2B5 exercise book, 1 x Display Book (20 pages) (NB: This is a rotation class introducing three languages – only one exercise book is required for this course.)
This is a Te Reo Māori course. You will look at your aspirations and goals for the future. You will also investigate youth issues and research tribal history. It also includes current events and leisure.
The course allows you to choose 18-24 credits from the 30 credits listed below.
Students will apply a range of communicative skills in a variety of contexts that will enable them to express their thoughts in te reo Māori with accuracy, fluency, cultural integrity and gain an understanding of language revitalisation.
Students of Te Reo Māori will develop self-managing skills and strategies that will enable them to know when to lead or follow, and when and how to act independently or collectively for the benefit of te ao Māori.
Students of Te Reo Māori will apply creative and critical thinking, as well as metacognitive processes to make sense of information, experiences and ideas which will inspire them to be lifelong learners of te reo Māori.
Students of Te Reo Māori, in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation for them to create and nurture relationships with others and the environment.
The ideas, values and attitudes developed from a Māori worldview expressed through te reo Māori will enable students of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.
Pathways
Te Reo Māori provides students with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
Te Reo Māori supports further learning and promotes the normalisation of te reo Māori in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, translating and interpreting services.
Contributions and Equipment/Stationery
1 x 1B8 exercise book, 1 x A4 lined refill, 1 x Display Book (40 page), 1 x Wired over-ear headphones
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91284 v3
Te Reo Māori 2.1 - Whakarongo kia mohio ki te reo o te ao torotoro
2
I
4
Y
A.S. 91285 v3
Te Reo Māori 2.2 - Korero kia whakamahi i te reo o te ao torotoro
Assessments:
Term: null, Week: null
2
I
6
Y
A.S. 91286 v2
Te Reo Māori 2.3 - Panui kia mohio ki te reo o te ao torotoro
2
E
6
Y
6r
A.S. 91287 v2
Te Reo Māori 2.4 - Tuhi i te reo o te ao torotoro
2
E
6
Y
6w
A.S. 91288 v3
Te Reo Māori 2.5 - Waihanga tuhinga auaha, i te reo o te ao torotoro
Year 10 Māori. Bilingual or Immersion Te Reo Māori.
Tōku Oranga - My Life - Te Reo
In this course you will study:
my life at home
school
my hobbies
eating healthy
travel
sports.
This course allows you to choose 15 credits from the standards listed below. It will continue from your Te Reo Māori experience in Year 10 and build to Level 2 Te Reo Māori.
Course Overview
Term 1 Students prepare for the course topic.
Toku whanau.
Term 2 Students prepare for the course topic Tōku Haerenga.
Term 3 Students prepare for the course Tetahi Mahinga.
Students will apply a range of communicative skills in a variety of contexts that will enable them to express their thoughts in te reo Māori with accuracy, fluency, cultural integrity and gain an understanding of language revitalisation.
Students of Te Reo Māori will develop self-managing skills and strategies that will enable them to know when to lead or follow, and when and how to act independently or collectively for the benefit of te ao Māori.
Students of Te Reo Māori will apply creative and critical thinking, as well as metacognitive processes to make sense of information, experiences and ideas which will inspire them to be lifelong learners of te reo Māori.
Students of Te Reo Māori, in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation for them to create and nurture relationships with others and the environment.
The ideas, values and attitudes developed from a Māori worldview expressed through te reo Māori will enable students of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.
Pathways
Te Reo Māori provides students with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
Te Reo Māori supports further learning and promotes the normalisation of te reo Māori in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, translating and interpreting services.
Contributions and Equipment/Stationery
1 x 2B5 exercise book, 1 x 1B4 exercise book, 1 x wired over-ear headphones, $20 Workbook
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92092 v3
Te Reo Māori 1.1 - Te korerorero i nga parongo, i nga aria me nga whakaaro
1
I
5
Y
A.S. 92093 v3
Te Reo Māori 1.2 - Te whakapuaki whakaaro e pa ana ki tetahi horopaki e ora nei te reo
1
I
5
Y
A.S. 92094 v3
Te Reo Māori 1.3 - Te whakaatu i te maramatanga ki te reo Māori me ona matapono i tetahi horopaki e taunga ana
1
E
5
Y
A.S. 92095 v3
Te Reo Māori 1.4 - Te tuhi e pa ana ki tetahi horopaki e taunga ana
The course develops students’ abilities to communicate in interactive, dialogic Samoan through speaking, reading and writing. Therefore a key generic expectation for learners taking Gagana Samoa at year 10 level is the basic and shared understanding of what Samoan language is about and the basis of Samoan culture known as Faasamoa that encompasses this treasured gagana or language.
Learners at year 10 must at least have the basic knowledge of the following
Samoan alphabet
Samoan phonics and phonetics especially with syllables/syllabic sounds
differentiating between Samoan sounding of vowels as opposed to English.
basic counting in Samoan
O lēnei matā’upu e tatau ona aveina e alo ma fanau ua iai sina malamalamaaga ma se silafia i le uiga o le olaga o tagata Samoa aemaise i le gagana ma le aganuu. O le iloa lea e mafai ona faalauteleina i lenei tausaga. E aoaoina lenei gagana o se gagana lua ae le faatusatusaina i le gagana Samoa o loo aoaoina ai alo ma fanau o loo aooga ma aumau i Samoa.
Talofa lava! This course is for students who want to begin learning Samoan or who already speak Samoan.
The course develops students’ abilities to communicate in interactive, dialogic Samoan through speaking, reading and writing. The course revolves mainly around the language of songs, food preparation as well as daily nuances, both formal “t” and informal “k” used at home, school and or church.
O lēnei matā’upu e atia’e ai le tomai ma le iloa o le fānau e fa’asoa i le gagana tautala, o le gagana o aso uma e ala i le fa’alogo, tautala, faitau ma le tusitusi. E patino le taga’i i le gagana e fa’aaogā i pese ma fatuga, gasesega o taumafa, fa’apea ai le gagana ma vaogagana e aofia ai le tautala lelei i le “t” po’o le gagana o aso uma e fa’aogā ai le gagana “k”. O le ‘a su’esu’eina ai le gagana e fa’aaogā i le ‘āiga, ā’oga ma le lotu.
The topics are:
•Aiga - Family
•Describing People
•Celebrations
•Times and Daily Routines
•A'oga -School
•Mea'ai ma mea'inu taumafa - Food and Drink
Successful completion of this course will lead to NCEA Level 1,2,3 Gagana Samoa
.
Course Overview
Term 1 WHO AM I?
Students should be able to:
1. interpret meaning from spoken or written texts, identify key details, and respond appropriately;
2. interact in everyday conversation, using variations of learnt words and phrases;
3. apply their knowledge of vocabulary and structures to produce and manipulate learnt phrases and sentences;
4. make connections between visual features of gagana Sāmoa and cultural values;
5. make comparisons between language(s).
Term 2 CULTURAL EVENTS
Students should be able to:
1. use forms of language, gesture, and movement that are appropriate to special events and situations;
2. assist with preparations for particular cultural events;
3. understand family roles and relationships within wider contexts;
4. recognise and express fa‘aaloalo and tautua in a range of situations and contexts;
5. make comparisons between cultures.
Term 3 READING AND VOCAB BUILDING
Learning Outcomes:
Students should be able to:
1. recognise and respond to information and ideas in oral, written, and visual texts;
2. initiate and maintain short conversations;
3. interpret and create texts using appropriate language conventions;
4. respond to and present ideas, using visual and verbal features in a range of media and a variety of text types;
5. make comparisons between languages.
Term 4 LISTENING & SPEAKING SKILLS IN CONVERSATIONAL SAMOA
Students should be able to:
1. recognise and respond to information and ideas in oral, written, and visual texts;
2. initiate and maintain short conversations;
3. interpret and create texts using appropriate language conventions;
4. respond to and present ideas, using visual and verbal features in a range of media and a variety of text types;
5. make comparisons between languages.
Learning languages like Samoan will lead to many different career pathways including teaching, translating and interpreting which is a massive need in numerous workplaces and environments and opportunities to work in multi-ethnic workspaces where an understanding and openness to Pasifika cultures and languages are a requirement.
The Year 10 Japanese course builds on what you learnt in Year 9.
This year you will learn to read and write hiragana and katakana. You will develop all four language skills; reading, writing, listening and speaking. You will also learn about Japanese culture in relation to the topics covered during the year.
The topics are:
•Family
•Describing People
•Houses
•Times and Daily Routines
•School
•Food and Drink
•My Town
Successful completion of this course will lead to NCEA Level One Japanese.
1 x 2B5 exercise book, 1 x Display Book (20 pages) (NB: This is a rotation class introducing three languages – only one exercise book is required for this course.)
n/a - open mindedness to learn a new language and take on the challenge of speaking another language.
Year 9 Gagana Sāmoa is part of the languages rotation
In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Verbal Topics included but not limited to:
Samoan Alphabet - sounds and phonics
Sign of the Cross in Samoan
Basic Greetings
Self-introduction
Lord's Prayer recital
Basic counting from 1 - 100
Language to describe family members and friends
Course Overview
Term 1 In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Verbal Topics included but not limited to:
Samoan Alphabet - sounds and phonics
Sign of the Cross in Samoan
Basic Greetings
Self-introduction
Lord's Prayer recital
Basic counting from 1 - 100
Language to describe family members and friends
Term 2 In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Verbal Topics included but not limited to:
Samoan Alphabet - sounds and phonics
Sign of the Cross in Samoan
Basic Greetings
Self-introduction
Lord's Prayer recital
Basic counting from 1 - 100
Language to describe family members and friends
Term 3 In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Verbal Topics included but not limited to:
Samoan Alphabet - sounds and phonics
Sign of the Cross in Samoan
Basic Greetings
Self-introduction
Lord's Prayer recital
Basic counting from 1 - 100
Language to describe family members and friends
Term 4 In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Taking basic Samoan can lead to prospect jobs in the future including public relations, translating and interpreting services, teaching and counselling as well as working with Pasifika clientele.
Contributions and Equipment/Stationery
1 x 2B5 exercise book, 1 x Display book (20 pocket) - This is a rotation class introducing three languages – only one of each item is required for this course.
Year 10 Gagana Sāmoa, written/speaking testing or discussed with SN for those who haven't taken year 10 Gagana Samoa.
Gagana Sāmoa
This learning language course is designed to meet the wide and varied needs of Samoan language learners through communicative use of all FOUR strands of any learning language – listening, speaking, reading and writing. The course develops students’ ability to communicate information, ideas and opinions in Samoan in different situations. Students will develop their understanding of spoken and written Samoan through study of self, identity and family as overarching ideas. Note that for level one Gagana Samoa, the emphasis is largely on building blocks of language structures rather than focusing on the cultural conventions of the language.
O lenei matā’upu e ati’ae ai le tomai o alo ma fānau e ala i le fa’aaogāina o le gagana tautala/ aso uma e aofia ai le fa’alogo, tautala, faitau ma le tusitusi. E mafai ai e alo ma fānau ona fa’asoa fa’amatalaga, māfaufauga ma manatu e fa’aaogā ai le Gagana Sāmoa i nofoaga ‘ese’ese. O le ‘ā mafai e alo ma fānau ona fa’alautele lo latou silafia i le gagana tusitusi ma vaogagana e fa’aaogā i le ‘āiga. O ni isi o matāupu e aofia ai lou tagata, o le fa’asinomaga ma le tāua o le ‘āiga. E lē fa’amamafaina le a’oa’oina o le aganuu ae e aofia uma pe a a’oa’oina gagana faigōfie, tau amata mo le fanau i le tausaga 11.
Course Overview
Term 1 Myself and Family
Term 2 School and associated language
Term 3 My national identity as a Samoan - language and culture (associated language and features)
NCEA Level 1 1.2 Communicate in Japanese-this is done during weeks 4 and 5 of Term 3 and is worth 5 credits. It is an internal.
There are also 10 external credits (5 listening and 5 reading)
There are range of careers which make use of studies in Japanese but language skills can complement almost any occupational field and create specific opportunities. Career pathways might be: travel and tourism, diplomacy/international relations, teaching, interpreting/translating, import/export business, defense and national security, translation.
Contributions and Equipment/Stationery
1 x 1B5 exercise book, 1 x A4 lined refill, 1 x Display Book (20 pages), 1 x wired over-ear headphones, $20 online resources
Assessment Information
NCEA Level 1 1.2 Communicate in Japanese-this is done during weeks 4 and 5 of Term 3 and is worth 5 credits. It is an internal.
There are also 10 external credits (5 listening and 5 reading) Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91957 v3
Japanese 1.2 - Communicate in Japanese for a chosen purpose
1
I
5
A.S. 91958 v3
Japanese 1.3 - Demonstrate understanding of written Japanese related to everyday contexts
1
E
5
A.S. 91959 v3
Japanese 1.4 - Demonstrate understanding of spoken Japanese related to everyday contexts
Have taken Level 1 Japanese or some Japanese fluency
Level 2 Japanese
Through this course you will continue to develop the core skills for learning languages: listening, reading, communicating through writing and speaking, and presenting. You have mastered Hiragana and Katakana so you will also be learning more kanji in this course. Topics include holidays and leisure, daily life including customs and culture in Japan, food, education, popular culture and student life. There are 2 internal assessments (writing portfolio and speech) and 2 external assessments. Total 19 credits.
A.S 91133 Japanese Demonstrate understanding of a variety of spoken Japanese texts on familiar matters 5 credits External
Contributions and Equipment/Stationery
1 x 1H5 Quad Book, 1 x 1B5 exercise book, 1 x Display book (40 page), 1 x Wired over-ear headphones
Assessment Information
A.S 91133 Japanese Demonstrate understanding of a variety of spoken Japanese texts on familiar matters 5 credits External Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91133 v3
Japanese 2.1 - Demonstrate understanding of a variety of spoken Japanese texts on familiar matters
2
E
5
A.S. 91135 v2
Japanese 2.2 - Give a spoken presentation in Japanese that communicates information, ideas and opinions
2
I
4
A.S. 91136 v3
Japanese 2.4 - Demonstrate understanding of a variety of written and/or visual Japanese text(s) on familiar matters
2
E
5
A.S. 91137 v2
Japanese 2.5 - Write a variety of text types in Japanese to convey information, ideas, and opinions in genuine contexts
14 credits in Level 1 Japanese including at least one Internal assessment.
Level 3 Japanese
In this course students learn to communicate about current issues in the wider world as they affect New Zealand and Japan. Students are expected to develop their mastery of language skills to a more advanced level. Themes include working life, the media and the environment.
Course Overview
Term 1 Land and People
Travel and Tourism
NCEA practice test Reading and Listening
Term 2 Travel and Tourism
Japan at work
NCEA internal assessment : presentation : speech
Term 3 Japan at work
Communication and Media
NCEA internal assessment: writing portfolio
Term 4 Communication and Media
review for NCEA external
summarizing internal assessments
Japanese 3.3 - Interact clearly using spoken Japanese to explore and justify varied ideas and perspectives in different situations Assessment
A.S. 91555 v1
Level 3
Internal
6 credits.
Level 3 Japanese Japanese 3.5 - Write a variety of text types in clear Japanese to explore and justify varied ideas and perspectives Assessment
A.S. 91557 v1
Level 3
Internal
5 credits.
A.S. 91556 v1
NZQA Info
Japanese 3.4 - Demonstrate understanding of a variety of extended written and/or visual Japanese texts
A pass in Level 1 or 2, or as discussed with SN. There will be verbal and written tasks with those who have not taken the course before as a form of testing.
Level 2 Samoan is a learning language course designed to meet the wide and varied needs of Samoan language learners. The course further develops students’ ability to communicate and justify information, ideas and opinions in a variety of genuine contexts. Students will further explore topics covered in level 1 Samoan as well as beginning to explore and justify ideas relating to cultural customs. At this level, the emphasis is on both accuracy and fluency aspects of conversational Samoan.
O lenei matā’upu e ati’ae ai le tomai o alo ma fānau ‘ina ‘ia fa’asoa ma fa’alauiloa ātili fa’amatalaga, māfaufauga ma manatu e fa’aaogā ai le Gagana Sāmoa i nofoaga ‘ese’ese. O le ‘ā mafai e alo ma fānau ona su’esu’e atili i ālāfua sa a’oa’oina i le tausaga sefulutasi ma ‘āmata vā’ili’ili ai finagalo e fa’atatau i tū ma agaifanua.
Level 3 Samoan is a learning language course designed to meet the wide and varied needs of Samoan language learners especially those who intend to study the target language in its full essence, looking at the socio-cultural aspects of the language. This is also ideal for those who wish to study towards a qualification in Samoan Studies or Pacific Studies at tertiary level. Students will learn to explore and justify ideas and perspectives in spoken and written Samoan. They will support or challenge the views of others. Students will have an in-depth focus on events of cultural significance to Samoan life, explore perspectives around the concept of “tautua” in the matai system, and the changes and challenges of aganu’u sāmoa that Samoans in New Zealand face.
O le ‘ā a’oa’oina le fānau ‘e su’esu’e ma vā’ili’ili mafaufauga ma lagona i le gagana tautala ma le tusitusi. O le ‘ā mafai ‘ona lagolago pe tete’e i finagalo ‘o isi. O le ‘a va’ava’ai toto’a i sauniga ‘ese’ese e tāua i le olaga Sāmoa, ‘e aofia ai le su’esu’e i manatu ma lagona fa’aalia i le tautua ma le fa’amatai, tainane o suiga ma lu’itau o le aganu’u o lo’o feagai ma i latou o lo’o alala i Niusila nei.
This is a multi-level course so you will be assessed at the appropriate level. You can gain 14-18 credits from the standards listed below and can enter into both internal and external.
Course Overview
Term 1 Formalities of greetings
Ethics of welcome in the faasamoa
Use of alagaupu, muagagana and agaga
Application of "paia" in different contexts
Term 2 Myths and legends - language of it.
Language and Grammar - rules of writings in Samoan.
Term 3 Conversations and features of informal chats and nuances.
Formal and informal language use.
Language features and structures.
2 x 1B4 exercise books, 1 x Notebook, 1 x Display Book (20 pages), 1 x Wired over-ear headphones
Samoan – English dictionary (optional)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91144 v3
Samoan 2.3 - Interact using spoken Samoan to share information and justify ideas and opinions in different situations
2
I
5
A.S. 91145 v2
Samoan 2.2 - Give a spoken presentation in Samoan that communicates information, ideas and opinions
2
I
4
A.S. 91147 v2
Samoan 2.5 - Write a variety of text types in Samoan to convey information, ideas, and opinions in genuine contexts
2
I
5
A.S. 91564 v1
Samoan 3.2 - Give a clear spoken presentation in Samoan that communicates a critical response to stimulus material
3
I
3
*
A.S. 91565 v1
Samoan 3.3 - Interact clearly using spoken Samoan to explore and justify varied ideas and perspectives in different situations
3
I
6
*
A.S. 91567 v1
Samoan 3.5 - Write a variety of text types in clear Samoan to explore and justify varied ideas and perspectives
3
I
5
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 14
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 28 credits. Internally Assessed Credits: 28 credits.
This course covers Number, Measurement, Geometry, Algebra, Graphing and Trigonometry and supports many other school subjects requiring an understanding of mathematics. Students who enjoy Algebra and are interested in a career in the sciences, engineering, architecture or design should choose this course. A graphics calculator is highly recommended for this course. The Mathematics Department recommends the Casio brand.
Course Overview
Term 1 Number
Linear Algebra
Geometry
Term 2 Measurement
Right angle triangles
Linear Graphs
either 2 x 1J8 exercise books or 2 x 1J5 exercise books. Students must have a Scientific Calculator (refer stationery lists) and a Graphics Calculator (is also recommended) Casio FX9860GII, $18 Walker workbooks
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32406 v3
Apply mathematics and statistics in a range of everyday situations
1
E
10
Y
A.S. 91945 v3
Mathematics and Statistics 1.2 - Use mathematical methods to explore problems that relate to life in Aotearoa New Zealand or the Pacific
Assessments:
Term: 2025-05-14, Week: 2025-05-14
This course is for students who need to consolidate their mathematical understanding. Students will use mathematical and statistical approaches to solving problems in a range of meaningful situations. Students will work towards achieving the Numeracy corequisite required for NCEA Level 1. Students will be invited into this course by the Mathematics department based on results from year 10. This course does not lead on to a Level 2 Mathematics course.
either 2 x 1J8 or 2 x 1J5 exercise books, scientific calculator
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32406 v3
Apply mathematics and statistics in a range of everyday situations
Assessments:
Term: 2025-05-08, Week: 2025-05-08
Term: 2025-05-08, Week: 2025-05-08
1
E
10
Y
Total Credits
Total Credits Available: 10 credits. Externally Assessed Credits: 10 credits.
Students who during year 9 and 10 science have found science interesting, enjoy the challenge of academic learning and are keen to further their knowledge of science now and in the future.
Science involves people investigating the living, physical, material, and technological parts of their environment and making sense of them in logical and creative ways. Using systematic and creative processes of investigation, scientists produce a constantly changing body of knowledge and make an important contribution to shaping our world.
Science for the Future consists of one externally assessed standard - Biology plus two internally assessed standards - Physics and Chemistry. The course is designed to give students the opportunity to aim high and excel in science.
This course MUST be selected if students wish to study Chemistry, Physics, Biology, and/or Earth and Space Science at Levels 2 and 3.
Course Overview
Term 1 PHYSICS, EARTH SPACE - PHYSICAL PHENOMENON
AS 92045 Demonstrate understanding of a physical phenomenon through investigation
Credits: 5, Internally assessed
Physics is a discipline of science that aims to explain the nature and properties of matter and energy. Through investigating the physical world, ākonga will describe, explain, and predict physical phenomena using models, laws, and theories of physics.
The Physics assessment is an investigation based internal assessment that will be completed in Term 1 during class time and marked internally by subject teachers.
Term 2 CHEMISTRY - CHEMICAL REACTIONS
AS 92021 Demonstrate understanding of a chemical reaction in a specific context
Credits:6, Internally assessed
Chemistry involves the study of matter and the changes it undergoes. Ākonga develop an understanding of the atomic composition of matter and use this to explain and predict the properties and behaviour of different everyday materials. The study of chemistry allows us to predict how substances may alter when surrounding conditions change, and how they react to form new substances. Ākonga will carry out practical investigations into neutralisation, combination, decomposition and precipitation.
The assessment for this unit is based on practical and theory work that will be completed in Term 2 during class time and marked internally by subject teachers.
Term 3 BIOLOGY - GENETICS
AS 92022 Demonstrate understanding of genetic variation in relation to an identified characteristic
Credits: 5, Externally assessed
Through Biology ākonga develop an understanding of the variation, continuity, and interconnectedness of life. They seek evidence to explain the nature of living things and interactions within and between biological systems. Ākonga will investigate a genetic characteristic, describing the source and the nature of genetic variation and how genetic relationships may be described through the use of a gene tracking methodology.
This will be assessed in the NCEA exams in term 4.
This course must be selected by students who wish to pursue science at Levels 2 and 3 and potentially beyond. It is a course that will give a solid lead into L2 Biology, Chemistry, Physics and Earth Space Science.
Contributions and Equipment/Stationery
1 x 2B8 Exercise Book,
$30 sciPAD (highly recommended) – can be purchased through the College
BYOD
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92021 v4
Chemistry and Biology 1.2 - Demonstrate understanding of chemical reactions in context
Assessments:
Term: 2025-05-31, Week: 2025-05-31
Term: 2025-07-14, Week: 2025-07-14
Term: 2025-07-14, Week: 2025-07-14
Term: 2025-07-14, Week: 2025-07-14
1
I
6
A.S. 92022 v4
Chemistry and Biology 1.3 - Demonstrate understanding of genetic variation in relation to an identified characteristic
Assessments:
Term: 2025-05-31, Week: 2025-05-31
1
E
5
Y
A.S. 92045 v3
Physics, Earth and Space Science 1.2 - Demonstrate understanding of a physical phenomenon through investigation
Assessments:
Term: 2025-05-31, Week: 2025-05-31
This course includes Numeracy skills, Measurement and Geometry, Probability and Statistics and supports many other school subjects requiring an understanding of mathematics. There is an emphasis on analysing statistical information and includes conducting an investigation and report writing.
Course Overview
Term 1 Number
Measurement
Statistics Bivariate
Term 2 Numeracy
Measurement
Statistics for External
Term 3 Numeracy
Measurement
Statistics for External
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Year 10 English
This course is focused on three big questions:
- Who am I and where do I come from?
- How does my view of the world change as I come of age?
- How does my use of language help define who I am?
You will gain 15 credits by completing the assessments listed below. These assessments include language and literature study as well as writing, reading and presenting.
Some of the possible texts are shown below:
Course Overview
Term 1 This term addresses the focus questions of who am I, where do I come from and what do I value? You will create an awa o te pukapuka. You will also practise writing including descriptive, narrative and formal writing. The term ends with the writing internal assessment.
Term 2 Novel study is the focus of this term. This includes reading, responding and completing comprehension tasks. We will also look at how te ao Maori concepts are represented in the novel. The term ends with a response to novel common assessment test in preparation for the NZQA exam at the end of the year.
Term 3 This term is based around reading and responding to a range of texts (poems, prose and non-fiction). The focus is on learning language features and how writers use these effectively to achieve their purpose.
This course leads to a wide range of career pathways. Thinking and communication skills will be essential in any career choice and can be developed by studying English.
Contributions and Equipment/Stationery
1 x 1B5 exercise book
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91925 v4
English 1.3 - Demonstrate understanding of specific aspects of studied text
1
E
5
Y
A.S. 91926 v5
English 1.2 - Develop ideas in writing using stylistic and written conventions
Assessments:
Term: 2025-06-25, Week: 2025-06-25
1
I
5
Y
A.S. 91927 v5
English 1.4 - Demonstrate understanding of significant aspects of unfamiliar texts
This course is a compulsory course for all Year 11 students at Sacred Heart College. The course can have up to 15 credits overall and will count as part of NCEA Level One as normal.
The course begins with a focus on the religious characteristics of Judaism. Students will learn about different characteristics of the Jewish faith, such as key beliefs and rituals, ethics, sacred texts etc. Students will also be learning about key characteristics of the Catholic faith throughout the year in order to complete an end of year exam comparing and contrasting the Jewish and Catholic faiths.
Two other topics are taught throughout the year, each accompanied with an internal assessment. One topic covers the development of the Sisters of Compassion, exploring their work, key influences and impact on Aotearoa. The other topic focuses on the origins and key messages of the Gospel of Luke.
Course Overview
Term 1 Religious Characteristics Introduction ( 91918 external)
91916 - Religious Communities
Home of Compassion trip (end of term, date TBC)
Term 2 91916 - Religious Communities internal due week 3 (Mon 18th May)
91917 - Religious Narrative teaching
Term 3 91917 - Religious Narrative internal due week 3 (Mon 10th Aug)
91918 - Religious Characteristics teaching continued
Practice exams week 9 (date TBC)
This course will be trialing the new standards recently created by NZQA (to be introduced in all school sin 2024). There are four 5 credit assessments altogether - 2 internal and 2 external.
Either 1 x 2B5 exercise book or 1 x Ringbinder and 1 x A4 lined refill
$10 Faith Central workbook and materials contribution.
Assessment Information
This course will be trialing the new standards recently created by NZQA (to be introduced in all school sin 2024). There are four 5 credit assessments altogether - 2 internal and 2 external. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91916 v4
Religious Studies 1.1 - Demonstrate understanding of the development of a community that shares religious or spiritual beliefs
Assessments:
Term: 2025-07-21, Week: 2025-07-21
1
I
5
Y
A.S. 91917 v4
Religious Studies 1.2 - Demonstrate understanding of how a significant narrative relates to a religious or spiritual tradition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
1
I
5
Y
A.S. 91918 v4
Religious Studies 1.3 - Demonstrate understanding of a characteristic of religious or spiritual traditions
Assessments:
Term: 2025-07-21, Week: 2025-07-21
Students who select this course must get approval from the HOD. This course is for students who enjoy science but struggle with learning concepts and applying knowledge to questions. Students who have performed well in Year 9 and/or 10 will be advised not to take this course as it does progress to the Biology, Chemisty and Physics courses at Level 2. Many courses beyond school require students to have studied a Level 2 Science. Selecting this course could prevent students from entering courses they wish to enter beyond school.
Science for Living is an internally assessed course aimed at students who perform well in practical tasks. The course covers chemical reactions, how microbes are used in food production and a socio-scientific issue.
This course does NOT allow students to progress into Biology, Chemistry or Physics at Level 2.
Students who select this course must get approval from the HOD- Ms Williams.
Course Overview
Term 1 BIOLOGY - MICROORGANISMS
AS 92020 Demonstrate understanding of the relationship between a microorganism and the environment
Credits:5, Internally assessed
Biology studies living things. In this unit ākonga will investigate the life processes of microorganisms and the role of microorganisms in the production of food in different cultures.
The assessment for this unit is a presentation based on practical and theory work that will be completed in Term 1 during class time and marked internally by subject teachers.
Term 2 CHEMISTRY - CHEMICAL REACTIONS
AS 92021 Demonstrate understanding of a chemical reaction in a specific context
Credits:6, Internally assessed
Chemistry involves the study of matter and the changes it undergoes. The study of chemistry allows us to predict how substances may alter when surrounding conditions change, and how they react to form new substances. Ākonga will carry out practical investigations into neutralisation, combustion and precipitation.
The assessment for this unit is a report based on practical and theory work that will be completed in Term 2 during class time and marked internally by subject teachers.
Term 3 SCIENCE - A LOCAL ISSUE
AS 91920 Demonstrate understanding of a science-informed response to a local issue
Credits: 5, Internally assessed
Young people have access to a huge volume of information from the internet and other sources. The tools to discern valid evidence and to distinguish science from disinformation, are vital in this information-rich world. Ākonga need to understand how science is communicated and miscommunicated. In this unit, ākonga will investigate an issue of importance to them and examine different perspectives on the issue to develop a science-informed response.
The assessment for this unit is a presentation based on in-class learning and research that will be completed in Term 3 and marked internally by subject teachers.
The Science for Living course is all internally assessed. This course does NOT allow students to progress into Biology, Chemistry or Physics at Level 2.
Contributions and Equipment/Stationery
1 x 1B5 exercise book.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91920 v4
Science 1.1 - Demonstrate understanding of a science-informed response to a local issue
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
Y
A.S. 92020 v3
Chemistry and Biology 1.1 - Demonstrate understanding of the relationship between a microorganism and the environment
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92021 v4
Chemistry and Biology 1.2 - Demonstrate understanding of chemical reactions in context
Assessments:
Term: 2025-07-14, Week: 2025-07-14
1
I
6
Total Credits
Total Credits Available: 16 credits. Internally Assessed Credits: 16 credits.
Open Entry A real interest in sport, physical activity and the great outdoors.
The PEO101 course is a combination of practical and theory work and offers students the opportunity to participate in a variety of physical activities in the context of PE, sport and outdoor education. Students will partake in a variety of physical activities including ki o rahi, rock climbing, cooperative games, netball, kayaking, tramping, volleyball and mountain biking to name a few! All activities require students to be physically active, which contributes to their overall health and well-being.
Students will participate in a wide range of group activities that will help develop their ability to work within a team, further developing their interpersonal skills whilst building connections with others. During the course, students will be required to reflect on their participation in these activities, to enhance their understanding of the important role physical activity plays in our lives.
Students will learn in and about a range of movement contexts, learning how the body works, and ways to maintain and enhance physical experiences. Our aim is to provide students with the opportunity to experience fun and exciting activities and learn valuable skills that will inspire them to participate in lifelong physical activity.
Students will also get to experience activities outside of the classroom including, a day of kayaking and rock climbing at Fergs, Rock and Kayak, an overnight camp/tramp into the Orongorongo Valley and mountain biking at Wainuiomata Mountain Biking Park.
This course will help students prepare for both the level 2 Physical Education and Outdoor Education courses.
In Year 11 PE, Sport and the Great Outdoors the work is assessed in a variety of contexts, including practical demonstrations, orally and written presentations/reflections. There is no end of year exam associated with this course.
Course Overview
Term 1 1.2 - Demonstrate understanding of the application of strategies in movement.
Take part in a variety of activities including kayaking, rock climbing, bush walking, swimming and team-based activities.
Term 2 1.1 - Apply movement strategies in an applied setting.
Ki o rahi, volleyball and activities selected by the students.
Term 3 1.3 - Demonstrate understanding of the influence of a personal movement experience on Hauora.
Mountain Biking and a variety of activities including badminton, swimming, table tennis, functional fitness, basketball, ultimate frisbee.
Term 4 Demonstrate understanding of influences on movement in Aotearoa New Zealand or the Pacific.
Teacher. Coach (various sports). Personal Trainer. Gym Instructor. Police. Fire service. Ambulance Service. Military. Dance Teacher. Outdoor Instructor (various activities). Fitness Advisor. Team Trainer. Sports Scientist. Occupational Health Officer. Exercise Science Consultant. Lecturer. Programme Developer. Researcher. Sports Activity Coordinator. Exercise Rehabilitation. Physiotherapist. Performance Analyst. Event Manager. Sports Development Manager. Sports Journalist. Reporter. Media Support. Communications Officer. Media Liaison.
Contributions and Equipment/Stationery
either 1 x 1B5 exercise book, or 1 x lined refill, PE gear (school PE gear is optional). Camp, Rock climbine, Kayak trips - costs TBA
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92016 v3
Physical Education 1.1 - Apply movement strategies in an applied setting
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92017 v3
Physical Education 1.2 - Demonstrate understanding of the application of strategies in movement
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92018 v4
Physical Education 1.3 - Demonstrate understanding of the influence of personal movement experiences on hauora
Assessments:
Term: 2025-06-26, Week: 2025-06-26
In level 1 Health, students will learn the importance and understanding of the concept of hauora / health and wellbeing and how it relates to individuals, whānau, communities, and the surrounding environment. Students will learn that there can be diverse ways of understanding hauora, influenced by a person’s values, cultures, experiences, identities, and worldview.
Students will learn relevant models of health that are reflective of the diverse cultural backgrounds and experiences of ākonga across Aotearoa New Zealand and the Pacific. They will explore how values like tiakitanga, manaakitanga and whanaungatanga are fundamental to health and wellbeing and that hauora is more than a matter of personal choice and individual responsibility. This course also has a strong focus on social justice and how positive health outcomes for all people and communities are only possible when inequities are addressed, and all members of society are treated fairly.
Students will learn how to gain the confidence to analyse differing perspectives and messages about mental health, relationships, and sexuality, supporting their ability to make positive, health enhancing decisions for now and the future.
Common themes and topics studied include, culture and identity, promoting positive sexual health, understanding ethical dilemmas related to health situations, positive decision making in health related situations, building positive self confidence and self-esteem, and strengthening positive relationships.
Course Overview
Term 1 A.S 1.1 - Demonstrate understanding of hauora in a health-related context through the application of a model of health.
Exploring models of health including Te Whare Tapa Whā, Fonofale and Te Wheke.
Culture and Identity
Factors that influence wellbeing
Term 2 A.S 1.2 - Demonstrate understanding of decision-making in a health-related situation.
Keeping ourselves safe in a health related situations, including drugs and alcohol, mental health and relationships and sexuality.
Term 3 A.S 1.3 - Demonstrate understanding of factors that influence hauora.
Exploring factors that influence our Hauora including stress, anxiety, drug and alcohol abuse and conflict within relationships.
Term 4 Demonstrate understanding of factors that influence hauora.
Exploring factors that influence our hauora including stress, anxiety, drug and alcohol abuse and conflict within relationships.
Social worker. Environmental Health Officer. Community Worker. Nurse. Doctor. Dental Assistant. Pathologist. Psychologist. Pharmacy Technician. Psychiatrist. Health Services Manager. Psychotherapist. Acupuncturist. Midwife. Chiropractor. Dental Technician. Pharmacist. Dentist. Health Promoter. Occupational Therapist. Youth Worker. Naturopath. Radiation Therapist. Osteopath. Physiotherapist. Speech Language Therapist. Case Manager. Counsellor. Care worker. Paramedic. Teacher.
Contributions and Equipment/Stationery
either 1 x 1B5 exercise book or 1 x A4 lined refill. Trip - costs tba.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92008 v4
Health Studies 1.1 - Demonstrate understanding of hauora in a health-related context through the application of a model of health
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92009 v3
Health Studies 1.2 - Demonstrate understanding of decision-making in a health-related situation
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92010 v3
Health Studies 1.3 - Demonstrate understanding of factors that influence hauora
Assessments:
Term: 2025-06-26, Week: 2025-06-26
This is an English course for students who speak other languages.
Maybe you speak Tongan, Hindi, Tagalog, Arabic or other languages at home, then this is the course for you.
You will get support for reading and writing to help you complete the work in your other options. You will also gain ESOL Unit Standards in practical and academic skills. See the list below for what is on offer in 2026.
1 x 1B5 exercise book, either 1 x Ringbinder and 1 x A4 lined refill OR 1 x Display Book (20 page)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 28000 v4
Write a simple text for a practical purpose in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30980 v2
Listen to and understand a straightforward English language spoken text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30995 v2
Read and understand a straightforward English language written text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 31044 v2
Write a text for a practical purpose in an applied context in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
5
Total Credits
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
Year 10 Māori. Bilingual or Immersion Te Reo Māori.
Tōku Oranga - My Life - Te Reo
In this course you will study:
my life at home
school
my hobbies
eating healthy
travel
sports.
This course allows you to choose 15 credits from the standards listed below. It will continue from your Te Reo Māori experience in Year 10 and build to Level 2 Te Reo Māori.
Course Overview
Term 1 Students prepare for the course topic.
Toku whanau.
Term 2 Students prepare for the course topic Tōku Haerenga.
Term 3 Students prepare for the course Tetahi Mahinga.
Students will apply a range of communicative skills in a variety of contexts that will enable them to express their thoughts in te reo Māori with accuracy, fluency, cultural integrity and gain an understanding of language revitalisation.
Students of Te Reo Māori will develop self-managing skills and strategies that will enable them to know when to lead or follow, and when and how to act independently or collectively for the benefit of te ao Māori.
Students of Te Reo Māori will apply creative and critical thinking, as well as metacognitive processes to make sense of information, experiences and ideas which will inspire them to be lifelong learners of te reo Māori.
Students of Te Reo Māori, in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation for them to create and nurture relationships with others and the environment.
The ideas, values and attitudes developed from a Māori worldview expressed through te reo Māori will enable students of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.
Pathways
Te Reo Māori provides students with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
Te Reo Māori supports further learning and promotes the normalisation of te reo Māori in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, translating and interpreting services.
Contributions and Equipment/Stationery
1 x 2B5 exercise book, 1 x 1B4 exercise book, 1 x wired over-ear headphones, $20 Workbook
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92092 v3
Te Reo Māori 1.1 - Te korerorero i nga parongo, i nga aria me nga whakaaro
1
I
5
Y
A.S. 92093 v3
Te Reo Māori 1.2 - Te whakapuaki whakaaro e pa ana ki tetahi horopaki e ora nei te reo
1
I
5
Y
A.S. 92094 v3
Te Reo Māori 1.3 - Te whakaatu i te maramatanga ki te reo Māori me ona matapono i tetahi horopaki e taunga ana
1
E
5
Y
A.S. 92095 v3
Te Reo Māori 1.4 - Te tuhi e pa ana ki tetahi horopaki e taunga ana
1. At least 2 years of prior tuition in voice or a musical instrument or equivalent skill level 2. A developing knowledge of how to read and write music or a basic understanding of music technology. 3. The student must attend voice or instrumental lessons all year, be committed to regular practice and participate in at least one school group eg String Orchestra, Choir, Jazz Band, Kapa Haka, Poly Club
This general course further develops the basic musical skill and knowledge learned in the junior school. The learning is suited to students who not only wish to perform, compose, and explore technology but also want to learn how to apply the essentials of theory, and explore music in its social context. Students will be offered the opportunity to build upon their foundational music skills by completing the following:
Solo or group performances - Students are encouraged to explore the fundamentals of different genre, start developing technique on their instrument and begin exploring expressive qualities required to communicate with an audience.
Composition portfolios - Students will develop their inner ear, aesthetic judgement and their ability to communicate simple narratives and emotions through music.
Analysis of a range of music styles - Students build a foundational understanding of musical literacy and identify the application of theoretical concepts in both written and aural contexts.
Explore the impact of context on pieces of music- Students will become aware of the influence of society on how and why music is made and will begin to identify basic theory concepts in contrasting pieces of music.
Course Overview
Term 1 Students are introduced to the standards, requirements and routines for the course.
Students develop an understanding of the key elements of music through completing an introductory unit on music foundations. This unit explores a range of musical and technological skills and ensures that all students are equipped with a basic set of skills to use throughout the course. The students will then learn how to identify and describe key features within different musical styles and will also start to develop a basic understanding of how to apply these using the music software Ableton. This work will support the students towards completing AS 1.1 Use music skills in a music style and AS 1.4 Shape music ideas to create an original composition later in the year.
Term 2 Throughout this term students will work towards completing AS 1.1 'Use music skills in a music style' as they undertake focused listening of different styles, develop their production skills on music software, and investigate how music theory can help them to interpret musical scores. Part way through this unit the students will select a specific style to focus on and will prepare a formative solo performance to deliver to the class, setting them up for their summative assessment in Term 3. Towards the end of term 2 the students will choose to either recreate a song of their choice, transcribe an instrumental solo, or conduct an ensemble for their AS 1.1 assessment.
Term 3 Students will be offered either solo or group performance opportunities to develop their performance skills as a part of the SHC Musical Roadshow - a performing arts concert which tours around local kura. This will support them towards presenting their group or solo performance as a part of the SHC Performing Arts Assessment Evenings later in Term 3. This performance will be used for the assessment of AS 1.2 Demonstrate performance skills.
Students will also complete the learning of the unit: Composing - what to do with original ideas. This unit will involve broad listening, workshops, songwriting composing exercises, instrumental activities and exploring forms and expressive tools to allow the students to create an original piece of music. The students will be required to work either individually or collaboratively to create a digital portfolio using Ableton for the assessment AS 1.4 Shape music ideas to create an original composition.
Term 4 If required, students will have the opportunity to select an area to further their knowledge in the following:
- Recording
- Live sound
- Arrangement
- Composition
- Score analysis
You can take Level 2 Music which can lead to a variety of pathways in Music performance, production or composition. Please see the link below for more information: https://ncea.education.govt.nz/arts/music?view=learning#field_subject_learning_pathway
Contributions and Equipment/Stationery
1 x Ringbinder, 1 x 14B8 lined refill, 1 x 14M5 Music Loose Leaf Refill Pad, 2 x 2B pencils, 1x Flash Drive/USB. A $10 course contribution.
Assessment Information
Please note that only A.S. 91951 is marked externally and this submission will be before October 25. Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91948 v3
Music 1.1 - Use music skills in a music style
Assessments:
Term: 2025-07-14, Week: 2025-07-14
1
I
5
A.S. 91949 v3
Music 1.2 - Demonstrate music performance skills
Assessments:
Term: 2025-07-14, Week: 2025-07-14
1
I
5
A.S. 91951 v4
Music 1.4 - Shape music ideas to create an original composition
Assessments:
Term: 2025-07-14, Week: 2025-07-14
Open Entry. A positive attitude and the desire to achieve are essential.
This course will assist you to develop the skills required to move successfully beyond school and into employment. Get ready to embrace the adventure and challenges that lie ahead. Set goals. Know how to reach them. Develop skills that will stay with you for life. You will gain an understanding of your legal rights in the work place, consumer rights and the community services available to you. You will also have the opportunity to complete barista training (learning about coffee and how to make it) and you will gain a Sacred Heart College Certificate in Barista Skills. You will also create a thorough CV to help you on your employment journey.
This course is designed for students who may struggle in main stream subjects. Placement in this class will be done in consultation with your Dean and Ms Baird from Supported Learning. This course offers Unit Standards and all units of work are internally assessed and provide credits towards NCEA Level One.
Course Overview
Term 1 Investigate potential career options.
Produce a personal CV (curriculum vitae).
Term 2 Make, implement and reflect on a plan for personal well-being.
Set personal and financial goals.
Term 3 Know your obligations as an employee.
Investigate community agencies and the services provided.
Any student considering this course MUST speak with Ms Baird/ and or their Year Level Dean during the course selection process.
This course is all about You! You will follow your own individual programme, working on the particular skills that you need beyond school. Standards and tasks will be chosen to match the specific learning needs and interests of those in the class. We will do some group projects and trips, but the majority of the work is based on what you would like to do, or need to do, to be successful.
Some senior students who need support to gain their Numeracy and Literacy, Level 1, 2 or 3 NCEA qualification may be eligible to take this course. Students who are completing the SPEC alternative pathway to NCEA will also be encouraged to take this class.
Motivated students have the potential to gain additional credits in Tourism and Core Skills Domains.
As it is an individualized program each student will select their own assessments or tasks to complete.
Year 10 Gagana Sāmoa, written/speaking testing or discussed with SN for those who haven't taken year 10 Gagana Samoa.
Gagana Sāmoa
This learning language course is designed to meet the wide and varied needs of Samoan language learners through communicative use of all FOUR strands of any learning language – listening, speaking, reading and writing. The course develops students’ ability to communicate information, ideas and opinions in Samoan in different situations. Students will develop their understanding of spoken and written Samoan through study of self, identity and family as overarching ideas. Note that for level one Gagana Samoa, the emphasis is largely on building blocks of language structures rather than focusing on the cultural conventions of the language.
O lenei matā’upu e ati’ae ai le tomai o alo ma fānau e ala i le fa’aaogāina o le gagana tautala/ aso uma e aofia ai le fa’alogo, tautala, faitau ma le tusitusi. E mafai ai e alo ma fānau ona fa’asoa fa’amatalaga, māfaufauga ma manatu e fa’aaogā ai le Gagana Sāmoa i nofoaga ‘ese’ese. O le ‘ā mafai e alo ma fānau ona fa’alautele lo latou silafia i le gagana tusitusi ma vaogagana e fa’aaogā i le ‘āiga. O ni isi o matāupu e aofia ai lou tagata, o le fa’asinomaga ma le tāua o le ‘āiga. E lē fa’amamafaina le a’oa’oina o le aganuu ae e aofia uma pe a a’oa’oina gagana faigōfie, tau amata mo le fanau i le tausaga 11.
Course Overview
Term 1 Myself and Family
Term 2 School and associated language
Term 3 My national identity as a Samoan - language and culture (associated language and features)
NCEA Level 1 1.2 Communicate in Japanese-this is done during weeks 4 and 5 of Term 3 and is worth 5 credits. It is an internal.
There are also 10 external credits (5 listening and 5 reading)
There are range of careers which make use of studies in Japanese but language skills can complement almost any occupational field and create specific opportunities. Career pathways might be: travel and tourism, diplomacy/international relations, teaching, interpreting/translating, import/export business, defense and national security, translation.
Contributions and Equipment/Stationery
1 x 1B5 exercise book, 1 x A4 lined refill, 1 x Display Book (20 pages), 1 x wired over-ear headphones, $20 online resources
Assessment Information
NCEA Level 1 1.2 Communicate in Japanese-this is done during weeks 4 and 5 of Term 3 and is worth 5 credits. It is an internal.
There are also 10 external credits (5 listening and 5 reading) Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91957 v3
Japanese 1.2 - Communicate in Japanese for a chosen purpose
1
I
5
A.S. 91958 v3
Japanese 1.3 - Demonstrate understanding of written Japanese related to everyday contexts
1
E
5
A.S. 91959 v3
Japanese 1.4 - Demonstrate understanding of spoken Japanese related to everyday contexts
Teacher in Charge:
Mrs A. Peszynski, Ms L. Davies.
Recommended Prior Learning
Open Entry - any student may select this course.
Level 1 Commerce is a foundation Social Sciences course which will enable students to gain knowledge and skills needed to undertake Level 2 Accounting and Business Enterprise (ABE202) and Level 2 Economics (ECO202) in Year 12.
Term 1 will focus on an organisation’s decisions and how they are influenced by values and how decisions impact stakeholders. This is in preparation for the first internal which will be sat at the end of term 1.
Term 2 will focus on financial tools an organization uses in price determination, including Income Statements, Cost-Volume-Profit Analysis and Supply and Demand Analysis. This is in preparation for the second internal which will be at the beginning of term 3.
Term 3 will start with the completion of the Price Determination internal. Term 3 will also focus on the external assessment which requires engaging with stimulus material based on a case study.
This course will offer 1 external standard and 2 internal standards.
If you have any questions about this course please talk to Mrs Peszynski or Mrs Sewell
Course Overview
Term 1 Term 1 will focus on organisations decisions and how they are influenced by values and how decision impact stakeholders.
Term 2 Term 2 will have a business studies focus.
Term 3 Term 3 will focus on the external assessment which requires engaging with stimulus material based on a case study.
1 x 2B8 hardcover exercise book
Workbook to be purchased through the College costs tbc
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92028 v4
Commerce 1.1 - Demonstrate understanding of an organisation's financial decision-making
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
Y
A.S. 92029 v4
Commerce 1.2 - Demonstrate understanding of price determination for an organisation
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
A.S. 92030 v3
Commerce 1.3 - Demonstrate understanding of how entities with interdependent financial relationships are affected by an event
Assessments:
Term: 2025-06-04, Week: 2025-06-04
Year 10 Food and Nutrition will be an advantage for students
This course will enable students to gain the nutritional knowledge and practical skills to plan, select and prepare food for the Adolescent to meet the NZ National Nutritional Guidelines.
Students are assessed using Health Studies Achievement Standards. In this subject we teach these standards from a Food and Nutrition perspective. Students should choose either Level 1 Health or Level 1 Food Nutrition (not both) as both subjects assess using the same NCEA Standards.
Gaining and developing the student’s practical skills to promote healthy eating are integral in this Year 11 Course. Course fees cover the costs associated with weekly practical lessons and individual practical assessments.
In this course you will learn how to make informed decisions about food and make wise choices that contribute to your own health and well-being.
Course Overview
Term 1 Food and Wellbeing. Linking food choices to our hauora using the health model Te whare tapa whā.
Term 2 Decision making within a foods context. Topic TBC
Term 3 Hospitality (cookery) unit standards (TBC if time permits) and working towards the external exam.
1 x Display Book (20 pages). $90 ingredient contribution.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92008 v4
Health Studies 1.1 - Demonstrate understanding of hauora in a health-related context through the application of a model of health
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
5
A.S. 92009 v3
Health Studies 1.2 - Demonstrate understanding of decision-making in a health-related situation
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
5
A.S. 92010 v3
Health Studies 1.3 - Demonstrate understanding of factors that influence hauora
Recommended that students have completed the Year 10 course or an interview with the teacher in charge.
Are you interested in learning how to design and create textile items
Are you interested in examining your own or another culture and creating textile prints and garments that reflect this?
This is a practical-based course for students interested in fabric decoration techniques, fashion design and garment construction or for those who love to design and sew as a creative outlet. Students will learn how to adapt simple patterns to create new styles and work with different fabrics to create fashion items. Each student has the opportunity to explore their own interest in fashion and to develop their own sense of style. Students will complete two practical projects with supporting design work and experimentation with materials and techniques.
Projects include:
Making pyjamas or other item for an authentic context
Designing and experimentation using different materials to meet a brief.
The course consists of Level 1 Achievement Standards and also provides the opportunity for endorsement.
Course Overview
Term 1 Making pyjamas or other item for an authentic context
Term 2 Complete: Making pyjamas or other item for an authentic context
Designing and experimentation using different materials to meet a brief.
Term 3 Complete: Designing and experimentation using different materials to meet a brief.
Work towards external portfolio
1 x A4 Visual Diary, 1 x Display Book (20 pages), $35 Materials contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92012 v3
Materials and Processing Technology 1.1 - Develop a Materials and Processing Technology outcome in an authentic context
Assessments:
Term: 2025-07-17, Week: 2025-07-17
Term: 2025-07-17, Week: 2025-07-17
1
I
6
A.S. 92013 v3
Materials and Processing Technology 1.2 - Experiment with different materials to develop a Materials and Processing Technology outcome
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
6
A.S. 92015 v3
Materials and Processing Technology 1.4 - Demonstrate understanding of techniques selected for a feasible Materials and Processing Technology outcome
Good attendance is essential in this course as well as an interest in practical food activities.
Hospitality 101 is less academic and more practical compared to Food and Nutrition 101.
Level 1 Hospitality is a practical food course where the main focus is raising the individual skill level to that needed for preparing and cooking food at a basic level within the hospitality industry.
Students written work and practical skills are assessed by Unit Standards.
Course Overview
Term 1 Kitchen safety and Hygiene
Cookery with Fruit and Vegetables
Basic Knife skills
Term 2 Hot Finger food
Baking: Cakes, Scones and Sponges
Term 3 Cookery using Eggs and Cheese
Cookery of Soups and Sauces
U.S. 15901 v6
Prepare and present fruit and vegetables in the hospitality industry
Assessments:
Term: 2022-02-24, Week: 2022-02-24
1
I
3
U.S. 15919 v6
Prepare and present hot finger food in the hospitality industry
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
2
U.S. 15920 v6
Prepare and present sauce and soup in the hospitality industry
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
2
U.S. 15921 v6
Prepare and cook a cake, a sponge and a batch of scones in the hospitality industry
Assessments:
Term: 2021-02-03, Week: 2021-02-03
1
I
3
U.S. 19770 v5
Prepare and present egg and cheese dishes in the hospitality industry
Assessments:
Term: 2021-02-03, Week: 2021-02-03
1
I
3
U.S. 21059 v5
Demonstrate knowledge of knife care, use, storage, and carrying for the hospitality industry
Assessments:
Term: 2022-02-24, Week: 2022-02-24
1
I
2
Total Credits
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Teacher in Charge:
Mr K. Findlay, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry
Geography is the study of te taiao (natural and cultural environments) and the interconnections within. We consider the question "What Is Where, Why There, and Why Care?" (Charles F. Gritzner (2002), Journal of Geography, 101:1, 38-40) so we can make sense of place.
Te taiao consists of all things that make up the surrounding environment. This includes features such as rivers, mountains, people, buildings, and infrastructure. Te taiao can exist at different scales and can be located wherever we place ourselves. Students who are interested in learning more about our natural environment shapes society both here in and in the Pacific Islands would enjoy this course. By understanding how the environment shapes the Pacific, students are better able to understand and explore solutions to the challenges faced in the 21st century.
In this course, you will get a chance to explore the natural environment through two field trips to Wellington bases sites. Features of te taiao are all closely interconnected, including people. We stand in te taiao and are all part of it. Therefore, in Geography, we attempt to consider geographic issues holistically.
Case studies may include:
Our wild weather: impact of the climate on NZ coastal communities and the Pacific Islands e.g. cyclones on the East Coast, cyclones in the Solomon Islands and Vanuatu,
Our rising seas: sea level rises in Kirbaiti, Tuvalu and the Marshall Islands
Our shaky isles – investigations of earthquakes, volcanoes, and tsunamis including a case study of the 2009 Samoa earthquake and tsunami, and the 2022 Hunga Tonga–Hunga Haʻapai eruption
This course is fully internally assessed and students will complete 10 credits from Geography achievement standards and 5 credits from Pacific Studies unit standards. Feel free to talk to your Social Studies teacher, or Mr Findlay in E18, about this course.
Course Overview
Term 1 Our wild weather: impact of the climate on NZ coastal communities and the Pacific Islands e.g. cyclones on the East Coast, cyclones in the Solomon Islands and Vanuatu,
Term 2 Our rising seas: sea level rises in Kirbaiti, Tuvalu and the Marshall Islands
Term 3 Our shaky isles – investigations of earthquakes, volcanoes, and tsunamis including a case study of the 2009 Samoa earthquake and tsunami, and the 2022 Hunga Tonga–Hunga Haʻapai eruption
U.S. 17165 v5
Draw a conclusion after an investigation into an aspect of Pacific change and development with direction
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
A.S. 91932 v3
Geography 1.1 - Demonstrate understanding of the spatial distribution of a phenomenon and its impacts on place
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
Y
A.S. 91933 v3
Geography 1.2 - Explore an environment using data
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
Y
Total Credits
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Teacher in Charge:
Ms C. Jenkins, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry - students considering taking Classical Studies (Greek Heroes and the Rise of Rome) or History (Our Pacific Neighbours) in Year 12 are strongly advised to take this course.
This Social Sciences course has a history focus looking at key decisions and events of the 20th century. Students will explore the roles of individuals, groups and governments in decision making, and consider how 20th century decisions have continued to impact society today.
Case studies focus on causes and consequences, exploring perspectives and the significance of key events. Case studies will include: the atomic bombing of Hiroshima and Nagasaki, the Dawn Raids in NZ, the occupation of Bastion Point, the 1975 Hikoi, the March on Washington (Civil Rights in the USA).
All of these cases studies will be explored within the wider context of other actions, ideas and movements of the 20th Century. Students will develop writing and research skills, including how to engage with different source materials and examining their relevance and limitations.
Enjoy a field trip to Wellington to explore Parliament and Pukeahu as sites of national significance.
15 credits made up of 2 internal assessments and 1 external assessment.
Students considering Year 12 History or Year 12 Classical Studies are encouraged to take this course (or Year 11 Social Justice Studies) in order to develop the necessary skills.
NOTE: This course cannot be taken in conjunction with SJS 101: Social Justice Studies.
Course Overview
Term 1 Aotearoa NZ – looking at protests, with case studies from NZ, using primary sources to interpret the past.
Term 2 Global and NZ comparative study – looking at historical significance, using Black Civil Rights and the Dawn Raids as the case studies.
Term 3 Global perspectives – looking at the use of the Atomic bombings at the end of World War II.
Open Entry - but cannot be taken with Year 11 History: Big Decisions, Big Century.
ThisSocial Sciences course has an overarching theme of social justice which will be explored using historical and contemporary case studies, and combines assessments from both the social studies and history learning areas.
This is a completely internally assessed course meaning there is no examination at the end of the year.
The first part of the year will focus on the concepts of social justice and social action which will be explored by looking at some of these case studies: the formation of the Polynesian Panthers, the formation of Nga Tamatoa, the 1981 Springbok Tour protests, and the anti Nuclear movement. These groups and events will be also viewed through an international lens.
The second part of the year will focus on contemporary society, first by looking at the global flows of ideas, people, and objects and how they interact with and influence present societies and possible futures. Case studies will include Fair Trade practices in the chocolate and coffee industries, and the exploration of the impact of Fast Fashion on the environment, producers, consumers and of course workers.
Finally, students will explore the significance of a global event which has shaped our world by exploring how significance is defined and determined. Possible case studies include: the fall of the Berlin Wall, the 9/11 Terror attacks.
This is an integrated course where students complete 15 internally assessed credits (5 credits from Social Studies and 10 credits from History). Students will develop their inquiry skills, their ability to use the internet for research, their ability to evaluate sources, their ability to describe a range of viewpoints on controversial issues, and their ability to form their own arguments.
All assessments will be completed in class time throughout the year. You cannot do Year 11 History if you are doing this course as there is some overlap in assessments.
If you have questions please discuss this course with your Social Studies teacher, or Mrs Peszynski in E11.
Course Overview
Term 1 Taking Action in Aotearoa NZ - examining cases studies of current and historical social action through primary sources.
Term 2 Fashionably Fast - examining actions, responses, views and perspectives relating to the global flow of Fast Fashion.
Term 3 Tales of Global Significance - examining 'recent' global historical events and determining their significance.
Term 4 Dictators and Despots - own choice mini study of a dictator and their dictatorship.
Preferably have completed Year 10 DTC, but this is not a requirement.
Has done subjects such as art design and photography, but this is not a requirement
Welcome to DTG 101: Dive into the World of Digital Technologies!
Embark on an exhilarating journey into the digital realm with DTG 101, where you'll explore:
- Software Programming
- Electronic Environments and Embedded Systems
- Digital Information Systems
- Digital Media
Develop computational thinking skills, design and create digital outcomes, and understand how computers represent and process data. You'll choose the digital media projects that excite you most, whether it's creating a website, designing a 3D model, developing a game, or producing a short animation. Build on your junior year skills or start fresh with our basics on using computers and essential programs.
Highlights:
- Interactive Learning: Adapt to new digital challenges with a deep understanding of existing and emerging technologies.
- Innovative Creation: Become an informed user and creator of technology.
- User-Centered Design: Practice manaakitanga and kaitiakitanga, focusing on the impact of your digital solutions on people.
- Choice and Flexibility: Tailor your learning experience by choosing your preferred digital media outcomes.
- Skill Building: Build on past skills or learn computer basics and essential programs from scratch.
Transform your digital skills, become a tech-savvy innovator, and make a lasting impact in the world of Digital Technologies with DTG 101!
Course Overview
Term 1 Term 1: Foundations and Exploration
Introduction to NZQA:
Students will gain an understanding of the New Zealand Qualifications Authority (NZQA), including how standards work, credits, internal vs external assessments, and expectations for NCEA Level 1.
Introduction to Digital Technologies Curriculum (DTC):
Overview of the curriculum structure, key competencies, and how digital technologies fit into broader learning goals.
Design Process:
Students will be introduced to the iterative design process, including research, ideation, prototyping, testing, and evaluation. Emphasis will be placed on planning and documentation.
Cultural Understanding – Manakitanga and Kaitiakitanga:
Exploration of Māori values in digital contexts. Students will learn how principles of Manakitanga (hospitality, kindness) and Kaitiakitanga (guardianship, sustainability) can inform ethical and culturally responsive design.
Choosing the Right Digital Media Outcome:
Guidance on selecting appropriate digital media projects based on interests, skills, and community relevance. Students will explore different media types such as video, animation, web design, and interactive applications. that they will use to create their project
Assessment Milestone:
AS92007 – Undertake planning to create a digital outcome
Start Date: Week 5
Students begin planning their digital media project, including defining purpose, audience, and success criteria.
Term 2 Term 2: Development and Creation
Focus Areas:
Completion of AS92007:
Due Date: Week 5
Students submit their planning documentation and reflect on their design choices.
Development Phase – AS92005:
Students begin creating their digital media outcome based on their plan. This includes asset creation, software use, and iterative improvements.
Assessment Milestone:
AS92005 – Develop a digital outcome
Students apply technical skills to produce a functional and creative digital product.
Term 3 Term 3: Evaluation and Preparation
Focus Areas:
Understanding AS92006 – Demonstrate understanding of human-computer interaction:
Students explore principles of usability, accessibility, and interface design. They analyze how users interact with digital systems and apply this knowledge to evaluate their own work.
Completion of AS92005:
Final submission of the developed digital outcome, including documentation of the development process and reflection on challenges and solutions.
Mock Exams:
Students prepare for external assessments through practice exams and revision sessions focused on theory and application.
Term 4 Term 4: Final Assessment and Reflection
Focus Areas:
AS92006 External Exam Preparation:
Students review key concepts in human-computer interaction, practice exam techniques, and refine their understanding through case studies and peer feedback.
Assessment Milestone:
AS92006 – External Exam
Date: November
Formal assessment of students’ understanding of human-computer interaction principles.
Teacher in Charge:
Mr R. Hatcliffe, Miss E. Blackmore.
Recommended Prior Learning
Having taken Year 10 Art will be an advantage but this is not essential.
This course offers the same assessments to those in Level 1 Visual Art, so it's important to note that students cannot take VAF101 and DAP101 In Level 1 DAP students will be provided with opportunities to explore a variety of media and techniques with a focus on photography and design. Students will develop skills in using a digital SLR camera and up-to-date software packages like adobe photoshop and In-design to gain a foundation in both photography and design. Students will learn how established designers and photographers have used different conventions in their work and how they might develop their own work. The rational for DAP101 is to give students the skills and tools to complete courses in either Design or Photography or both in Year 12.
Course Overview
Term 1 The first assessment focuses on comparing and contrasting personal treasures and those from different cultures.
We create a large A3 Visual sketchbook which shows students using photography conventions and design elements.
Term 2 We will be studying photomontage and looking at a variety of artists who have used this method in different ways. Students will extend upon their knowledge in using photography conventions whilst creating pastiches of their own. A final A3 piece is created using students own images and design skills.
Term 3 Our final assessment starts in Term 3 and extends into part of Term 4. A single folio board is used to produce a sustained body of related artworks in response to an art making proposition.
Completion of Year 10 art would be an advantage but not essential.
This course offers the same assessments to those in Level 1 Design and Photography, so it's important to note that students cannot take VAF101 and DAP101 This Level 1 Visual Arts course enables students to further develop their creativity and provides opportunities for them to extend their interests in painting and sculpture. Students will learn how to generate, develop, refine and modify their own ideas around a theme and teacher directed programmes. Artist models will be researched to understand processes and procedures to assist students in expanding ideas using a range of mixed media. Students will be able to explore a variety of cultural contexts and produce a portfolio of finished paintings and drawings. This course is recommended for students wishing to take Level 2 Painting and/or Level 2 Photography.
Course Overview
Term 1 The first assessment focuses on comparing and contrasting personal treasures and those from different cultures.
We create a large A3 Visual sketchbook which shows students using drawing, sketching and painting skills and conventions.
Term 2 We will be studying a variety of different sculptures. Students will design their own sculpture which reflects the culture of our school, creating small maquettes before creating a final sculpture.
Term 3 Our final assessment starts in Term 3 and extends into part of Term 4. A single folio board is used to produce a sustained body of related artworks in response to an art making proposition.
A.S. 91912 v4
Visual Arts 1.1 - Use practice-based visual inquiry to explore an Aotearoa New Zealand Māori context and another cultural context
Assessments:
Term: 2025-07-21, Week: 2025-07-21
1
I
5
A.S. 91913 v4
Visual Arts 1.2 - Produce a significant resolved artwork appropriate to established art making conventions
Assessments:
Term: 2025-07-21, Week: 2025-07-21
1
I
5
A.S. 91915 v3
Visual Arts 1.4 - Create a sustained body of related artworks in response to an art making proposition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
Students are welcomed in to the school Kapa Haka. Having experience is not a requirement. although it would benefit the student having a little bit of experience.
This course will cover a range of elements from throughout Te Ao Haka. This is a multilevel course. At Level 1 students will demonstrate their knowledge and skills of performance components. Level 2 students will look at demonstrating knowledge and skills of moteatea, waiata a ringa, poi and haka wahine. Level 3 students will perform a Maori performing arts bracket and learn about powhiri. Students will be assessed at the appropriate skill level on 12-18 credits from the options listed below.
Year 10 Performing Arts along with attendance over 90% is preferred.
Level 1 Drama is part of a scaffolded approach to Drama (a five year journey from Year 9-13).
Internal assessments:
Internals will be performed over the course of the year to a live audience.
Devising: students work in groups to create their own pieces using Drama Elements, Conventions and Technologies.
Theatre Form: students will perform a scene that shows understanding of the function of Theatre Aotearoa. Theatre Aotearoa has developed through an intermix of cultural identities, perspectives, and practices, including contributions by Māori, Pacific, Pākehā, and other practitioners. Theatre Aotearoa includes drama set in Aotearoa New Zealand, as well as work made by New Zealanders within international settings
External assessment:
Techniques: an assessment done in pairs or threes that explores students' use of Voice, Body, Movement and Space to create a character and perform a scene.
Throughout the course of the year the skills that students learn will ensure they are prepared for Levels 2 and 3, but also encourage life skills such as: creativity, confidence, collaboration, time management, accountability, and conflict resolution.
This course is compulsory for all Year 12 students. There are three main topic areas covered; World Religions, Architecture, and Scripture.
In Term One, students will learn about key beliefs within Islam and Hinduism in relation to the ultimate question, "How is God revealed." At the conclusion of the topic students will complete an internal assessment in which they will be asked to explain some of the key beliefs they have learnt about, as well as explore the similarities and differences between the two religions.
In Term Two, students will study key changes to Church architecture throughout history and some of the reasons behind them. There is a particular focus on the Second Vatican Council of the 1960s, which resulted is sweeping changes to Catholic architecture.
In Term Three, students study central themes of the Bible and what these themes might mean for us today.
All assessments are internal based with 18 credits available overall.
Course Overview
Term 1 World Religions teaching
Term 2 90823 - World Religions internal due week 2 (Mon 27th April)
Architecture teaching
Church trip to Wellington (date TBC)
Term 3 90821 - Architecture internal due week 2 (Mon 27th July)
Scripture or Social Action teaching
Term 4 91724 - Scripture OR 90822 - Social Action due week 2 (Mon 19th Oct)
Either 1 x 2B5 exercise book or 1 x Ringbinder and 1 x A4 lined refill
$10 Faith Central workbook and materials contribution
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 90821 v3
Religious Studies 2.2 - Explain the changes in an expression(s) of a religious tradition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
6
A.S. 90823 v3
Religious Studies 2.4 - Explain the key beliefs within two religious traditions in relation to a significant religious question
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
6
A.S. 91724 v2
Religious Studies 2.1 - Explain a significant theme in a sacred text within a religious tradition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
6
Total Credits
Total Credits Available: 18 credits. Internally Assessed Credits: 18 credits.
In level 2 Health Education, students will develop the competencies to become confident, connected, actively involved, lifelong learners, ready to contribute to the future well-being of New Zealand. In this course they will explore a broad range of health issues, analysing factors that influence hauora, the consequences of these and recommending strategies to address the issues.
Students will learn to evaluate the impacts that social and cultural factors have on relationships, in particular, the impacts of stereotyping and discrimination against individuals on the basis of their gender, ethnicity, age, economic background, sexual orientation, cultural beliefs, or differing abilities. Students will analyse a wide range of adolescent health issues that affect young people within our community and use health promotion models to recommend strategies to address these issues. In this course, students will learn about the determinants of health and be able to analyse the health and wellbeing of society through the application of a socio-ecological perspective. Knowledge gained in this course can be applied to real life situations, supporting students be positive, contributing members of society.
Common themes and topics studied include resilience, gender and sexual identity, health promotion within our school community and analysing common adolescent health issues including stress, alcohol use and misuse, conflict within relationships, negative body image, drug use, poor sexual reproductive health and food related issues.
Course Overview
Term 1 2.2 Evaluate factors that influence people's ability to manage change.
Resilience - Investigating factors that influence a persons ability to manage changes in their life.
Term 2 2.5 Analyse issues related to sexuality and gender to develop strategies for addressing the issues.
Examine issues influencing gender roles and stereotypes, sexuality and recommend strategies that promote social justice.
Term 3 2.3 Take action to enhance an aspect of people's well-being within the school or wider community.
Investigate issues affecting wellbeing in our school community and use health promotion models to take action to address and issue of your choice.
Term 4 2.1 Analyse an adolescent health issue - External Exam.
Analysing common adolescent health issues, this could include, stress, alcohol use and misuse, relationships, body image, drug use, sexual reproductive health and food related issues.
Social worker. Environmental Health Officer. Community Worker. Nurse. Doctor. Dental Assistant. Pathologist. Psychologist. Pharmacy Technician. Psychiatrist. Health Services Manager. Psychotherapist. Acupuncturist. Midwife. Chiropractor. Dental Technician. Pharmacist. Dentist. Health Promoter. Occupational Therapist. Youth Worker. Naturopath. Radiation Therapist. Osteopath. Physiotherapist. Speech Language Therapist. Case Manager. Counsellor. Care worker. Paramedic. Teacher.
Contributions and Equipment/Stationery
either 1 x 1B5 exercise book or 1 x A4 lined refill
Description
Type
Value
esources and course contribution
Contribution
$20.00
$20.00
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91235 v2
Health 2.1 - Analyse an adolescent health issue
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
E
5
A.S. 91236 v2
Health 2.2 - Evaluate factors that influence people's ability to manage change
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
5
A.S. 91237 v2
Health 2.3 - Take action to enhance an aspect of people's well-being within the school or wider community
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
5
A.S. 91239 v2
Health 2.5 - Analyse issues related to sexuality and gender to develop strategies for addressing the issues
Assessments:
Term: 2025-06-26, Week: 2025-06-26
Open Entry A reasonable level of fitness and a real interest in sport, fitness and human movement.
The activities in this course the students will participate in a variety of sports and activities. The course will also cover Nutrition, First Aid and Personal Fitness. The course includes practical and theory sessions covering anatomy, physiology, coaching, leadership and concepts of fitness and training methods. This course is Unit Standard based.
In Level 2 Sport Studies you will be exposed to a wide variety of sport and physical learning experiences. They learn the basics of anatomy and biomechanics as a foundation for knowledge about physical movement. You will gain beginner skills in an unfamiliar sport then have the opportunity to apply these skills to a coaching environment.
You learn about how to be a coach and how to create a learning experience centered around the needs of the participants. In this course, you have the opportunity to participate in a variety of physical activities and will learn about the risk management strategies that are involved when planning and completing a challenging outdoor activity.
A unit standard course option provides those who are enthusiastic about sport and physical activity with an element of theory to go alongside the practical nature of the course. It encourages you to remain involved in sport and physical activity which is becoming increasingly important as involvement in regular physical activity among young people declines.
Students can select both Level 2 Sport Studies, Outdoor Education and Physical Activity but must understand there is some overlap in the standards assessed.
Course Overview
Term 1 A.S 2.4 Perform a Physical Activity in an applied setting.
Participate in a sport of your choice.
Term 2 US 21414 Plan and run a recreation activity.
US 3492 Write a short report.
Planning and implementing a fun and interactive gymnastics based day with young students from St Peters and Paul.
Term 3 A.S 2.7 Analyse the application of risk management strategies to a challenging outdoor activity.
Off to Mt Ruapehu! Try your skills at skiing or snowboarding, have fun in the snow while learning about how to reduce the risk factors to this awesome sport.
Term 4 US 22768 Conduct and review a beginner level coaching session. 4 credits
With the skills and knowledge you will gain from participating in ki o rahi you will create and run a fun and engaging ki o rahi session with our SHC junior students and students at St Peters an Pauls.
1. At least 3 years tuition on an instrument or voice or equivalent skill and knowledge. 2. An ability to read music and/or be confident using music technology. 3. The student must attend instrumental or vocal lessons all year. 4. The student must be committed to regular personal practice on their instrument. 5. Students must participate fully in at least one school musical group e.g orchestra, choir, jazz band, kapa haka
This achievement standards* course provides students with the opportunity to build upon their fundamental music skills to expand their understanding and appreciation of Music. The learning is suited to students who not only wish to perform, compose and explore a range of music technologies but also study the rudiments of theory, and music in its social context. Students will be guided to select a combination of compulsory and optional achievement standards to explore the following areas:
Solo and group performance performances - Students are encouraged to develop their understanding of different genre, build a sound technique on their instrument and further explore the expressive qualities required to communicate effectively with an audience.
Composition portfolios - Students will develop their inner ear, aesthetic judgement and their ability to communicate more complex narratives and emotions through music.
Analysis of musical scores and aural extracts - Students build a strong understanding of musical literacy and discuss the application of theoretical concepts in both written and aural contexts.
Instrumentation - Students will apply their understanding of music theory concepts to reinterpret a piece of music for an ensemble of their choosing.
Research of a New Zealand music topic - Students will gain an understanding of the role of music in society in New Zealand and will develop their communication and research skills to present their research to an audience.
*Some Music Technology (Recording & Electronic Production) credits (unit standards) are be available for students that are interested.
Course Overview
Term 1 Students are introduced to the range of standards on offer and select a mix of compulsory and optional assessments for the year.
Students either complete the Instrumentation or Research an NZ Music Topic standard. Due at the end of the term.
Students are introduced to the theory and aural external assessments and revise knowledge from MUS101.
Term 2 Students present their first two piece/song performance (formative assessment) for solo performance.
Students may study and complete the L2 MIDI (music technology) unity standard if they choose.
The first composition of their two composition portfolio is due at the end of the term.
Students build upon their basic knowledge of theory and aural in preparation for the external assessments.
Term 3 The second composition of the students' two composition portfolio is due at the end of the term.
Students complete a group performance as a part of the SHC Musical Roadshow.
Students present their second two piece/song solo performance as a part of the SHC Performing Arts Assessment Evenings.
Students complete their learning for theory and aural in preparation for the external assessments.
Term 4 Students focus on the external exams and continue working on any standards they are yet to complete.
1 x Ringbinder, 1 x A4 Lined Refill, 1x 14M5 Music Loose Leaf Refill Pad, 2 x 2B Pencils, 1x Flash Drive/USB. A $5 Theory workbook.
Assessment Information
Students choose from a mixture of compulsory and optional the standards to create an individualised course.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32302 v1
Apply knowledge of MIDI sequencing
2
I
3
A.S. 91270 v2
Making Music 2.1 - Perform two substantial pieces of music as a featured soloist
Assessments:
Term: 2022-04-01, Week: 2022-04-01
Term: 2022-04-01, Week: 2022-04-01
2
I
6
A.S. 91271 v2
Making Music 2.4 - Compose two substantial pieces of music
Assessments:
Term: 2022-04-01, Week: 2022-04-01
Term: 2022-04-01, Week: 2022-04-01
2
I
6
A.S. 91272 v2
Making Music 2.3 - Demonstrate ensemble skills by performing a substantial piece of music as a member of a group
Assessments:
Term: 2022-04-01, Week: 2022-04-01
2
I
4
A.S. 91273 v2
Music Studies 2.8 - Devise an instrumentation for an ensemble
Assessments:
Term: 2022-04-01, Week: 2022-04-01
2
I
4
A.S. 91274 v2
Making Music 2.2 - Perform a substantial piece of music as a featured soloist on a second instrument
Assessments:
Term: 2022-04-01, Week: 2022-04-01
2
I
3
A.S. 91275 v3
Making Music 2.5 - Demonstrate aural understanding through written representation
2
E
4
A.S. 91276 v3
Music Studies 2.6 - Demonstrate knowledge of conventions in a range of music scores
2
E
4
A.S. 91277 v3
Music Studies 2.7 - Demonstrate understanding of two substantial and contrasting music works
Assessments:
Term: , Week:
Term: , Week:
2
E
6
6w
A.S. 91278 v2
Music Studies 2.9 - Investigate an aspect of New Zealand music
Assessments:
Term: 2022-04-01, Week: 2022-04-01
Open entry. A positive attitude and desire to achieve are essential.
Leaving school and being work ready does not have to be as challenging, confusing and worrying as you think. This course will help you to develop the skills and knowledge needed to successfully transition into the workforce or further study.
Explore your options and develop a plan. Refine your CV, become job search savvy, ace an interview, understand your rights and responsibilities, and develop the confidence to assert yourself. Mastering these skills will help you to become work ready.
During the year, you will also have the opportunity to participate in one of the school’s GATEWAY programs, gaining valuable work experience and the opportunity to earn up to 22 additional credits. To be eligible for GATEWAY you will need a strong work ethic and excellent attendance. Selection is by application and interview.
Current GATEWAY programs include The Warehouse Red Shirts in Schools and Woolworths SEEDS.
All units of work are internally assessed and contribute credits towards NCEA Level 2.
Course Overview
Term 1 Understand where you come from and the impact this has on the choices you make.
Term 2 Figure out where you fit and explore career options that match your skill set.
Term 3 Set goals and make a plan for the future.
Term 4 Master the skills you need to achieve your goals.
1 x 1B8 exercise book, 1 x Display Book (20 pages)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 10781 v7
Produce a plan for own future directions
Assessments:
Term: 2025-06-16, Week: 2025-06-16
2
I
3
U.S. 12352 v8
Describe aspects of one's own whakapapa, heritage, and cultural identity
Assessments:
Term: 2025-06-16, Week: 2025-06-16
2
I
3
U.S. 12383 v9
Explore career options and their implications
Assessments:
Term: 2025-06-16, Week: 2025-06-16
2
I
3
U.S. 28092 v4
Explain the effect of significant life events on personal income at different life stages
2
I
3
U.S. 28094 v4
Produce a household budget, set a financial goal and review and adjust the budget to achieve the goal
Assessments:
Term: 2025-06-16, Week: 2025-06-16
2
I
3
Total Credits
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Teacher in Charge:
Mrs N. Sewell, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry - you may select this course, even if you have did not take Year 11 Commerce (COM101)
In this Social Science course students learn about the language of business, investigate practical applications for aspiring small business owners and develop skills in personal financial literacy. We look at decision making and future proofing with the aim of businesses becoming more sustainable.
This course has a commerce theme combining Achievement Standards and Unit Standards from the Accounting, Business Studies, Agribusiness and Financial literacy domains. It provides a pathway for students wishing to continue with their studies of accounting, and for those who are interested in business studies and developing practice financial literacy skills and want to pick it up for the first time.
Students are offered between 14 and 18 credits in this course, depending on their future goals, interests and abilities. Capable students can get a subject endorsement in Accounting from this course.
Course Overview
Term 1 Do you want to be a millionaire? Look at how to manage your money.
Making decisions and adjustments to budgets to ensure they are fit for purpose and you have a money goal in mind so that you can afford that school trip, ball dress or other expensive items.
Term 2 What motivates employers and employees to turn up at work?
Look at the links and connections with Maori Business Concepts.
Using case studies of small businesses we look at how they operate and the source documents that they use.
Term 3 Do you want to run a small business in the future?
Gain an understanding of financial statements for sole traders and how they work.
Term 4 Small business financial statements will be fine tuned ready for the external examinations
Small Business, Chartered accountant, Entrepreneur, Accounts Manager, Business Administration
Contributions and Equipment/Stationery
1 x1B8 exercise book , 1 x calculator. $11 Workbooks (purchased through the College)
Assessment Information
3 internals and 1 or 2 externals. Assessments will be targeted to the needs of the students Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 24699 v4
Make an informed decision relating to personal income and explain its impacts
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
I
2
U.S. 28094 v4
Produce a household budget, set a financial goal and review and adjust the budget to achieve the goal
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
I
3
A.S. 90847 v2
Business Studies 2.5 - Investigate the application of motivation theory in a business
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
I
3
A.S. 91176 v2
Accounting 2.3 - Prepare financial information for an entity that operates accounting subsystems
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
E
5
A.S. 91179 v2
Accounting 2.6 - Demonstrate understanding of an accounts receivable subsystem for an entity
Assessments:
Term: 2022-06-19, Week: 2022-06-19
2
I
3
A.S. 91386 v2
Accounting 2.7 - Demonstrate understanding of an inventory subsystem for an entity
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
I
3
A.S. 91865 v1
Agribusiness 2.7 - Demonstrate understanding of future proofing influences that affect business viability
Teacher in Charge:
Mrs A. Peszynski, Ms L. Davies.
Recommended Prior Learning
Level One Commerce is recommended, however, you are welcome to pick up this course at Level Two. If you are unsure discuss this with the HOD Social Sciences, Mrs Peszynski (E11) or Mrs Sewell.
This Social Science course has an economics focus looking at some of the big issues facing the New Zealand economy – unemployment, growth, inflation and inequality. We look at causes, models, effects and government intervention as well as economic forecasting.
Students have the opportunity to attempt up to 16 credits from this course using economics achievement standards. Students will attempt either 91227 or 91228 - this will be determined at the start of the year and depend on student choice.
Course Overview
Term 1 Term 1 focuses on Inflation, looking at definitions, models, causes and effects.
Term 2 Term 2 focuses on Economic Growth, looking at definitions, models, causes and effects. As well as focusing on Unemployment, looking at definitions, models, causes and effects. This is followed by th Unemployment internal at the beginning of term 3.
Term 3 Term 3 follows the completion of the first internal (Unemployment) with the second internal. This internal focuses on government policies to alleviate the big issues. In term 3, there is also practice exams for Inflation and Economic Growth.
In this course students will build on the basic skills learnt in Year 11 that are required to participate safely and confidently in outdoor education activities. These include risk assessment and management, analysing group processes in physical activity, and how to be socially responsible when participating in outdoor education activities. Participation in all activities will be compulsory.
We are incredibly lucky to live in a country with so many outdoor adventure experiences on our doorstep, however many of our students don’t get the opportunity to experience these adventures for a variety of reasons. Outdoor adventure is such a huge part of New Zealand culture and something we should all have the opportunity to experience.
In Year 12 Outdoor Education, you will be exposed to more challenging outdoor education activities, such as an overnight mountain bike/camping trip, and a ski/snowboard trip. You will learn the necessary skills and knowledge to participate actively and confidently in these activities. Students will also lead an outdoor adventure for a group of younger students.
All activities require a base level of fitness and a positive attitude. Not only will you have the opportunity to experience fun and exciting activities, you will also be learning valuable skills such as being socially responsible, understanding group processes in outdoor adventure, developing leadership skills, and assessing and managing risk in a challenging outdoor environment.
Having the opportunity to initially experience the outdoors in a safe, school environment will give you the confidence to continue these activities out of school. The valuable, initial experience will develop knowledge and understanding of the outdoors that can be shared with family and peers.
Outdoor education is growing in NZ, the industry is becoming a focal point and more jobs are becoming available for young people.
Students can select both Level 2 Outdoor Education, Physical Education and Sport Studies but must understand there is some overlap in the standards assessed.
Please note there are limited spaces available in the Year 12 Outdoor Education course. Students who aren't successful in their selection for this course will be placed in the Year 12 Physical Education course instead.
Course Overview
Term 1 AS 91336 Physical Education 2.10 – Analyse group processes in physical activity. 3 credits
Term 2 AS91332 Physical Education 2.6 – Evaluate leadership strategies that contribute to the effective functioning of a group. 4 credits.
Plan and lead an outdoor adventure for a group of younger students.
AS91330 Physical Education 2.4 – Perform a physical activity in an applied setting. 4 credits.
Participate in the Tough Gal/Guy competition or be assessed in a sport of your choice.
Term 3 AS91334 Physical Education 2.8 – Consistently demonstrate social responsibility through applying a social responsibility model in physical activity. 3 credits
Participate in a variety of physical activities and consistently demonstrate social responsibility during these activities.
AS90968 Physical Education 2.7 – Analyse the application of risk management strategies to a challenging outdoor activity. 3 credits
Take part in a multi-day ski/snowboard trip to Mount Ruapehu. Prepare for this trip by learning about hazards faced in a challenging outdoor environment and how to minimise risks using a risk assessment and management form.
Outdoor instructor (variety of activities). Leader. Outward Bound. Hillary Edmund Centre. Outdoor Youth instructor. Ski/Snowboard instruction. Tour Guide. Administration. Recreation Assistant. School group leader. Duke of Edinburgh Leader. Outdoor Guide. Adventure Park assistant/manager. Watersports instructor. Tourism worker. Teacher.
Contributions and Equipment/Stationery
PE gear (school PE gear optional), sports shoes, Mountain biking Expedition and Ski trip costs tbc
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91330 v3
Physical Education 2.4 - Perform a physical activity in an applied setting
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
4
A.S. 91332 v2
Physical Education 2.6 - Evaluate leadership strategies that contribute to the effective functioning of a group
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
4
A.S. 91333 v3
Physical Education 2.7 - Analyse the application of risk management strategies to a challenging outdoor activity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
A.S. 91334 v2
Physical Education 2.8 - Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
A.S. 91336 v2
Physical Education 2.10 - Analyse group processes in physical activity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
This is an English course for students who speak other languages.
Maybe you speak Tongan, Hindi, Tagalog, Arabic or other languages at home, then this is the course for you.
You will get support for reading and writing to help you complete the work in your other options. You will also gain ESOL Unit Standards in practical and academic skills. See the list below for what is on offer in 2026.
1 x 1B5 exercise book, either 1 x Ringbinder and 1 x A4 lined refill OR 1 x Display Book (20 page)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 28000 v4
Write a simple text for a practical purpose in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30980 v2
Listen to and understand a straightforward English language spoken text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30995 v2
Read and understand a straightforward English language written text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 31044 v2
Write a text for a practical purpose in an applied context in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
5
Total Credits
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
This is a Te Reo Māori course. You will look at your aspirations and goals for the future. You will also investigate youth issues and research tribal history. It also includes current events and leisure.
The course allows you to choose 18-24 credits from the 30 credits listed below.
Students will apply a range of communicative skills in a variety of contexts that will enable them to express their thoughts in te reo Māori with accuracy, fluency, cultural integrity and gain an understanding of language revitalisation.
Students of Te Reo Māori will develop self-managing skills and strategies that will enable them to know when to lead or follow, and when and how to act independently or collectively for the benefit of te ao Māori.
Students of Te Reo Māori will apply creative and critical thinking, as well as metacognitive processes to make sense of information, experiences and ideas which will inspire them to be lifelong learners of te reo Māori.
Students of Te Reo Māori, in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation for them to create and nurture relationships with others and the environment.
The ideas, values and attitudes developed from a Māori worldview expressed through te reo Māori will enable students of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.
Pathways
Te Reo Māori provides students with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
Te Reo Māori supports further learning and promotes the normalisation of te reo Māori in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, translating and interpreting services.
Contributions and Equipment/Stationery
1 x 1B8 exercise book, 1 x A4 lined refill, 1 x Display Book (40 page), 1 x Wired over-ear headphones
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91284 v3
Te Reo Māori 2.1 - Whakarongo kia mohio ki te reo o te ao torotoro
2
I
4
Y
A.S. 91285 v3
Te Reo Māori 2.2 - Korero kia whakamahi i te reo o te ao torotoro
Assessments:
Term: null, Week: null
2
I
6
Y
A.S. 91286 v2
Te Reo Māori 2.3 - Panui kia mohio ki te reo o te ao torotoro
2
E
6
Y
6r
A.S. 91287 v2
Te Reo Māori 2.4 - Tuhi i te reo o te ao torotoro
2
E
6
Y
6w
A.S. 91288 v3
Te Reo Māori 2.5 - Waihanga tuhinga auaha, i te reo o te ao torotoro
Eligibility for Trades Academy is by application and selection interview. Applicants are expected to have a strong work ethic, sound organisational skills, and an excellent attendance record.
Applications for enrolment open at the beginning of September. Entry criteria is 50 credits at NCEA Level 1 and literacy and numeracy are recommended; you also need a strong attendance record. Students are selected by the Trades Academy on the basis of their application and an interview. Students and their caregivers who are interested in this option must meet with the Supported Learning Lead (Ms Baird) and appropriate year level Dean.
Want to stay at school but try your hand at a trade? Trades Academy lets you enjoy the best of both worlds. Enjoy the benefits of staying at school while learning practical, hands-on, skills for your career.
The Wellington Trades Academy (WTA) is a partnership between school and Te Pukenga- NZ Institute of Skills and Technology. Students participating in the program spend either one or two days a week at the Trades Academy, where they are coached by industry professionals, learning authentic, career based, practical skills. The remainder of the week is spent in school, following an adapted school timetable.
Trades Academy courses are packed with experiential learning opportunities to build confidence, leadership, and essential employability skills, helping to set students up on a positive pathway to future employment or further study. Current courses offered by the Trades Academy include Construction Trades, Creative Technologies, Salon Environment, Engineering and Automotive, Barbering, Human Anatomy, Youth Work, Cookery, and Cafe Service.
Students interested in applying for Trades Academy must select this class.
It is very important to note that choosing this course as part of your selection does not guarantee you a place at WTA, there is an application process that must be completed and a selection process completed by the Polytech. Acceptance is usually confirmed or denied by WTA in October. Having a backup subject is very important.
Open Entry A real interest in sport, physical activity and human movement. NCEA Level 1 is recommended, but not essential.
This course is a combination of practical and theory work. It will cover various aspects of Physical Education including training methods, anatomy, biomechanics, skill learning, sports psychology, physiology, and leadership roles. Students also spend 3 days skiing at Whakapapa, and study risk management.
Year 12 Physical Education provides students with the opportunities to learn in, through and about human movement in a way that is practically driven. Students will learn how to apply biophysical principles to movement to improve sports performance and general wellbeing. This course will encourage students to think critically about the role physical activity, sport and recreation plays in their lives, enabling them to make healthy and informed decisions for now and the future. Students will learn the skills necessary to lead and implement a physical activity for younger students, developing interpersonal skills, including group leadership and management, while building connections with others in their community. A highlight of the year is the ski trip, providing students with an opportunity to experience physical activity in a unique outdoor environment, applying risk management strategies learnt in theory to a practical real-life context. Year 12 PE offers students the opportunity to build resilience, step out of their comfort zone in an environment that is fun, exciting and practically driven.
These assessments cater to learner’s understanding of the content and can be flexible in a way that students have an option to complete either an achievement standard or a unit standard or both.
There are no external assessments or exams.
Year 12 Physical Education the work is assessed in a variety of ways that include practical, written, verbal, presentations and demonstrations allowing students to demonstrate their understanding in a variety of contexts.
Students can select both Level 2 Physical Education, Outdoor Education and Sport Studies but must understand there is some overlap in the standards assessed.
Course Overview
Term 1 A.S 2.3 Demonstrate understanding of the application of biophysical principles to training for physical activity. 4 credits
Participate in a variety of activities (student and teacher collaboration) and learn the biomechanics of our bodies and what our bodies response is to physical activity.
Term 2 A.S 2.4 Perform a Physical Activity in an applied setting.
Participate in the exciting and fun Tough Guy and Tough Gal Challenge and reflect on your training programme.
Plan and implement a fun and interactive gymnastics-based day with young students from St Peters and Paul.
Term 3 A.S 2.7 Analyse the application of risk management strategies to a challenging outdoor activity.
Off to Mt Ruapehu! Try your skills at skiing or snowboarding, have fun in the snow while learning about how to reduce the risk factors to this awesome sport.
Term 4 A.S 2.9 Examine the implementation and outcome(s) of a physical activity event or opportunity.
Being as creative as possible plan and design a fun and engaging physical activity that fits the needs of anyone. The choice is yours and you can run any activity of your choice with any group of your choice.
Teacher. Coach (various sports). Personal Trainer. Gym Instructor. Police. Fire service. Ambulance Service. Military. Dance Teacher. Outdoor Instructor (various activities). Fitness Advisor. Team Trainer. Sports Scientist. Occupational Health Officer. Exercise Science Consultant. Lecturer. Programme Developer. Researcher. Sports Activity Coordinator. Exercise Rehabilitation. Physiotherapist. Performance Analyst. Event Manager. Sports Development Manager. Sports Journalist. Reporter. Media Support. Communications Officer. Media Liaison.
Contributions and Equipment/Stationery
either 1 x 1B5 exercise book or 1 x A4 lined refill. PE gear (school PE is optional). Ski Trip and Tough Guy Tough Gal Challenge - costs tba.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91329 v2
Physical Education 2.3 - Demonstrate understanding of the application of biophysical principles to training for physical activity
2
I
4
A.S. 91330 v3
Physical Education 2.4 - Perform a physical activity in an applied setting
2
I
4
A.S. 91333 v3
Physical Education 2.7 - Analyse the application of risk management strategies to a challenging outdoor activity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
A.S. 91335 v2
Physical Education 2.9 - Examine the implementation and outcome(s) of a physical activity event or opportunity
Assessments:
Term: 2025-06-26, Week: 2025-06-26
2
I
3
Total Credits
Total Credits Available: 14 credits. Internally Assessed Credits: 14 credits.
Any student considering this course MUST speak with Ms Baird/ and or their Year Level Dean during the course selection process.
This course is all about You! You will follow your own individual programme, working on the particular skills that you need beyond school. Standards and tasks will be chosen to match the specific learning needs and interests of those in the class. We will do some group projects and trips, but the majority of the work is based on what you would like to do, or need to do, to be successful.
Some senior students who need support to gain their Numeracy and Literacy, Level 1, 2 or 3 NCEA qualification may be eligible to take this course. Students who are completing the SPEC alternative pathway to NCEA will also be encouraged to take this class.
Motivated students have the potential to gain additional credits in Tourism and Core Skills Domains.
As it is an individualized program each student will select their own assessments or tasks to complete.
1. Preferential entry will be given to students who have taken either MUS101 or DRA101. Prior experience as a member of the college's Poly Club or enrollment in itinerant music lessons is recommended.
2. Students must be a current member of the school's Poly Club.
This course provides students with the opportunity to develop and explore an understanding of the performing arts in a pacific context. In this course students will develop an understanding of the pacific performing arts through the mediums of choreography, traditional pacific instruments, and an analysis of pacific performing artists. Students will be offered opportunities to create and perform dances/music at events such as HuttFest, language week celebrations, and other events supporting the college and/or the local community.
Students will be assessed on programme of 18 - 22 credits from the options listed below.
Course Overview
Term 1 Dance 2.3 Perform and ethnic or social dance to communicate understanding of the style. 4 credits
Students will study the book ‘A new dawn – Emeli Sione’ to understand and unpack the effects of the dawn raids on the pacific community in and around New Zealand, how these effects have affected either themselves, education or the wider community, and explore ways the pacific community have healed since the dawn raids took place.
Term 2 Dance 2.1 Choreograph a group dance to communicate and intention. 4 credits
Students must entail a pacific myth of their choice and the myth is to be retold through their choreography and choice of music.
AND
Dance 2.5 Perform a repertoire of dance. 6 credits
Students must perform a repertoire of 3 dances based on different dances that under the banner of ethnic dances.
Term 3 Music 2.3 Demonstrate ensemble skills by performing a substantial piece of music as a member of a group. 4 credits
Students will research and analyse a type of pacific music of their choice and collaboratively create a piece/two pieces of music that is inspired by pacific artists.
Term 4 Dance 2.2 choreograph a solo dance to communicate an intention. 4 credits
Students need to explore a relevant social issue of today and produce a choreography piece that explores that social issue.
These performances will be performed during their cultural language week from term 2-term 3.
These performances will be performed at a range of performance opportunities through the year.
Have taken Level 1 Japanese or some Japanese fluency
Level 2 Japanese
Through this course you will continue to develop the core skills for learning languages: listening, reading, communicating through writing and speaking, and presenting. You have mastered Hiragana and Katakana so you will also be learning more kanji in this course. Topics include holidays and leisure, daily life including customs and culture in Japan, food, education, popular culture and student life. There are 2 internal assessments (writing portfolio and speech) and 2 external assessments. Total 19 credits.
A.S 91133 Japanese Demonstrate understanding of a variety of spoken Japanese texts on familiar matters 5 credits External
Contributions and Equipment/Stationery
1 x 1H5 Quad Book, 1 x 1B5 exercise book, 1 x Display book (40 page), 1 x Wired over-ear headphones
Assessment Information
A.S 91133 Japanese Demonstrate understanding of a variety of spoken Japanese texts on familiar matters 5 credits External Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91133 v3
Japanese 2.1 - Demonstrate understanding of a variety of spoken Japanese texts on familiar matters
2
E
5
A.S. 91135 v2
Japanese 2.2 - Give a spoken presentation in Japanese that communicates information, ideas and opinions
2
I
4
A.S. 91136 v3
Japanese 2.4 - Demonstrate understanding of a variety of written and/or visual Japanese text(s) on familiar matters
2
E
5
A.S. 91137 v2
Japanese 2.5 - Write a variety of text types in Japanese to convey information, ideas, and opinions in genuine contexts
Has successfully completed the MAT101 course and has passed the external examination AS91947.
This course covers Algebra, Graphing, Calculus and Trigonometry. This course supports many other school subjects requiring an understanding of mathematics and is suitable for students wishing to pursue a career in engineering, economics, health science, architecture and design, software engineering, physics, technology, modelling and mathematics. A graphics calculator is essential for this course. The Mathematics Department recommends the Casio.
Have passed the Numeracy co-requisite or 5 credits or better from NCEA L1 Achievement standards.
This course includes trigonometry, networks and probability as well as providing students with an opportunity to develop their analytical skills, report writing and researching skills in a statistics context. If you are planning to study any of the biological, social or sports sciences in the future then this course is for you. A graphics calculator is essential for this course. The Mathematics Department recommends the Casio.
Either 2 x 1J8 exercise books or 2 x 1J5 exercise books
Must have: Casio graphics calculator FX-9860GIII, $8 NuLake workbooks
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91259 v3
Mathematics and Statistics 2.4 - Apply trigonometric relationships in solving problems
Assessments:
Term: 2025-05-08, Week: 2025-05-08
2
I
3
Y
A.S. 91260 v3
Mathematics and Statistics 2.5 - Apply network methods in solving problems
Assessments:
Term: 2025-05-08, Week: 2025-05-08
2
I
2
Y
A.S. 91264 v3
Mathematics and Statistics 2.9 - Use statistical methods to make an inference
Assessments:
Term: 2025-05-08, Week: 2025-05-08
2
I
4
Y
A.S. 91267 v3
Mathematics and Statistics 2.12 - Apply probability methods in solving problems
2
E
4
Y
A.S. 91268 v3
Mathematics and Statistics 2.13 - Investigate a situation involving elements of chance using a simulation
Assessments:
Term: 2025-05-08, Week: 2025-05-08
Achievement in Level 1 literacy and Achievement Standard CB 1.3 or HOD approval.
Biology is a fascinating subject, relevant to many careers.
In Level 2 Biology students learn about the unique ecology of Aotearoa and the impact we have on this.
They investigate essential processes at the cellular level in plants and animals through a variety of practical work.
Students also build on the knowledge of genetics and variation gained in level 1 science, investigating patterns of inheritance and studying population genetics.
Course Overview
Term 1 INVESTIGATE A PATTERN IN AN ECOLOGICAL COMMUNITY WITH SUPERVISION
AS 91158 v2
Credits: 4, Internally Assessed
In this unit you will:
- gain a broad understanding of concepts related to ecology
- develop skills in analysing data
- explore the communities in which Aotearoa's endemic species are found
- explore the impact of human activities on these communities
This unit includes an education session at Zealandia.
Term 2 DEMONSTRATE UNDERSTANDING OF LIFE PROCESSES AT THE CELLULAR LEVEL
AS 91156v2
Credits: 4, Externally assessed
CARRY OUT A PRACTICAL INVESTIGATION IN A BIOLOGY CONTEXT, WITH SUPERVISION
AS 91153 v2
Credits: 4, Internally assessed
This term you will:
- learn about the components of plant and animal cells
- investigate how materials are transported into and through the cell
- investigate the role of enzymes
- investigate cell processes such as respiration, photosynthesis and the cell cycle
- build on the investigative skills learned in Year 11
- carry out a variety of practical investigations
Term 3 DEMONSTRATE UNDERSTANDING OF GENETIC VARIATION AND CHANGE
AS 91157 v2
Credits: 4, Externally assessed
This unit builds on your genetics knowledge from Year 11. You will extend your understanding of:
-meiosis
-mutation
-inheritance
- natural selection
- genetic drift
The course offers 2 internally assessed achievement standards and 2 externally assessed achievement standards. Students are able to gain up to 16 credits at level 2. Students can gain endorsement with Merit or Excellence in Biology.
1 x 1B5 exercise book. $30 sciPAD (recommended) – can be purchased through the College .
Zealandia trip - costs tbc
Assessment Information
The course offers 2 internally assessed achievement standards and 2 externally assessed achievement standards. Students are able to gain up to 16 credits at level 2. Students can gain endorsement with Merit or Excellence in Biology. Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91153 v2
Biology 2.1 - Carry out a practical investigation in a biology context, with supervision
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
4
A.S. 91156 v2
Biology 2.4 - Demonstrate understanding of life processes at the cellular level
Assessments:
Term: 2025-05-31, Week: 2025-05-31
Term: null, Week: null
2
E
4
4w
A.S. 91157 v2
Biology 2.5 - Demonstrate understanding of genetic variation and change
Assessments:
Term: null, Week: null
2
E
4
4w
A.S. 91158 v2
Biology 2.6 - Investigate a pattern in an ecological community, with supervision
Level 1 Numeracy is a requirement for entry into Level 2 Chemistry.
Also, you need to:
NCEA Level 1 – a pass in the internal Chem Bio 1.2 Chemical Reactions in Context
OR
passes in externals offered in Science, Mathematics and English
OR
interview with Ms Williams (HoD)
In Senior Chemistry, students study the materials that make up all matter around us, the properties of these substances and the way they change. This allows us to understand the chemistry going on in the world around us, such as in the foods we eat, the metals and plastics we use, the fuels we burn and the medicines we take to be healthy.
The importance of Senior Chemistry
Chemistry can be described as the 'central science', as an understanding of chemistry is closely related to a range of other science disciplines (e.g. biology, medicine, engineering and environmental sciences). As a school subject, Chemistry complements both Biology and Physics; Biology as it helps to understand the chemical processes that occur in living things, and Physics as both subjects involve the study of the behaviour of matter.
Studying chemistry is important as it helps us learn about the world that we live in. An understanding of chemistry allows us to make educated choices about the materials, products and foods that we use. Chemistry allows us to understand and solve key problems facing our Earth today, like climate change, the use of water, food shortages, antibiotic resistance and curing diseases.
What pathways does Senior Chemistry lead to?
Studying Chemistry at school leads on to a range of science and health related qualifications and careers. Examples include: Analytical Chemist, Nursing, Laboratory Technician, Medicine, Pharmacy, Chemical Engineering, Forensic Science and Environmental Science
What will be covered in the Senior Chemistry Program?
In this course students will develop their basic chemical understanding gained through NCEA Level 1 Science. This involves both a theoretical understanding of chemical concepts and practical skills. It is foundational course that can open pathways outside into the workforce. Gives students an understanding of everyday chemicals and the positive impacts on chemistry.The topics covered include organic chemistry, methods of analyzing substances and properties of common substances
An emphasis on practical work develops laboratory and research techniques as well as illustrating the theoretical ideas. Chemistry supports most careers in Science. This course provides the opportunity to gain credits towards the numeracy requirements for University Entrance.
Course Overview
Term 1 TOPIC 1
Demonstrate understanding of oxidation-reduction- INTERNAL
TOPIC 2
Level 2 Chemistry - Demonstrate understanding of bonding, structure, properties and energy changes - EXTERNAL
Term 2 TOPIC 2 Continued
TOPIC 3
Carry out a practical investigation into a substance present in a consumer product using quantitative analysis - INTERNAL
Term 3 TOPIC 4
Level 2 and 3 - Demonstrate understanding of the properties of organic compounds - EXTERNAL
Students who are interested in science and have demonstrated capacity to engage in learning. This course allows the students to move through to Level 3 NCEA chemistry. Level 2 Chemistry also provided science credits for future study after college.
It is advised that students look at possible career pathways that recommend that students have level 2 or 3 Chemistry. Level 2 Chemistry is a pre-requisite for Level 3 Chemistry.
Contributions and Equipment/Stationery
Either 1 x Ringbinder and 1 x A4 lined refill OR 1 x 1B8 exercise book
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91164 v2
Chemistry 2.4 - Demonstrate understanding of bonding, structure, properties and energy changes
Assessments:
Term: -, Week: -
Term: null, Week: null
2
E
5
A.S. 91165 v2
Chemistry 2.5 - Demonstrate understanding of the properties of selected organic compounds
Assessments:
Term: null, Week: null
A.S. 91391 v2
Chemistry 3.5 - Demonstrate understanding of the properties of organic compounds
Assessments:
Term: null, Week: null
3
E
5
*
A.S. 91910 v1
Chemistry 2.1 - Carry out a practical investigation into a substance present in a consumer product using quantitative analysis
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
4
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 5
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Earth Science explores the geological processes that shape Aotearoa and cause extreme earth events such as volcanic eruptions, earthquakes, and tsunamis that are experienced here. Students will carry out a practical earth science investigation.
In space, we examine the challenges faced by humans when exploring space.
Students will choose an earth and space science issue to examine. They will investigate differing points of view and evaluate how these points of view on the issue are presented.
The topics covered are:
Extreme Earth Events - Volcanic eruption, earthquakes and tsunamis
An Earth Science Investigation
Humans in Space - Life on the ISS
A Space Issue - Students may choose a suitable issue
This course leads to ESS 301. Students who a Merit endorsement in this course may continue to Bio 303
Course Overview
Term 1 VOLCANOES
Extreme Earth Events - These are the events that are extraordinary on planet Earth but may occur commonly in New Zealand due to our unique position on a plate boundary. In term 1 we will focus on volcanoes. Students investigate the causes, characteristics, and effects of volcanic eruptions.
An Earth Science Investigation - Carry out a practical investigation into the viscosity of magma. This links into the Extreme Earth Events external and provides students with an opportunity to gain numeracy credits.
Term 2 HUMANS IN SPACE
Humans In Space - Life on the ISS - Students will investigate the extreme conditions experienced by humans living on the International Space Station. They will research the technologies that have been developed to make surviving these conditions possible. Their work will be presented as a booklet that can be used by students in the junior school completing the Exploring Space topic.
AN EARTH SPACE SCIENCE ISSUE
Students will choose an ESS issue to investigate. Some possible topics are:
Is Wellington prepared for an earthquake?
Should humans travel to Mars?
What to do about plastic pollution in our oceans?
How did the moon form?
Students will evaluate how information about the issue is presented and use this to develop a personal position on the issue.
Term 3 EARTHQUAKES AND TSUNAMIS
Extreme Earth Events - Students will add to the learning from Term 1, exploring the causes and effects of Earthquakes and Tsunamis with a focus on New Zealand examples.
This course offers 3 internally assessed achievement standards and 1 externally assessed achievement standard. Students are able to gain up to 16 credits and endorsement with Merit or Excellence in ESS.
1 x 1B8 exercise book
Print credits for assessments
Assessment Information
This course offers 3 internally assessed achievement standards and 1 externally assessed achievement standard. Students are able to gain up to 16 credits and endorsement with Merit or Excellence in ESS. Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91187 v2
Earth and Space Science 2.1 - Carry out a practical Earth and Space Science investigation
Assessments:
Term: 2025-05-31, Week: 2025-05-31
2
I
4
A.S. 91188 v2
Earth and Space Science 2.2 - Examine an Earth and Space Science issue and the validity of the information communicated to the public
Assessments:
Term: 2025-05-31, Week: 2025-05-31
2
I
4
A.S. 91190 v2
Earth and Space Science 2.4 - Investigate how organisms survive in an extreme environment
Assessments:
Term: 2025-05-31, Week: 2025-05-31
2
I
4
A.S. 91191 v2
Earth and Space Science 2.5 - Demonstrate understanding of the causes of extreme Earth events in New Zealand
Assessments:
Term: 2025-05-31, Week: 2025-05-31
Term: 2025-05-31, Week: 2025-05-31
Term: 2025-05-31, Week: 2025-05-31
NCEA Level 1 – a pass in the Level 1 PESS 1.2- Demonstrate understanding of a physical phenomenon through investigation
With Achieved, Merit or Excellence
OR
passes externals offered in Science, Mathematics and English
OR
Interview with Mr Young.
This is the core year 12 physics course based around two significant external standards that develop the skills required to analyse and make predictions about the world around us. We will describe objects within gravitational fields in Newton’s terms of forces, motion and energy, as well as explore the behaviour of static electrical charge, electric circuits and the connection between electricity and magnetism. A written report internal on the mechanics of collisions provides an opportunity for revision of the external mechanics standard for credits. Two practical Internal Investigation (2.1 and 3.1 combined) of a mathematical non-linear relationship. This course is recommended / required for continuing study in a health science, engineering, computing or physics field.
Course Overview
Term 1 Mechanics (External)
Term 2 Practical Investing (2.1 and 3.1 Internal)
Start Electricity (External)
Term 3 Continue Electricity (External)
OR
Mechanics (Internal)
Problem-solving, academically capable students looking to master the material world or work in science based fields after school. This course is recommended / required for continuing study in a health science, engineering, computing or physics field.
Contributions and Equipment/Stationery
1 x 1B8 exercise book, 30cm clear ruler, Scientific calculator, $25 sciPAD (highly recommended) – can be purchased through the College
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91168 v2
Physics 2.1 - Carry out a practical physics investigation that leads to a non-linear mathematical relationship
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
4
A.S. 91169 v2
Physics 2.2 - Demonstrate understanding of physics relevant to a selected context
Assessments:
Term: 2025-07-14, Week: 2025-07-14
A.S. 91173 v2
Physics 2.6 - Demonstrate understanding of electricity and electromagnetism
Assessments:
Term: null, Week: null
2
E
6
A.S. 91521 v2
Physics 3.1 - Carry out a practical investigation to test a physics theory relating two variables in a non-linear relationship
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 4
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
This isSocial Sciences History course has a focuson our Pacific neighbours. We explore the themes of nationalism and colonisaton in the Pacific with a focus on: The US annexation of Hawai'i and New Zealand's Administration of Samoa.
The study of Hawai'i will look at how and why the nation was annexed by the United States and the impact this had on Hawaiians.
The study of Samoa will look at why Samoa was of international interest in the late 1800s, the impact of German and US colonization, and the 1914 New Zealand invasion. The focus will be in on New Zealand’s administration from mandate to independence including looking at the impact of the Mau Movement who fought for 'Samoa mo Samoa', the disastrous influenza pandemic and atrocities of Black Saturday.
Students will have opportunity to debate, examine events in terms of cause, consequence, and perspective and will have the chance to complete an independent research project to further develop their ability to analyse and evaluate the usefulness and reliability of sources.
Students with an interest in History and a desire to improve their writing, and research skills should consider this course.
19 credits from the history subject area are offered (twointernals, two externals) in this course. If students do not achieve the first Achievement Standard internal assessment, there is an opportunity to complete a Unit Standard programme using standards from the Pacific Studies domain.
Those wishing to pursue Level 3 History: Genocide in the 20th Century are strongly recommended to complete this course.
Course Overview
Term 1 Introduction to history and historical skills through exploration of key events in Pacific history and exploration of the overall theme of the year: Nationalism in the Pacific.
Completition of AS2.1 Research Project into topic of own choice linked to Pacific History e.g. blackbirding, missionary arrival, Black Saturday, annexation of Niue, Apologies to the Pacific
Theme 1: The Road back to Independence - exploration of Samoan history from partition by the USA and Germany, to NZ rule after World War I.
Term 2 Complete AS2.4 (perspectives) task and AS 2.2 (significant movement) task about the Mau a Samoa and Black Saturday
Complete Theme 1 - including writing and essay about either the causes and consequences of Black Saturday or the formation of the Mau Movement (AS 2.5 external).
Term 3 Theme 2: Colonising and Decolonisitng - the case of Hawai'i and the annexation by the USA.
Comparisions - 1993 Apology (US) and the 2002 Apology (NZ)
If time: class choice of exploring Two Weeks in Tonga or Two Weeks in Tokelau - exploring Pacific histories.
Preparation for Externals/School Exams - Week 9, Term 3
Either 1 x Ringbinder, 1 x A4 lined refill OR 1 x Display Book (20 pages) with device
1 x Clever Kiwi Activity Scrapbook or similar (240 x 340mm)
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91229 v3
History 2.1 - Carry out an inquiry of an historical event or place that is of significance to New Zealanders
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
I
4
4r
A.S. 91231 v2
History 2.3 - Examine sources of an historical event that is of significance to New Zealanders
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
E
4
4r,4w
A.S. 91232 v2
History 2.4 - Interpret different perspectives of people in an historical event that is of significance to New Zealanders
Assessments:
Term: 2024-03-13, Week: 2024-03-13
2
I
5
5r
A.S. 91233 v2
History 2.5 - Examine causes and consequences of a significant historical event
Assessments:
Term: , Week:
This course is based on visual language. In this course you can showcase your viewing and presenting and skills. You will also produce a writing portfolio.
There are 12 credits from internal assessments and 4 credits from an external assessment.
The course is designed as a pathway from Level 1 English into Communication Skills in Level 3.
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Year 11 English
"Be yourself. Everybody else is already taken" - Oscar Wilde
This English course uses literature and language to investigate how people tell stories and how important stories are for identity and growth. You will explore ideas about change and development in poems, short stories, films and novels. The course also includes a writing portfolio and text connections task.
This course is made up of 10 internal and 8 external credits.
You will need 10 Level 1 English credits to be accepted into this course.
Some of the possible text studies are shown below.
Course Overview
Term 1 Whakawhanaungatanga
Prompt Text 1 - Film
Text Connections
Introduction to novel study
Term 2 Novel Study
Writing Portfolio - journals and draft one.
Term 3 Writing Portfolio - draft two and submission
Unfamiliar Text Study
School Exams
This course leads to a wide range of career pathways. Thinking and communication skills will be essential in any career choice and can be developed by studying English.
Contributions and Equipment/Stationery
2 x 1B5 exercise books
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91098 v3
English 2.1 - Analyse specified aspect(s) of studied written text(s), supported by evidence
2
E
4
Y
4r,4w
A.S. 91099 v4
English 2.2 - Analyse specified aspect(s) of studied visual or oral text(s), supported by evidence
2
E
4
Y
4w
A.S. 91101 v2
English 2.4 - Produce a selection of crafted and controlled writing
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
6
Y
6w
A.S. 91104 v2
English 2.7 - Analyse significant connections across texts, supported by evidence
Assessments:
Term: 2025-07-17, Week: 2025-07-17
Level 1 DTC Open to new students, provided they have a strong work ethic and have the ability to learn advanced techniques specific to film.
Students who have not completed Year 11 DTC can apply to the HOD or Miss Genova for placement into the Level 2 DTM course.
Has done subjects such as art design and photography, but this is not a requirement
Unleash Your Creativity in Digital Media Design and Become Your Own Digital Influencer!
In today's world, an online presence is essential for any business, artist, or organization. The internet connects us to a vast global audience. But what will that presence look like?
In this exciting course, you'll become a digital media designer, director, and developer, creating an online advertisement for your chosen business, artist, or community group. Your project could take the form of an immersive website, an interactive app, a video game, or a dynamic social media campaign, all aimed at promoting their activity or product to their target audience. Plus, with the skills you gain, you can even become your own digital influencer!
You’ll harness digital technology skills and processes to design and develop promotional materials for an artist, activity, or group within your local community. Develop a digital media outcome using tools for web design, app development, game creation, and more. Manage your project's development with essential project management tools and techniques.
Highlights:
- Dynamic Roles: Step into the roles of designer, director, and developer to create stunning digital media.
- Versatile Media: Choose from immersive websites, interactive apps, video games, or social media campaigns to promote your subject.
- Hands-On Learning: Use web design, app development, and game creation skills to bring your vision to life.
- Project Management: Learn to manage your project's development from start to finish.
- Expansive Opportunities: Beyond traditional media, explore the limitless possibilities of digital technology.
- Influencer Potential: Gain the skills to become your own digital influencer and build a unique online presence.
Technology is evolving rapidly, creating new jobs, opportunities, and study pathways. Our Digital Technology (DTC) classes have evolved too, now focusing on decision-making, web and app development, game design software, crafting plans, seeking stakeholder feedback, and evaluating digital tools and platforms for their fitness for purpose.
Join us in this course to explore the limitless possibilities of digital media design and make a lasting impact on your audience!
Course Overview
Term 1 Dynamic Roles: Step into the roles of designer, director, and developer to create stunning digital media.
- Versatile Media: Choose from immersive websites, interactive apps, video games, or social media campaigns to promote your subject.
Term 2
- Hands-On Learning: Use web design, app development, and game creation skills to bring your vision to life.
- Project Management: Learn to manage your project's development from start to finish.
Term 3
- Expansive Opportunities: Beyond traditional media, explore the limitless possibilities of digital technology.
Term 4
- Influencer Potential: Gain the skills to become your own digital influencer and build a unique online presence.
A.S. 91891 v1
Digital Technologies and Hangarau Matihiko 2.2 - Apply conventions to develop a design for a digital technologies outcome
Assessments:
Term: 2022-02-24, Week: 2022-02-24
2
I
3
A.S. 91893 v1
Digital Technologies and Hangarau Matihiko 2.4 - Use advanced techniques to develop a digital media outcome
Assessments:
Term: 2022-02-24, Week: 2022-02-24
2
I
4
A.S. 91897 v1
Digital Technologies and Hangarau Matihiko 2.8 - Use advanced processes to develop a digital technologies outcome
Assessments:
Term: 2021-02-15, Week: 2021-02-15
2
I
6
A.S. 91899 v1
Digital Technologies and Hangarau Matihiko 2.10 - Present a summary of developing a digital outcome
Assessments:
Term: 2022-02-24, Week: 2022-02-24
Students must have taken Level 1 Food and Nutrition or by interview with HOD Technology
Students will study a variety of topics that include current nutritional issues, sustainable food practices, nutritional needs of a specified group (eg people requiring a gluten free diet), health promotion and hauora/well-being.
In Term 3 some level 2 Cookery Unit standards will be assessed, as well as preparation towards the external exam
Gaining and developing the student’s practical skills to promote healthy eating are integral in this Year 12 Course. Course fees cover the costs associated with weekly practical lessons.
Course Overview
Term 1 Sustainability and Food - topic TBC
Term 2 Specific Food needs of a nominated individual- topic TBC
Term 3 Preparation for External Exam
2- 3 Cookery Unit standards as time permits
1 x Display Book (20 pages), $90 Ingredient contribution
Assessment Information
A combination of 3 Achievement Standards (14 Credits) and 3 Unit Standards (6 credits) will be offered in this class. Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 13280 v7
Prepare fruit and vegetable cuts in a commercial kitchen
2
I
2
U.S. 13281 v7
Prepare and assemble, and present basic sandwiches for service
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
2
U.S. 13283 v6
Prepare and assemble, and present salads for service
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
2
A.S. 91299 v2
Home Economics 2.1 - Analyse issues related to the provision of food for people with specific food needs
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
5
A.S. 91302 v2
Home Economics 2.4 - Evaluate sustainable food related practices
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
5
A.S. 91304 v2
Home Economics 2.6 - Evaluate health promoting strategies designed to address a nutritional need
This is a practical-based course which aims to teach you a wide range of skills- how to use a commercial pattern to create a garment, how to make that garment, how to use surface design techniques to personalise your clothes. You will have the opportunity to further improve your confidence in design, sewing and construction.
Each student has the opportunity to explore their own interest in fashion and to develop their own sense of style.
Projects include: Creating a lined skirt
Using applied design
Creating a non wearable textile item
The course consists of a combination of Level 2 Unit standards and Achievement Standards.
Course Overview
Term 1 Pattern adaptation - Make advanced adaptations to a pattern to change the structural and style features of a design. Garment TBC
Term 2 Implement advanced procedures using textile materials to make a specified product with special features
Garment TBC
Term 3 Making and developing a textiles prototype -Garment TBC
Working towards external portfolio
Internally assessed Achievement standards and an externally assed portfolio
Contributions and Equipment/Stationery
1 x A4 Visual Diary, $35 Course contribution
Assessment Information
Internally assessed Achievement standards and an externally assed portfolio Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91345 v4
Construction and Mechanical Technologies 2.21 - Implement advanced procedures using textile materials to make a specified product with special features
Assessments:
Term: 2025-07-18, Week: 2025-07-18
2
I
6
A.S. 91350 v4
Construction and Mechanical Technologies 2.26 - Make advanced adaptations to a pattern to change the structural and style features of a design
Assessments:
Term: 2025-07-18, Week: 2025-07-18
2
I
4
A.S. 91357 v3
Generic Technology 2.4 - Undertake effective development to make and trial a prototype
Assessments:
Term: 2025-07-18, Week: 2025-07-18
2
I
6
A.S. 91358 v3
Generic Technology 2.5 - Demonstrate understanding of how technological modelling supports risk management
Teacher in Charge:
Ms C. Jenkins, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry.
Greek Heroes and the Rise of Rome
This Social Science course will be assessed against the national achievement standards with credits gained towards NCEA Level Two. It is a mix of internally and externally assessed standards.
Theme One: Key aspects of ancient Greek civilisation will be investigated. This will include, The Trojan War and the history of Greece; the literature and ideas of Homer; and the relationship between an aspect of ancient Greece and an aspect of modern life through Margaret Atwood’s Penelopiad.
Theme Two: Investigating Ancient Rome - including key aspects of life in ancient Roman society, concentrating on the life and battles of Julius Caesar.
This is an Achievement Standard Course with credits from the Classical Studies area. Students will attempt two internal assessments and one external assessment (determined during the year). Students will gain 14 or 16 credits from this course.
Course Overview
Term 1 Greek Myths and Heroes, including the Odyssey .
Term 2 Influence of Greece on Literature – The Penelopiad
Politics of Ancient Rome
Either 1 x Ringbinder and 1 x A4 lined refill or 1 x 2B8 exercise books
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91200 v2
Classical Studies 2.1 - Examine ideas and values of the classical world
Assessments:
Term: null, Week: null
2
E
4
4r,4w
A.S. 91202 v3
Classical Studies 2.3 - Demonstrate understanding of a significant event in the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
2
I
4
4r
A.S. 91203 v2
Classical Studies 2.4 - Examine socio-political life in the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
2
E
6
6r,6w
A.S. 91204 v2
Classical Studies 2.5 - Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures
Assessments:
Term: 2025-07-15, Week: 2025-07-15
Teacher in Charge:
Mr K. Findlay, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry - anyone can pick up this course.
Mega Cities and Mountains
This Social Science course has a Geography focus. It will be assessed against the National Achievement Standards with credits gained towards NCEA Level 2.
The course covers various geographic topics and concepts relating to Explaining Natural Environments and conducting Geographic Research at Tongariro National Park, Geographic concepts and Skills;and Urban patternsGeographic Issues and Global Patterns in Mega Cities.
Students will attain their credits by a programme of internal and external assessment. 14 credits (8 Externally assessed).
Fieldwork
In 2026 we plan to send Level 2 and Level 3 Geography classes on a combined trip to the Tongariro Volcanic Zone to collect data on Mount Ruapehu and do the Tongariro crossing. The fieldwork could include a 3 day excursion to Tongariro National Park to study this amazing natural environment. The estimated cost of the this trip is $400. We would also spend a day in Wellington City investigating zones, infrastructure and town planning.
This course is fully internally assessed and is aimed at students who may struggle in some Level 2 courses or who will gain Level One NCEA over two years.
It is taught at a slower pace and assessments are structured with students' capabilities in mind.
Sustainable Societies and Futures
This Social Sciences course is a fully internally assessed.
It is a mixture of Level Two NCEA Achievement and Unit standards offered, from a variety of interesting subjects including – Education for Sustainability, Journalism, Art History, Conservation Strategies, and Legal Studies. There are a total of 7 Achievement Standard credits and 10 Unit Standard credits available.
The focus for this course will be Global Citizenship, NZ society, rights, responsibilities, ideas, and environmental and political issues. Issues will be examined from a Global, National, Local, and personal level.
Topics may include: climate change and damage to the environment, reducing, reusing and recycling, pandemics, the United Nations and New Zealand, the treatment of women, human rights, social justice, social action, the law, crime and local issues. Views, values and perspectives are a key focus of this course.
Due to the use of Unit Standards in this course it may be more suited to students who find traditional achievement standards, and more traditional subjects, difficult. It is a great course for students who may not yet have gained NCEA Level 1 or to combine with courses such as Pathways at Level 2.
Fieldwork includes: A study of Wellington Sculpture in its physical environment, and the World of Waste Tour. Costs TBC
Course Overview
Term 1 The Damaged Earth- examine how natural disasters and climate change are altering our environment .
Term 2 Power to the People- examine how we can convince people to make sustainable changes in their life.
Term 3 Living with the Law- examine the rights and responsibilities of secondary school students.
Term 4 Living with the Law- explore the legal system in New Zealand.
U.S. 27611 v1
Demonstrate understanding of current events for journalism
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
I
4
A.S. 90813 v3
Education for Sustainability 2.3 - Demonstrate understanding of how different personal values have implications for a sustainable future
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
I
3
A.S. 91186 v2
Art History 2.7 - Demonstrate understanding of art works in relation to their physical environments
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
I
4
Total Credits
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
Teacher in Charge:
Mr R. Hatcliffe, Miss E. Blackmore.
Recommended Prior Learning
Level 1 Visual Art, Level 1 DAP
Our Design course in the Visual Arts focuses on some of the following areas: logos, magazine spreads and covers, posters and other brand concepts. Students are encouraged to be innovative and to build on their prior knowledge of art and design techniques studied in either Level 1 Visual Art or Level 1 Design and Photography, finding creative and innovative ways to present ideas and capture audiences. Students will be encouraged to push the boundaries of the media they use, developing their own style in their design work. Students will study the work of established designers and artists to inspire their own work and gain an insight into the nature of graphic design in the world. Teaching will encourage students to be self-directed and independent learners who will take ownership of their own portfolio of work. A range of approaches will be used including sketching, collage, photography, digital processes, found materials and installation work.
Design will enable students, who have an interest in the creative industries, to use industry standard software packages and will prepare them for a future in a range of Design careers. Students will be expected to ideally have their own laptop running the Adobe Suite for use in this subject.
Course Overview
Term 1 Learning about photoshop, illustrator, create a company, create logos.
1 x A4 Visual Diary, 1 x A3 flip folder, 1 x Fine liner (0.3 or 0.5), $55 Art pack purchased through College.
Required Equipment: BYOD (not Chromebook or iPad)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91305 v2
Visual Arts 2.1 - Demonstrate an understanding of methods and ideas from established practice appropriate to design
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91310 v2
Visual Arts 2.2 - Use drawing methods to apply knowledge of conventions appropriate to design
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91315 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established design practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91320 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within design
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
E
12
A.S. 91325 v2
Visual Arts 2.5 - Produce a resolved work that demonstrates control of skills appropriate to cultural conventions
Assessments:
Term: 2025-07-21, Week: 2025-07-21
It is an advantage if students have completed a course at Level 1. Either Design and Photography or Visual Art. This, however, is not essential.
Level 2 Painting will build on creative processes and techniques that were introduced in the Level 1 Visual Art courses. Students will explore a variety of media and visual elements to develop and express ideas and communicate these in a more personalized program of study. Two internal assessments allow students to identify and generate their own individual ideas. These ideas and themes are then further explored and developed for the submission of a two-panel external folio.
Course Overview
Term 1 In Term 1 students will be studying some of the conventions of painting. We will be looking at a variety of artists and their ways of working.
Students will focus on the first internal assessment and some of these pieces will be used at a later date for the folio board.
Term 2 In term 2 the focus shifts to developing ideas in a related series. Again students will use the work of established artists to help inspire and guide them as they extend and refine their work.
Students will work on the second internal assessment during this term which is specifically aimed at showing how they can move their work onwards with the aid of artist models.
Term 3 Term 3 is about continuing to develop ideas in a series which is related and linked. Students will spend time refining their work and planning for their folio boards.
Term 4 Students will finalise their folio board work and arrange their pieces for the external moderation.
A.S. 91311 v2
Visual Arts 2.2 - Use drawing methods to apply knowledge of conventions appropriate to painting
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91316 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established painting practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91321 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within painting
Assessments:
Term: 2025-07-21, Week: 2025-07-21
Completion of either Design and Photography or Visual Art would be an advantage but not essential.
In a technological-savvy generation that uses photography daily on social media it’s not surprising that the subject has become popular within the creative industries. Level 2 Photography will teach students the conventions of photography and how to develop a series of ideas influenced by established photographic artists as models of best practice. Students will experiment with processes and procedures and be guided through researching, exploring, generating and clarifying their own ideas. There will be two internal assessments based around photographic conventions and developing ideas and a two-panel external folio towards the end of the school year.
Course Overview
Term 1 In Term 1 students will be studying some of the conventions of photography. We will be looking at a variety of photographers and their styles or ways of working.
Students will focus on the first internal assessment and some of these images will be used at a later date for the folio board.
Term 2 In term 2 the focus shifts to developing ideas in a related series of images. Again students will use the work of established photographers to help inspire and guide them as they extend and refine their work.
Students will work on the second internal assessment during this term which is specifically aimed at showing how they can move their work onwards with the aid of photographic models.
Term 3 Term 3 is about continuing to develop ideas in a series which is related and linked. Students will spend time refining their work and planning for their folio boards.
Term 4 Students will finalise their folio board work and arrange their pieces for the external moderation.
Recommended access to a camera OR cellphone, $40 Art material contribution, $25 print credit
Required Equipment: BYOD (not Chromebook or iPad)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91307 v2
Visual Arts 2.1 - Demonstrate an understanding of methods and ideas from established practice appropriate to photography
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91312 v2
Visual Arts 2.2 - Use drawing methods to apply knowledge of conventions appropriate to photography
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91317 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established photography practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91322 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within photography
Assessments:
Term: 2025-07-21, Week: 2025-07-21
A pass in Level 1 or 2, or as discussed with SN. There will be verbal and written tasks with those who have not taken the course before as a form of testing.
Level 2 Samoan is a learning language course designed to meet the wide and varied needs of Samoan language learners. The course further develops students’ ability to communicate and justify information, ideas and opinions in a variety of genuine contexts. Students will further explore topics covered in level 1 Samoan as well as beginning to explore and justify ideas relating to cultural customs. At this level, the emphasis is on both accuracy and fluency aspects of conversational Samoan.
O lenei matā’upu e ati’ae ai le tomai o alo ma fānau ‘ina ‘ia fa’asoa ma fa’alauiloa ātili fa’amatalaga, māfaufauga ma manatu e fa’aaogā ai le Gagana Sāmoa i nofoaga ‘ese’ese. O le ‘ā mafai e alo ma fānau ona su’esu’e atili i ālāfua sa a’oa’oina i le tausaga sefulutasi ma ‘āmata vā’ili’ili ai finagalo e fa’atatau i tū ma agaifanua.
Level 3 Samoan is a learning language course designed to meet the wide and varied needs of Samoan language learners especially those who intend to study the target language in its full essence, looking at the socio-cultural aspects of the language. This is also ideal for those who wish to study towards a qualification in Samoan Studies or Pacific Studies at tertiary level. Students will learn to explore and justify ideas and perspectives in spoken and written Samoan. They will support or challenge the views of others. Students will have an in-depth focus on events of cultural significance to Samoan life, explore perspectives around the concept of “tautua” in the matai system, and the changes and challenges of aganu’u sāmoa that Samoans in New Zealand face.
O le ‘ā a’oa’oina le fānau ‘e su’esu’e ma vā’ili’ili mafaufauga ma lagona i le gagana tautala ma le tusitusi. O le ‘ā mafai ‘ona lagolago pe tete’e i finagalo ‘o isi. O le ‘a va’ava’ai toto’a i sauniga ‘ese’ese e tāua i le olaga Sāmoa, ‘e aofia ai le su’esu’e i manatu ma lagona fa’aalia i le tautua ma le fa’amatai, tainane o suiga ma lu’itau o le aganu’u o lo’o feagai ma i latou o lo’o alala i Niusila nei.
This is a multi-level course so you will be assessed at the appropriate level. You can gain 14-18 credits from the standards listed below and can enter into both internal and external.
Course Overview
Term 1 Formalities of greetings
Ethics of welcome in the faasamoa
Use of alagaupu, muagagana and agaga
Application of "paia" in different contexts
Term 2 Myths and legends - language of it.
Language and Grammar - rules of writings in Samoan.
Term 3 Conversations and features of informal chats and nuances.
Formal and informal language use.
Language features and structures.
2 x 1B4 exercise books, 1 x Notebook, 1 x Display Book (20 pages), 1 x Wired over-ear headphones
Samoan – English dictionary (optional)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91144 v3
Samoan 2.3 - Interact using spoken Samoan to share information and justify ideas and opinions in different situations
2
I
5
A.S. 91145 v2
Samoan 2.2 - Give a spoken presentation in Samoan that communicates information, ideas and opinions
2
I
4
A.S. 91147 v2
Samoan 2.5 - Write a variety of text types in Samoan to convey information, ideas, and opinions in genuine contexts
2
I
5
A.S. 91564 v1
Samoan 3.2 - Give a clear spoken presentation in Samoan that communicates a critical response to stimulus material
3
I
3
*
A.S. 91565 v1
Samoan 3.3 - Interact clearly using spoken Samoan to explore and justify varied ideas and perspectives in different situations
3
I
6
*
A.S. 91567 v1
Samoan 3.5 - Write a variety of text types in clear Samoan to explore and justify varied ideas and perspectives
3
I
5
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 14
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 28 credits. Internally Assessed Credits: 28 credits.
Students are welcomed in to the school Kapa Haka. Having experience is not a requirement. although it would benefit the student having a little bit of experience.
This course will cover a range of elements from throughout Te Ao Haka. This is a multilevel course. At Level 1 students will demonstrate their knowledge and skills of performance components. Level 2 students will look at demonstrating knowledge and skills of moteatea, waiata a ringa, poi and haka wahine. Level 3 students will perform a Maori performing arts bracket and learn about powhiri. Students will be assessed at the appropriate skill level on 12-18 credits from the options listed below.
Open Entry - but attendance of over 90% is preferred.
Level 2 Drama is part of a scaffolded approach to Drama (a five year journey from Year 9-13).
Internal assessments:
Internals will be performed over the course of the year to a live audience.
Techniques: an assessment done in pairs or threes that explores students' use of Voice, Body, Movement and Space to create a character and perform a scene
Devising: students work in groups to create their own pieces using Drama Elements, Conventions and Technologies.
Theatre Form: students will perform a scene that shows understanding of traditional character types and storylines, and learn how modern theatre has been influenced by the past through the study of Elizabethan Theatre (Shakespeare).
External assessments:
The NCEA Drama exam is written, and students will have one paper to complete.
Theatre Form: demonstrate an academic understanding of Elizabethan Theatre
Throughout the course of the year the skills that students learn will ensure they are prepared for Level 3, but also encourage life skills such as: creativity, confidence, collaboration, time management, accountability, and conflict resolution.
Students will gain UE Literacy Reading credits in this course, and can also access UE Literacy Writing credits if needed.
No stationery required for this subject. A $10 course contribution for performance materials is requested. Trip costs tbc.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91213 v2
Drama 2.1 - Apply drama techniques in a scripted context
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
4
4r
A.S. 91214 v2
Drama 2.2 - Devise and perform a drama to realise an intention
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
5
A.S. 91215 v3
Drama 2.3 - Discuss a drama or theatre form or period with reference to a text
Assessments:
Term: null, Week: null
2
E
4
4r
A.S. 91216 v4
Drama 2.4 - Use complex performance skills associated with a drama or theatre form or period
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
4
4r
A.S. 91218 v2
Drama 2.6 - Perform a substantial acting role in a scripted production
2
I
5
5r
A.S. 91219 v2
Drama 2.7 - Discuss drama elements, techniques, conventions and technologies within live performance
This course is compulsory for all Year 13 students. Religious Studies is at the heart of the character of our school, and is a defining component of all Catholic schools cross New Zealand. The topics you will be studying are designed to continue to deepen your knowledge of the Catholic Church, the world, and your place and responsibility in both.
The course covers two Level 3 Achievement Standards. The first course explores contemporary ethical issues in on our world and the different ways the Catholic Church have responded to these issues. The second gives students a deeper understanding of the meanings of particular books of scripture, shedding light on the different ways they can be interpreted.
Overall, 12 credits, all internally assessed, are available to students.
Course Overview
Term 1 Discovering Self
Term 2 Ethics
90826 - Ethics internal due week 7 (Mon 1st June)
Term 3 Biblical Interpretation
91725 - Biblical Themes due week 8 (Mon 7th Sept)
Either 1 x Ringbinder and 1 x A4 lined refill or 1 x 2B5 exercise book; $10 Faith Central workbook and materials contribution
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 90826 v3
Religious Studies 3.3 - Analyse the response of a religious tradition to a contemporary ethical issue
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
6
6r *
A.S. 91725 v2
Religious Studies 3.1 - Analyse the meanings in a sacred text within a religious tradition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
6
6r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 12
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 12 credits. Internally Assessed Credits: 12 credits.
This course is a combination of practical and theory work that offers students the opportunity to learn about the significant role physical activity and sport plays in our lives. Through movement they will develop the physical skills and capabilities to devise strategies that contribute to lifelong wellbeing. Students will examine physical activity and look at ways we can enhance performance in a physical activity of their choice. This course provides students with the opportunity to develop their leadership skills, and explore ways we can enhance sports performance and enjoyment. Students will learn that through movement, we develop a range of capabilities, and develop an understanding of what influences our own and others’ participation in movement experiences. Students will participate in an outdoor activity and analyse safety management issues related to the activity and devise strategies to manage these safety issues.
Students can expect to learn in and through a range of movement experiences including badminton, swimming, waka ama, volleyball, and ki o rahi to name a few.
This is a university approved course and there are not external assessments or end of year exams associated with this course.
Students can select both Level 3 Physical Education, Outdoor Education and Sport Studies but must understand there is some overlap in the standards assessed.
Course Overview
Term 1 A.S 3.9 Devise strategies for a physical activity outcome
Choose an area of your fitness or game play within a sport you want to improve and devise strategies to achieve that goal or objective.
A.S 3.4 Demonstrate quality performance of a physical activity in an applied setting.
Learn and practice the skills associated with badminton and demonstrate quality performance in this sport or a sport of your choice.
Term 2 A.S 3.7 Analyse issues in safety management for outdoor activity to devise safety management plans.
Participate in EOTC activities including waka ama, and/or stand up paddle boarding and analyse issues in safety management for an outdoor activity.
Term 3 3.1 Evaluate physical activity experiences to devise strategies for lifelong well-being.
Participate in and reflect on your experiences of sport and physical activity and develop strategies to maintain lifelong well being.
Term 4 3.8 Examine contemporary leadership principles applied in physical activity contexts.
Learn and develop the skills that will enable you to effectively lead in a physical activity of your choice.
A.S. 91789 v2
Physical Education 3.9 - Devise strategies for a physical activity outcome
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 19 credits. Internally Assessed Credits: 19 credits.
Health is an important part of our country and the world, in this course you will have the opportunity to explore a variety of up to date topics and gain knowledge and understanding of the issues that surround us. You will also research and develop strategies to explore ways of assisting these issues for the communities in New Zealand.
As a result of learning at this level students will be able to:
Explain why some health-related situations are a concern for communities or the whole population of a country or region. Analyse critically how the determinants of health affect well-being in relation to an identified health issue. Explore global health issues Recommend and justify strategies that reflect the values of social justice.
Topics may include: Alcohol and other drug use in NZ, issues related to sexuality, euthanasia, immunisation, life style changes (diet and exercise), teenage pregnancy, and global health inequities.
Course Overview
Term 1 3.3 Evaluate health practices currently used in New Zealand: Mental Health.
Investigate mental health as an issue and and explore what practices are available to treat a mental health condition.
Term 2 3.4 Analyse a contemporary ethical issue in relation to well-being: Own choice.
Research and investigate different health related ethical issues, this could include immunisation, euthanasia, access to elective cosmetic or other surgery, abortion and reproductive technologies.
Term 3 3.1 Analyse a New Zealand Health issue. Adolescent alcohol misuse
Investigating the impacts alcohol use has on the health and wellbeing has on our community.
Term 4 3.2 Analyse an international health issue: This could be related to:
• Sexual and reproductive health
• Culture and gender
Investigating the factors that influence an international health issue, this could include topics like sexual and reproductive health and culture and gender.
either 1 x 1B5 exercise book or 1 x A4 lined refill.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91461 v3
Health 3.1 - Analyse a New Zealand health issue
3
I
5
5r *
A.S. 91462 v2
Health 3.2 - Analyse an international health issue
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
E
5
5r,5w *
A.S. 91463 v3
Health 3.3 - Evaluate health practices currently used in New Zealand
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
5
5r *
A.S. 91464 v2
Health 3.4 - Analyse a contemporary ethical issue in relation to well-being
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Open Entry. A real interest in sport, fitness and physical activity.
Level 3 Sports Studies students will participate in a variety of sports and activities, will gain knowledge in nutrition, injury prevention and coaching. Students are exposed to a wide variety of physical learning experiences in a practically driven context, providing quality learning experiences in, through and around movement experiences.
Students will enhance their learning in physical movement while having the opportunity to participate in a variety of physical activities. Students will learn the knowledge to help them identify and prevent injuries and risks and hazards within a number of sport and physical activity experiences. Students will use their sporting expertise to plan and lead beginner level sporting experiences for our junior students.
This course is in alignment with the New Zealand Curriculum and students will become confident, actively involved, and lifelong learners. Sport helps you develop the skills, knowledge and competencies to a live healthy and physically active live at school and for life beyond school, while also allowing students to relieve their academic stress and anxiety.
In Level 3 Sports Studies the learning is assessed in a variety of ways that may include practical demonstration, written, verbal and presentations, allowing for differing learning abilities.
Students can select both Level 3 Sport Studies, Physical Education and Outdoor Education but must understand there is some overlap in the standards assessed.
Course Overview
Term 1 US 6571 Demonstrate knowledge of micro and macro nutrients and nutritional imbalances.
Learn about nutrition, how it fuels your body, and what nutrients we need to sustain physical activity.
Term 2 AS 3.4 Demonstrate quality performance of a physical activity in an applied setting.
Learn and practice the skills associated with badminton and demonstrate quality performance in this sport or a sport of your choice.
Term 3 US 22771 Plan beginner-level coaching sessions for sport participants.
Design beginner level coaching sessions in a sport of your choice to lead with our junior students.
Term 4 US 20673 Demonstrate knowledge of injuries, injury prevention and risks and hazards associated with sport or recreation.
Learn the knowledge to help you identify and prevent injuries and risks and hazards within a number of sport and physical activity experiences.
either 1 x 1B5 exercise book or 1 x A4 lined refill, PE gear (school PE gear optional), sports shoes. Trips - costs tbc
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 6571 v7
Demonstrate knowledge of micro and macro nutrients and nutritional imbalances
Assessments:
Term: 2025-06-26, Week: 2025-06-26
Term: 2025-06-26, Week: 2025-06-26
3
I
5
U.S. 20673 v4
Demonstrate knowledge of injuries, injury prevention and risks and hazards associated with sport or recreation
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
5
U.S. 22771 v3
Plan beginner-level coaching sessions for sport participants
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
6
A.S. 91501 v2
Physical Education 3.4 - Demonstrate quality performance of a physical activity in an applied setting
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 4
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
1. At least four years tuition on an instrument or in voice equivalent to at least Grade 6. 2. Ability to read music and/or be skilled in using music technology. 3. The student must be committed to regular personal practice on their instrument. 4. Students must participate fully in or lead at least one school musical group e.g orchestra, choir, jazz band, kapa haka
This Achievement Standards course offers a range of standards from both the Music Studies and Practical Music domains. There are 50 credits available and students will be advised on constructing a personalised course comprising approximately of 14-20 credits. As students have the freedom to collaboratively design their learning program, a high level of personal organisation, initiative and responsibility is expected. Students will have the opportunity to grow their musical skills through the completion of a combination of:
Solo and group performance recitals -These students are encouraged to explore different genre, significantly develop technique on their instrument and present mature expressive qualities.
Composition and song writing portfolios - Students will develop their inner ear, aesthetic judgement and their ability to communicate complex narratives and emotions through music.
Analysis of musical scores and aural extracts - Students will develop their understanding of musical literacy and examine the application of theoretical concepts in both written and aural contexts.
Research of a music topic and the examination of the impact on context in music generation - Students will gain an understanding of the role of music in society and will develop high level research and presentation skills.
This is an University Entrance Approved Subject. Tertiary providers also recommend music for students wishing to pursue study in the areas of Law, Education, Music or the Arts.
Students are also able to gain Reading and Writing credits towards UE Literacy in this course.
Course Overview
Term 1 Students are introduced to the range of standards on offer.
The students will pick one 8 credit standard and one 4 or 6 credit standard to work on.
Students also are given the opportunity to develop their skills in the 3 external standards so they can choose how many they would like to enter.
If students are studying composition or song writing their first piece is due at the end of the term.
If students have selected the research achievement standard their presentation is due at the end of term.
Term 2 Students confirm the standards they would like to enter and in consultation with the teacher devise a course of study to ensure all work is completed by the end of the year.
Students studying solo performance present their first recital.
Students studying composition or song writing: their second piece is due at the end of the term
Term 3 Students continue to work on the standards they are entered for
Students studying composition or song writing: their third piece is due at the end of the term.
Students studying solo performance present their second recital.
There is an increasing focus on the external standards as the term progresses.
Term 4 Students focus on the external exams and continue working on any standards they are yet to complete.
1 x Ringbinder, 1 x A4 Lined Refill, 1 x 14M5 Music Loose Leaf Refill Pad, 2 x 2B pencils, 1x Flash Drive / USB. A $10 course contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91416 v2
Making Music 3.1 - Perform two programmes of music as a featured soloist
Assessments:
Term: 2022-07-22, Week: 2022-07-22
Term: 2023-01-27, Week: 2023-01-27
3
I
8
*
A.S. 91417 v2
Making Music 3.2 - Perform a programme of music as a featured soloist on a second instrument
Assessments:
Term: 2022-07-22, Week: 2022-07-22
3
I
4
*
A.S. 91418 v2
Making Music 3.3 - Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group
Assessments:
Term: null, Week: null
3
I
4
*
A.S. 91419 v2
Making Music 3.4 - Communicate musical intention by composing three original pieces of music
Assessments:
Term: 2022-07-22, Week: 2022-07-22
Term: 2022-07-22, Week: 2022-07-22
Term: 2022-07-22, Week: 2022-07-22
3
I
8
*
A.S. 91420 v2
Making Music 3.5 - Integrate aural skills into written representation
3
E
4
*
A.S. 91421 v3
Music Studies 3.6 - Demonstrate understanding of harmonic and tonal conventions in a range of music scores
3
E
4
*
A.S. 91423 v2
Music Studies 3.8 - Examine the influence of context on a substantial music work
3
E
4
4r,4w *
A.S. 91424 v2
Music Studies 3.9 - Create two arrangements for an ensemble
Assessments:
Term: null, Week: null
Term: null, Week: null
3
I
4
*
A.S. 91425 v2
Music Studies 3.10 - Research a music topic
Assessments:
Term: , Week:
3
I
6
6r *
A.S. 91849 v1
Making Music 3.11 - Compose three original songs that express imaginative thinking
Assessments:
Term: 2022-07-22, Week: 2022-07-22
Term: 2022-07-22, Week: 2022-07-22
Term: 2022-07-22, Week: 2022-07-22
3
I
8
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 54
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mrs A. Peszynski, Ms L. Davies.
Recommended Prior Learning
Open entry, but please discuss your suitability with HOD of Social Sciences (Mrs Peszynski, E11) if you have not done Level 2 Economics.
This Social Sciences course has an economics focus looking at the micro-economic concepts underlying the New Zealand economy. We look at market equilibrium, marginal analysis and the reasons for government intervention in the economy.
Students have the opportunity to attempt up to 19 credits from this course using economics achievement standards. Both internal assessments will be completed, along with one of the external assessments which will be determined based on student interest and ability.
This is a University Entrance approved course.
Course Overview
Term 1 Term 1 focuses on the first internal – Micro-economic Concepts – which is completed as an assignment at the end of the term.
Term 2 Term 2 focuses on the second internal – Market Failure – which is completed as a report by the end of the term.
Term 3 In term 3, the focus is on both externals with practice exams for both.
1 x 2B8 exercise book, Workbook purchased through the College - costs tbc
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91399 v2
Economics 3.1 - Demonstrate understanding of the efficiency of market equilibrium
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
E
4
4r,4w *
A.S. 91400 v2
Economics 3.2 - Demonstrate understanding of the efficiency of different market structures using marginal analysis
Assessments:
Term: 2025-06-04, Week: 2025-06-04
A.S. 91402 v3
Economics 3.4 - Demonstrate understanding of government interventions where the market fails to deliver efficient or equitable outcomes
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
I
5
5r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 18
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
This is an English course for students who speak other languages.
Maybe you speak Tongan, Hindi, Tagalog, Arabic or other languages at home, then this is the course for you.
You will get support for reading and writing to help you complete the work in your other options. You will also gain ESOL Unit Standards in practical and academic skills. See the list below for what is on offer in 2026.
1 x 1B5 exercise book, either 1 x Ringbinder and 1 x A4 lined refill OR 1 x Display Book (20 page)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 28000 v4
Write a simple text for a practical purpose in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30980 v2
Listen to and understand a straightforward English language spoken text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 30995 v2
Read and understand a straightforward English language written text on a familiar topic
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
5
U.S. 31044 v2
Write a text for a practical purpose in an applied context in English language
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
5
Total Credits
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
Te Whakaūtanga i Te Reo - To Be Surrounded By Te Reo
This Te Reo Māori course will look at matauranga Māori, Tetiriti o Waitangi, the revitalization of Te Reo Māori – a political Māori view, tribal ancestry as well as global and internal issues with Maori. It is a valuable pathway for Te Reo Māori students as they look at wider issues before their transition to tertiary study or the community. A total of 18-24 credits will be assessed from the options listed below according to the skills of each student.
1 x 1B5 exercise book, 1 x A4 lined refill, 1 x Display Book (40 page), 1 x Wired over-ear headphones
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91650 v2
Te Reo Māori 3.1 - Whakarongo kia mohio ki te reo Māori o te ao whanui
Assessments:
Term: null, Week: null
3
I
4
Y
*
A.S. 91651 v2
Te Reo Māori 3.2 - Korero kia whakamahi i te reo Māori o te ao whanui
3
I
6
Y
*
A.S. 91652 v2
Te Reo Māori 3.3 - Panui kia mohio ki te reo Māori o te ao whanui
3
E
6
Y
6r *
A.S. 91653 v2
Te Reo Māori 3.4 - Tuhi i te reo Māori o te ao whanui
3
E
6
Y
6w *
A.S. 91654 v2
Te Reo Māori 3.5 - Waihanga tuhinga whai take i te reo Māori o te ao whanui
Assessments:
Term: null, Week: null
3
I
6
Y
6w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 28
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Open Entry - but attendance of over 90% is preferred.
Level 3 Drama is part of a scaffolded approach to Drama (a five year journey from Year 9-13).
Internal assessments:
Internals will be performed over the course of the year to a live audience.
Techniques: an assessment done in pairs that explores students' use of Voice, Body, Movement and Space to create a character and perform a scene
Devising: students work either individually or in pairs to create their own pieces using Drama Elements, Conventions and Technologies.
Theatre Form: students will perform a scene from 'Antigone' that shows understanding of traditional character types and storylines, and learn how modern theatre has been influenced by the past through the study of Greek Theatre.
External assessments:
The NCEA Drama exam is written, and students will have one paper to complete.
Theatre Form: students will demonstrate an academic understanding of Greek Theatre, with reference to the play 'Antigone'.
Throughout the course of the year the skills that students learn will ensure they are prepared for Tertiary study but also encourage life skills such as: creativity, confidence, collaboration, time management, accountability, and conflict resolution.
This is an approved UE subject, and students can also gain UE Literacy Reading and Writing credits.
No stationery required for this subject. A $10 course contribution for performance materials is requested. Trip costs tbc.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91512 v2
Drama 3.1 - Interpret scripted text to integrate drama techniques in performance
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
4
4r *
A.S. 91513 v2
Drama 3.2 - Devise and perform a drama to realise a concept
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
5
*
A.S. 91514 v4
Drama 3.3 - Interpret a text from a prescribed playwright to demonstrate knowledge of a theatre form or period
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
E
4
4r,4w *
A.S. 91515 v2
Drama 3.4 - Select and use complex performance skills associated with a drama form or period
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
4
4r *
A.S. 91517 v2
Drama 3.6 - Perform a substantial acting role in a significant production
3
I
5
5r *
A.S. 91518 v3
Drama 3.7 - Demonstrate understanding of live drama performance
3
E
4
4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 26
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Open entry. A positive attitude and a strong work ethic are essential.
School’s out!.... Where to now? Get ready to embrace the next chapter of your journey.
This course is for those who are planning to enter the workforce or who are unsure of their next steps. What are the possibilities? Explore the options. Set goals and make a start on reaching them. Get ready to embrace the adventure that lies ahead of you.
All units of work are internally assessed and contribute credits towards NCEA Level 3. This class would work well alongside CIV303, and Tourism303.
PATHWAYS 303 is not an approved subject for University Entrance.
Course Overview
Term 1 Becoming independent - Rights, Responsibilities, and Relationships.
Term 2 Moving out of home - Managing money and learning how to budget.
Term 3 Joining the workforce - employee rights and responsibilities.
Term 4 Managing conflict and resolving problems and in a timely and constructive way.
U.S. 1980 v10
Describe, from an employee perspective, ways of dealing with employment relationship problems
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
U.S. 7126 v7
Respond to negative feedback in one-to-one situations
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
2
U.S. 7127 v8
Make an informed choice in deciding on a major goods or service purchase
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
2
U.S. 9695 v8
Examine problem-solving models and apply a problem-solving model to a problem of some complexity
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
U.S. 12356 v7
Demonstrate knowledge of consumer problems and ways to resolve them
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
U.S. 30911 v2
Demonstrate knowledge of a specified workplace
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
12 SUS would be a useful subject to have done, but not essential.
The Level Three Civic is aimed at those students who may struggle with mainstream subjects and enjoy a more real world, practical focus. Students will complete Unit Standards and are able to gain 21 credits towards their Level Three qualification.
Students in this course will investigate the Law, how it is made, how it is enforced, and how it impacts on people's lives, the consequences of crime, ours rights and responsibilities as workers and young people, how we vote and take part in the community as active citizens, social action, career planning, financial literacy, and how societies works within NZ and overseas.
Legal Studies standards are a key component of this course.
This course is the next step for students who have taken Sustainable Societies and Futures (SUS) in Year 12.
This course is designed to be taken alongside PAT303 and Tourism to give students the skills they need to succeed in the workforce when they leave school.
All units of work are internally assessed and contribute credits towards NCEA Level 3.
Level Three Civics is not an approved subject for University Entrance as the assessments are Unit Standards.
Level Three Tourism provides you with the opportunity to learn about the Tourism and Travel industries and the many different career pathways that are available within the sector. In 2026 the focus will be on visitor destinations that are close to home; New Zealand and the South Pacific.
A fieldtrip to Rotorua will provide a valuable insight into the industry and the impact tourism has on communities.
There has never been a better time to study Tourism. The borders have reopened and the industry is seeking a skilled, productive and capable workforce over the course of the next few years as they respond to changes to the industry.
This subject leads to tertiary-based courses in tourism at private providers, including some polytechnics and universities. Tourism is not an approved subject for University Entrance.
This subject would work well with PAT303 and CIV303.
Eligibility for Trades Academy is by application and selection interview. Applicants are expected to have a strong work ethic, sound organisational skills, and an excellent attendance record.
Applications for enrolment open at the beginning of September. Entry criteria is 50 credits at NCEA Level 1 and literacy and numeracy are recommended; you also need a strong attendance record. Students are selected by the Trades Academy on the basis of their application and an interview. Students and their caregivers who are interested in this option must meet with the Supported Learning Lead (Ms Baird) and appropriate year level Dean.
Want to stay at school but try your hand at a trade? Trades Academy lets you enjoy the best of both worlds. Enjoy the benefits of staying at school while learning practical, hands-on, skills for your career.
The Wellington Trades Academy (WTA) is a partnership between school and Te Pukenga- NZ Institute of Skills and Technology. Students participating in the program spend either one or two days a week at the Trades Academy, where they are coached by industry professionals, learning authentic, career based, practical skills. The remainder of the week is spent in school, following an adapted school timetable.
Trades Academy courses are packed with experiential learning opportunities to build confidence, leadership, and essential employability skills, helping to set students up on a positive pathway to future employment or further study. Current courses offered by the Trades Academy include Construction Trades, Creative Technologies, Salon Environment, Engineering and Automotive, Barbering, Human Anatomy, Youth Work, Cookery, and Cafe Service.
Students interested in applying for Trades Academy must select this class.
It is very important to note that choosing this course as part of your selection does not guarantee you a place at WTA, there is an application process that must be completed and a selection process completed by the Polytech. Acceptance is usually confirmed or denied by WTA in October. Having a backup subject is very important.
Any student considering this course MUST speak with Ms Baird/ and or their Year Level Dean during the course selection process.
This course is all about You! You will follow your own individual programme, working on the particular skills that you need beyond school. Standards and tasks will be chosen to match the specific learning needs and interests of those in the class. We will do some group projects and trips, but the majority of the work is based on what you would like to do, or need to do, to be successful.
Some senior students who need support to gain their Numeracy and Literacy, Level 1, 2 or 3 NCEA qualification may be eligible to take this course. Students who are completing the SPEC alternative pathway to NCEA will also be encouraged to take this class.
Motivated students have the potential to gain additional credits in Tourism and Core Skills Domains.
As it is an individualized program each student will select their own assessments or tasks to complete.
Do you love to sew; make things; create new fashion designs; or hand embroidery?
This is a practical-based course which provides students with the opportunity to create a range of products using fabric.
Students will learn how to use applied design techniques to personalise a garment, advanced procedures to construct a range of garments and how to draft patterns to create the perfect fit.
Each student has the opportunity to explore their own interest in fashion and to develop their own sense of style. Students will complete three major practical projects with supporting design work.
Topics include:
Garment construction - jacket
Applied textile design - surface design
Draft patterns - skirt or trousers
The course consists of Level 3 Achievement Standards and provides the opportunity for endorsement.
Students have the opportunity to enter regional and national competitions
BOMBER JACKET:
Course Overview
Term 1 Draft patterns - skirt or trousers
Term 2 Applied textile design - surface design
Term 3 Complex procedures: Garment construction - jacket
External portfolio developed
1 x A4 Visual Diary (spiral bound), $35 Materials contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91617 v3
Generic Technology 3.10 - Undertake a critique of a technological outcome's design
Assessments:
Term: 2022-02-10, Week: 2022-02-10
3
E
4
4r,4w *
A.S. 91621 v3
Construction and Mechanical Technologies 3.21 - Implement complex procedures using textile materials to make a specified product
Assessments:
Term: 2025-07-18, Week: 2025-07-18
3
I
6
*
A.S. 91623 v3
Construction and Mechanical Technologies 3.23 - Implement complex procedures to create an applied design for a specified product
Assessments:
Term: 2022-02-10, Week: 2022-02-10
3
I
4
*
A.S. 91626 v3
Construction and Mechanical Technologies 3.26 - Draft a pattern to interpret a design for a garment
Assessments:
Term: 2025-07-18, Week: 2025-07-18
3
I
6
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
An Achieved or higher in AS91267 - Apply probability methods in solving problems.
This course will cover the theory and practice of statistical processes. The course is appropriate for students interested in the quantitative aspects of the biological and social sciences, medicine, commerce, administration, or any field in which collection, analysis, modelling and interpretation of data is important. The internal aspects of this course involves researching and will be taught using computer-based technology, such as online statistical graphing software, spreadsheets and graphical calculators.
All internal assessments are written reports involving analysing statistical graphs.
Contributions and Equipment/Stationery
2 x 1JB excercise books, $8 NuLake workbook
Assessment Information
All internal assessments are written reports involving analysing statistical graphs. Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91580 v2
Mathematics and Statistics 3.8 - Investigate time series data
Assessments:
Term: 2025-05-08, Week: 2025-05-08
3
I
4
*
Y
A.S. 91581 v2
Mathematics and Statistics 3.9 - Investigate bivariate measurement data
Assessments:
Term: 2025-05-08, Week: 2025-05-08
3
I
4
*
Y
A.S. 91582 v2
Mathematics and Statistics 3.10 - Use statistical methods to make a formal inference
Assessments:
Term: 2025-05-08, Week: 2025-05-08
3
I
4
*
Y
A.S. 91585 v2
Mathematics and Statistics 3.13 - Apply probability concepts in solving problems
3
E
4
*
Y
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Students are required to have passed at least one of the externally assessed Level 2 Biology papers.
The Biology 303 course covers plant responses, animal behaviour and human biological and cultural evolution. As part of their animal behaviour study students will carry out an investigation at the Wellington Zoo. Students will learn about homeostasis in humans and research a socio-scientific issue of their choice.
Course Overview
Term 1 Animal Behaviour - Students will explore aspects of animal behaviour in class. This will include timing and orientation responses along with intraspecific relationships. They will then apply this knowledge to complete a field study at Wellington Zoo. Material covered in this unit will be assessed in both an internal assessment and the end of year NCEA exam.
Term 2 Plant Timing and Orientation Responses - Students will learn how both plants use biological clocks to synchronise life processes with the environment. They will also study orientation responses in plants and how these enable plants to survive in their environments.
Interspecific relationships - Students will explore how plants and animals of different species interact in biological communities.
Homeostasis - Students will investigate how humans maintain a stable internal environment by homeostasis. They will focus on one homeostatic system in depth.
Term 3 Socio-Scientific Issue - Students select a biological issue of there choice and investigate the biological concepts involved, biological and social implications of the issue and suggest actions.
Human Evolution - Students examine aspects of human biological and cultural evolution.
The course offers 3 internally assessed achievement standards and 2 externally assessed achievement standards. Students are able to gain up to 19 credits and endorsement with Merit or Excellence in Biology. These credits will count to many tertiary pathways.
Contributions and Equipment/Stationery
1 x 2B8 exercise book, $30 sciPADs - can be purchased through the College
Zoo Trip - 3 days - costs tbc.
Assessment Information
The course offers 3 internally assessed achievement standards and 2 externally assessed achievement standards. Students are able to gain up to 19 credits and endorsement with Merit or Excellence in Biology. These credits will count to many tertiary pathways. Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91601 v2
Biology 3.1 - Carry out a practical investigation in a biological context, with guidance
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
*
A.S. 91602 v2
Biology 3.2 - Integrate biological knowledge to develop an informed response to a socio-scientific issue
Assessments:
Term: 2025-06-09, Week: 2025-06-09
3
I
3
3r *
A.S. 91603 v3
Biology 3.3 - Demonstrate understanding of the responses of plants and animals to their external environment
Assessments:
Term: null, Week: null
Term: null, Week: null
Term: null, Week: null
3
E
5
5r,5w *
A.S. 91604 v3
Biology 3.4 - Demonstrate understanding of how an animal maintains a stable internal environment
Assessments:
Term: 2025-06-09, Week: 2025-06-09
3
I
3
3r *
A.S. 91606 v2
Biology 3.6 - Demonstrate understanding of trends in human evolution
Assessments:
Term: null, Week: null
3
E
4
4r,4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
In Senior Chemistry, students study the materials that make up all matter around us, the properties of these substances and the way they change. This allows us to understand the chemistry going on in the world around us, such as in the foods we eat, the metals and plastics we use, the fuels we burn and the medicines we take to be healthy.
The importance of Senior Chemistry
Chemistry can be described as the 'central science', as an understanding of chemistry is closely related to a range of other science disciplines (e.g. biology, medicine, engineering and environmental sciences). As a school subject, Chemistry complements both Biology and Physics; Biology as it helps to understand the chemical processes that occur in living things, and Physics as both subjects involve the study of the behaviour of matter.
Studying chemistry is important as it helps us learn about the world that we live in. An understanding of chemistry allows us to make educated choices about the materials, products and foods that we use. Chemistry allows us to understand and solve key problems facing our Earth today, like climate change, the use of water, food shortages, antibiotic resistance and curing diseases.
What pathways does Senior Chemistry lead to?
Studying Chemistry at school leads on to a range of science and health related qualifications and careers. Examples include: Analytical Chemist, Nursing, Laboratory Technician, Medicine, Pharmacy, Chemical Engineering, Forensic Science and Environmental Science.
Students need to be aware that some tertiary courses require students to have passed the three externals for entry. Level 3 Organic is offered as part of Level 2 course.
What will be covered in the Senior Chemistry Programmes?
Level 3 Chemistry:
This course builds on what was learnt in Level 2 Chemistry, covering the topics of organic chemistry, spectroscopy, redox, practical investigations, thermochemistry and aqueous systems, which will be important in first year tertiary courses in a range of disciplines. The chemistry of ‘everyday life’ will be a focus throughout.
Highly motivated and dedicated Level 3 students have the opportunity to prepare for Scholarship Chemistry at Sacred Heart College. This course develops the topics studied in Year 12. The course emphasises the relationship of chemistry to everyday life and explains common practices in terms of particle interaction. Chemistry is fundamental to Health Sciences, Forensic Science and Engineering. This course provides the opportunity to gain credits towards the numeracy requirements for University Entrance.
Course Overview
Term 1 TOPIC 1
Demonstrate understanding of spectroscopic data in chemistry -INTERNAL
Topic 2
Demonstrate understanding of oxidation-reduction processes -INTERNAL
Term 2 TOPIC 2 Continued
TOPIC 3
Demonstrate understanding of equilibrium principles in aqueous systems -EXTERNAL
Term 3 TOPIC 3
Continued
TOPIC 4
Demonstrate understanding of thermochemical principles and the properties of particles and substances -EXTERNAL
1 x Ringbinder, 1 x A4 lined refill, Scientific calculator
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91388 v2
Chemistry 3.2 - Demonstrate understanding of spectroscopic data in chemistry
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
*
A.S. 91390 v2
Chemistry 3.4 - Demonstrate understanding of thermochemical principles and the properties of particles and substances
Assessments:
Term: , Week:
3
E
5
*
A.S. 91392 v2
Chemistry 3.6 - Demonstrate understanding of equilibrium principles in aqueous systems
Assessments:
Term: null, Week: null
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
1 x 1B5 exercise book, Scientific calculator, $25 sciPAD external (recommended) – can be purchased through the College
A development of the topics studied in Year 12 Physics with the introduction of Simple Harmonic Motion, Waves and AC Electricity. The emphasis is on a practical, descriptive approach as well as a mathematical one, linking physics to everyday life (the mathematical level is not beyond that completed in NCEA Level 2 Mathematics). Physics is fundamental to Health Sciences, Engineering and Technology.
Students can selected to complete either the internal AS91522 or AS91527 instead of one of the externals. Students need to be aware that some tertiary courses require students to have passed the three externals for entry.
Course Overview
Term 1 Mechanics part one
Modern Physics
Term 2 Waves
Internal report writing OR Electricity part one
1 x 1B5 exercise book, Scientific calculator, $30 sciPAD external (recommended) – purchased through the College
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91522 v2
Physics 3.2 - Demonstrate understanding of the application of physics to a selected context
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
*
A.S. 91523 v2
Physics 3.3 - Demonstrate understanding of wave systems
Assessments:
Term: 2021-07-06, Week: 2021-07-06
3
E
4
*
A.S. 91524 v2
Physics 3.4 - Demonstrate understanding of mechanical systems
Assessments:
Term: null, Week: null
3
E
6
*
A.S. 91525 v2
Physics 3.5 - Demonstrate understanding of Modern Physics
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
*
A.S. 91526 v2
Physics 3.6 - Demonstrate understanding of electrical systems
Assessments:
Term: 2021-07-06, Week: 2021-07-06
3
E
6
*
A.S. 91527 v2
Physics 3.7 - Use physics knowledge to develop an informed response to a socio-scientific issue
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
3r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 25
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Level 3 Earth Space Science is open to all students completing their Level 3 year. It is recommended that student have Level 2 English and either have 12 credits at Level 1 Science or completed a level 2 course. Students that have not completed a Level 2 Science course are advised to speak with the HOD Science before selecting. Four internal standards are offered (16 credits). A choice of an external standard with the removal of one internal standard for students wishing to gain an endorsement. Earth and Space Science is an approved subject for entry into university.
This course looks at planet Earth and the Universe. Understanding how the Earth systems (Oceans, atmosphere, biosphere, geosphere) are inter-related and how “man” interacts with these. The standards are taken from the Earth and Space Science learning area allows a variety of contexts to be studied.
The course looks at current issues that are relevant to NZ and our Pacific neighbours eg formation of life in outer space, plant growth, sea level rise, and how changes in climate are affecting human life.
Course Overview
Term 1 Investigate an aspect of astronomy - extraterrestrial life
A.S. 91410 v2
Earth and Space Science 3.1 - Carry out an independent practical Earth and Space Science investigation
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
4r *
A.S. 91411 v2
Earth and Space Science 3.2 - Investigate a socio-scientific issue in an Earth and Space Science context
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
4r *
A.S. 91414 v2
Earth and Space Science 3.5 - Demonstrate understanding of processes in the atmosphere system
3
E
4
4r,4w *
A.S. 91415 v2
Earth and Space Science 3.6 - Investigate an aspect of astronomy
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Year 12 English
The 21st Century has brought about unprecedented change. We have witnessed the progression of the internet, artificial intelligence, a truly global society and the rise of social media. But how much have human beings truly changed? The course looks into both classics and modern literature to find out if we have changed as much we may think. This course leads to consideration of the human condition and considers how we relate to others. The study of literature and language in this course includes research, a writing portfolio as well as visual and written text study.
This English course offers 18 credits; 10 internal and 8 external from the standards listed below.
You will need to have gained 6 credits in Year 12 English from the Writing Portfolio standard to choose this course.
You will need to enjoy reading to enjoy this course.
Some of the possible text studies are shown below.
A.S. 91472 v1
English 3.1 - Respond critically to specified aspect(s) of studied written text(s), supported by evidence
3
E
4
Y
4r,4w *
A.S. 91473 v1
English 3.2 - Respond critically to specified aspect(s) of studied visual or oral text(s), supported by evidence
3
E
4
Y
4w *
A.S. 91475 v1
English 3.4 - Produce a selection of fluent and coherent writing which develops, sustains, and structures ideas
Assessments:
Term: 2025-06-25, Week: 2025-06-25
3
I
6
Y
6w *
A.S. 91479 v1
English 3.8 - Develop an informed understanding of literature and/or language using critical texts
Assessments:
Term: 2025-06-25, Week: 2025-06-25
3
I
4
Y
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 18
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Students should have studied Level 2 FNT or Level 2 Health. This is an academic course and students need to have a good level of literacy to be successful in this course. Interview with HOD Technology will be necessary for students wishing to transfer into this subject from other curriculum areas. A general interest in developing cookery skills and healthy food choices is preferable.
This course follows Level 8 of the Health and PE Curriculum. Students will investigate and evaluate wider community issues relating to food, nutrition and the determinants of health.
Topics covered include:
Investigate a nutritional issue affecting the well-being of New Zealand society
Investigate conflicting nutritional information about a given topic
Create an action plan related to Food rescue in Aotearoa
Investigate the influence of multinational food corporations on eating patterns in New Zealand.
Some Hospitality Unit Standards may also be included in the course depending on the need and ability of students.
Course Overview
Term 1 Create an action plan related to Food rescue in Aotearoa. Topic TBC
Term 2 Investigate the influence of multinational food corporations on eating patterns in New Zealand.
Term 3 Investigate a nutritional issue affecting the well-being of New Zealand society (Topic TBC) or Hospitality Unit standards (TBC)
Preparation for external examination: Investigate conflicting nutritional information about a given topic set by NZQA
Term 4 External examination preparation: Investigate conflicting nutritional information about a given topic set by NZQA
1 x Display Book (20 page), $90 Ingredient contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91466 v2
Home Economics 3.1 - Investigate a nutritional issue affecting the well-being of New Zealand society
Assessments:
Term: 2022-02-24, Week: 2022-02-24
3
I
5
5r *
A.S. 91467 v2
Home Economics 3.2 - Implement an action plan to address a nutritional issue affecting the well-being of New Zealand society
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
5
*
A.S. 91469 v2
Home Economics 3.4 - Investigate the influence of multinational food corporations on eating patterns in New Zealand
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
5
5r *
A.S. 91470 v2
Home Economics 3.5 - Evaluate conflicting nutritional information relevant to well-being in New Zealand society
3
E
4
4r,4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Students with 14 credits or more in: Year 12 English, 12 Geography, 12 History, 12 Classical Studies will be eligible to do this course, or at the discretion of the HOD. See Ms Baird or Mrs Peszynski if you want to know more.
20th Century Art, Architecture and Design
This Level Three Social Science course has a 20th Century Art History focus. The main area of study will be Modern Art, Design and Architecture from 1900 to 1960. We will also investigatekey NZ Art works from 1940-2000, and Contemporary Diversity, innovative works created after 2000.These topics cover a range of artistic styles, meanings, theories, and media. The reasons why these artworks continue to be valued by society will also be investigated.
This course will appeal to students interested in art and design, and may be creative themselves. But it will but also suit students who are interested in the history of the 20th Century and the vast array technological, economic, political, and societal changes that occurred in during this time.
We will see works first hand by visiting Wellington and Lower Hutt Galleries, and by travelling to Napier to investigate the value of Art Deco architecture and design to the region.
Scholarship Art History is also an option for students who are interested in working toward this in addition to their Level three studies.
Course Overview
Term 1 Introduction to 20th Century Art, Architecture and Design
Early Modernists 1890- 1920's
Term 2 Art, Architecture and Design 1920's and 1930's
Term 3 Post WWII, Mid Century Modernism, and the 1960's.
2 x Clever Kiwi Activity Scrapbook (or similar size 240 x 340mm),
Art Gallery Wellington trip (term 1) - costs tbc
Art Deco field trip to Napier (term 3) - costs (around $300)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91482 v2
Art History 3.1 - Demonstrate understanding of style in art works
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
E
4
4r,4w *
A.S. 91483 v2
Art History 3.2 - Examine how meanings are communicated through art works
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
E
4
4r *
A.S. 91485 v2
Art History 3.4 - Examine the impact of media and processes on art works
Assessments:
Term: 2025-05-22, Week: 2025-05-22
3
I
4
4r *
A.S. 91487 v1
Art History 3.6 - Examine the different values placed on art works
Assessments:
Term: 2025-05-22, Week: 2025-05-22
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mrs N. Sewell, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry, however, if you have not completed Level 2 Economics or Level 2 Accounting and Business Enterprise, please have a discussion with Mrs Sewell and the HOD of Social Sciences ( Mrs Peszynski) regarding your suitability if you are intending to use this subject for University Entrance.
In this Social Sciences course students will complete a broad study of finance with an Accounting focus. There will be a focus on financial decisions for Companies and Partnerships and looking at issues that may impact the efficient operation of businesses. This is a commerce based course with standards are from the Accounting and Business Studies domains.
The programme of asssessment will be finalised at the start of the year, based on student ability, goals and interests. Students will aim to complete between 14 to 18 credits from the list below based on student interest and ability.
14 credits can be gained from the Accounting subject area for those intending on University study, or those wanting to use this subject to gain University Entrance.
Course Overview
Term 1 For those wanting to have Accounting as a career, we do a recap from previous years.
Partnerships are next, looking at going into business with like minded individuals.
We also start making choices in Term 1.
You may wish to take a slightly different tack and opt into Unit Standards:
Evaluating one's personal income is useful for everyone.
How to buy Property.
Developing a plan to reach a long term financial goal. e.g. buying a house, car, paying for tertiary education
Term 2 Visit a local manufacturing business
How do they cost out their jobs to customers (Accounts receivable). How do they remain competitive?
Or we can look at how businesses are future proofing.
Listing a Company on the NZ stock exchange is a big decision. Would you invest as a shareholder?
Term 3 Preparation of Company Financial Statements and the theory that underpins what we do as a business.
Term 4 Recap and preparation of either 1 or 2 standards for NCEA examinations.
Note: students will not attempt all credits. Those wishing to use this course for UE will need to attempt the Accounting Achievement Standards.
Contributions and Equipment/Stationery
1B8 exercise book and calculator
Workbook approx. $30 but to be confirmed
Assessment Information
Note: students will not attempt all credits. Those wishing to use this course for UE will need to attempt the Accounting Achievement Standards. Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 25424 v5
Demonstrate knowledge of factors that impact on businesses
3
I
4
A.S. 91383 v2
Business Studies 3.5 - Analyse a human resource issue affecting businesses
3
I
3
3r *
A.S. 91405 v2
Accounting 3.2 - Demonstrate understanding of accounting for partnerships
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
4
*
A.S. 91406 v2
Accounting 3.3 - Demonstrate understanding of company financial statement preparation
3
E
5
*
A.S. 91407 v2
Accounting 3.4 - Prepare a report for an external user that interprets the annual report of a New Zealand reporting entity
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
5
5r,5w *
A.S. 91408 v2
Accounting 3.5 - Demonstrate understanding of management accounting to inform decision-making
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
4
*
A.S. 91409 v2
Accounting 3.6 - Demonstrate understanding of a job cost subsystem for an entity
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
4
*
A.S. 91869 v1
Agribusiness 3.8 - Analyse future proofing strategies to ensure long term viability of a business
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 29
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Ms C. Jenkins, Mrs A. Peszynski.
Recommended Prior Learning
Students must have 14 credits or more in one of the following in order to be placed in this course: Year 12 English, 12 History, or 12 Classical Studies, or at the discretion of the HOD. Please speak to Mrs Jenkins (E14) or Mrs Peszynski (E11) to discuss your suitability if you are unsure.
Greek Art and Roman Philosophers
This Social Science course will be assessed against the national achievement standards with credits gained towards NCEA Level 3. It will investigate a variety of topics from Ancient Greece and the Roman Empire. Achievement Standards from Level 3 Classical Studies will be offered.
Theme One will cover the Ancient Greek myths, and the portrayal of these fascinating stories and heroes on Greek Vases. The influence of Greek Art on modern art will be investigated, for example the work of NZ artist Marion Maguire.
Theme Two will examine life in Ancient Rome, including the evaluation of Roman philosophic ideas about death and the afterlife.
Theme Three will examine the impact of Alexander the Great.
Students are able to get University Entrance in this subject. Scholarship Classical Studies is also an option for students who are interested in working toward this in addition to their Level three studies.
Course Overview
Term 1 The Roman Emperors and the religion in the Empire.
either 1 x Ringbinder and 1 x A4 lined refill OR 2 x 1B8 exercise books
Write on Notes (optional - purchased through the College - $20 cost tbc)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91395 v2
Classical Studies 3.2 - Analyse the significance of a work(s) of art in the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
4
4r,4w *
A.S. 91396 v2
Classical Studies 3.3 - Analyse the impact of a significant historical figure on the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
6
6r,6w *
A.S. 91397 v2
Classical Studies 3.4 - Demonstrate understanding of significant ideology(ies) in the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
6
6r *
A.S. 91398 v2
Classical Studies 3.5 - Demonstrate understanding of the lasting influences of the classical world on other cultures across time
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
6
6r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 22
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mr K. Findlay, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry - students may pick up this subject for the first time in Year 13.
From City to Sea
This Social Science course has a Geography focus. It will be assessed against the National Achievement Standards with credits gained towards Level 3 NCEA. It is a mix of internally and externally assessed standards which can be used as an approved subject for UE.
The course will cover various geographic topics including:
Analyzing Natural Processes and Conducting Geographic Research at the Kapiti Coast
Geographic Concepts and skills
Study of a Contemporary Geographic event
Geographic issues, and issues with a global human rights focus
In 2026 we plan to send Level 2 and Level 3 Geography classes on a combined trip to the Tongariro Volcanic Zone to collect data on Mount Ruapehu and do the Tongariro crossing. This is a 3 day trip, probably mid March and will cost around $400 per student.
1 x 2B8 exercise books, 2 x Reeves A4 Graph Pad
Field trip costs: approx $400 (Tongariro National Park)
Assessment Information
,Mining ,Survey Technician,,Outdoor Recreation Guide/Instructor,Surveyor,Fishing Skipper,Urban/Regional Planner,Emergency Management Officer,Meteorologist,Miner/Quarry Worker,Mine/Quarry Manager,Driller,Geologist,Environmental Scientist,Environmental Engineer,Ranger,Landscape Architect,Geophysicist,Policy Analyst,Secondary School Teacher, Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91426 v2
Geography 3.1 - Demonstrate understanding of how interacting natural processes shape a New Zealand geographic environment
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
E
4
4r,4w *
A.S. 91428 v2
Geography 3.3 - Analyse a significant contemporary event from a geographic perspective
Assessments:
Term: null, Week: null
3
I
3
3r *
A.S. 91429 v2
Geography 3.4 - Demonstrate understanding of a given environment(s) through selection and application of geographic concepts and skills
Assessments:
Term: , Week:
3
E
4
4r,4w *
A.S. 91430 v3
Geography 3.5 - Conduct geographic research with consultation
Assessments:
Term: null, Week: null
3
I
5
*
A.S. 91431 v2
Geography 3.6 - Analyse aspects of a contemporary geographic issue
Assessments:
Term: , Week:
3
I
3
3r *
A.S. 91432 v3
Geography 3.7 - Analyse aspects of a geographic topic at a global scale
3
I
3
3r *
A.S. 91433 v2
Geography 3.8 - Apply spatial analysis, with consultation, to solve a geographic problem
3
I
3
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 25
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Students who gained 14 credits or more in Level 2 English, Level 2 History, and/or Level 2 Classical studies can take this course.
This Social Science course has a History focus where students complete a study of Genocide in the 20th Century with specific case studies focussing on the causes and consequences of the Holocaust (1933-1945) and the Rwandan Genocide (1994). Holocaust historian Yehuda Bauer argues: "Every genocide is specific. I cannot talk about Rwanda without talking about Hutu and Tutsi. I can’t deal with the Armenians without dealing with Turks, Armenians, Greeks, Assyrians, the whole area. Every genocide is specific. It’s the specificity that is universal"
Students will engage with primary sources, and historical debate to develop informed, evidence based arguments, and be exposed to what hatred can do to individuals and societies. The lessons learned can be applied to the 21st century where the need for toleration and understanding in a diverse world are essential.
Students will also have the opportunity to pursue their own interests in by completing research into a self selected historical event or movement with a local history focus. A need to better understand our own history is central to creating a tolerant and informed 21st century New Zealand.
Students are offered up to 20 credits from the History subject area in this University Entrance approved course.
Students considering tertiary study would benefit from this course as the skills focus on: developing research techniques including how to navigate sources and determine their authenticity, usefulness and reliability, learning to write succinctly, learning to structure academic essays, analysing and prioritising evidence to support an argument and learning to read and summarise large amounts of text.
High achieving students have the opportunity to attempt Scholarship History which will involve additional study before school on a Tuesday on a theme yet to be determined by NZQA. The 2025 theme was 'the role of individuals in shaping history'.
Course Overview
Term 1 Recap - the skills of an historian.
Getting vocal about local history - AS3.1 Research project. Own choice based on an event, individual or place of local significance.
Introduction to Genocide: what, when, where, why, and how the UN Convention came about - Raphael Lemkin and the Armenian Genocide.
Term 2 Case Study 1: The Holocaust - it's causes and consequences.
Complete AS3.4 Perspectives: Functionalist v. Intentionalist v. Does it really matter?
Term 3 Case Study 2: Rwanda - it's causes and consequences.
School Exam (Week 9, Term 3) - AS3.5 Essay and AS3.3 (optional)
Either 1 x Ringbinder and 1 x A4 refill OR BYOD & 1 x Display Book (40 pages)
1 x Clever Kiwi Activity Scrapbook or similar size (240 x 340mm) for research internal assessment
Trips - costs tbc
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91434 v3
History 3.1 - Research an historical event or place of significance to New Zealanders, using primary and secondary sources
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
5
5r *
A.S. 91436 v2
History 3.3 - Analyse evidence relating to an historical event of significance to New Zealanders
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
4
4r,4w *
A.S. 91437 v2
History 3.4 - Analyse different perspectives of a contested event of significance to New Zealanders
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
5
5r *
A.S. 91438 v2
History 3.5 - Analyse the causes and consequences of a significant historical event
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
6
6r,6w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Miss C. Farley, Mrs A. Peszynski.
Recommended Prior Learning
Students must have 12 credits or more at Level 2 Mathematics/Statistics and should be doing Level 3 Statistics and/or Level 3 Biology alongside Level 3 Psychology.
Student should also have completed a Level 2 literacy rich course such as History, Classical Studies, Geography or English.
This Social Science course offers a mixture of three internally and one externally assessed standards from the psychology domain. Psychology is the scientific study of human cognition, emotion, and action.
This course has a human rights focus where students will explore ideologies – what people believe and why and how these shape current events, issues and actions in our world. Students will examine what drives people to take action in response to big issues impact our world.
Themes include:
Crime and Cognition - looking at why people behave the way they do, investigating gun culture.
Research in Psychology - investigating famous cases and looking at how this research has impacted society.
Psychology in the Real World - investigating careers in psychology and how people's beliefs and bias impact women and minority groups.
Owing to the nature of the assessments, in order to achieve success in this course students should have gained 12 or more credits in Level 2 Mathematics or Statistics and a literacy rich subject such as Level 2 English, History or Classical Studies.
This is a University Entrance approved course. Students can gain 16 credits internally, and 3 credits externally from this course.
Course Overview
Term 1 Crime and Cognition- Examine why people are aggressive through different approaches of psychology.
Term 2 Memory and Research-
Learn about memory and complete your own research in small groups.
Term 3 Psychology in the World- Learn about the different fields of psychology and the issues in psychological research.
1 x 1B5 exercise book, 1 x A4 lined refill, 1 x Display Book (20 page)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91872 v1
Psychology 3.1 - Analyse the interaction between psychological approaches
Assessments:
Term: 2025-06-13, Week: 2025-06-13
3
I
6
6r
A.S. 91874 v1
Psychology 3.3 - Conduct independent psychological research with consultation
Assessments:
Term: 2025-06-13, Week: 2025-06-13
3
I
6
6r
A.S. 91875 v1
Psychology 3.4 - Analyse how theories are applied within a field of psychological practice
Assessments:
Term: 2025-06-13, Week: 2025-06-13
3
I
4
4r
A.S. 91876 v1
Psychology 3.5 - Analyse a significant issue in psychological practice
Assessments:
Term: 2025-06-04, Week: 2025-06-04
Open Entry, although there is significant reading and writing component to the course, and students who have had success in English, Religious Studies and/or the Social Sciences may find this subject more suitable.
This optional course is for students who are interested in exploring theological and philosophical questions at a deeper level. Students will contrast religious and non-religious worldviews, analyse the dangers of religious cults and explore an influential piece of psychological research. This course is excellent preparation for further study at University, and can be a meaningful personal opportunity for those who are wanting to explore some of the bigger questions of existence.
You can use this course toward your University Entrance. Please note, this is a separate course to Religious Studies.
There are two 6 credit Level 3 Achievement Standards and one 3 credit Level 3 Achievement Standard offered.
Religious Studies 3.2: “Sects and Cults” is a study of religious expression in New Zealand. Religious Studies 3.4: “Religious versus Secular” is a comparative study of religious and secular worldviews. Psychology 3.2: Analyse the significance of a key piece of research and its impact on society.
All three Standards are internally assessed. Students taking this course will still take the compulsory Year 13 Religious Studies course. (Please note that the Achievement Standards you complete in Religious Studies can be used alongside the Religious Studies Achievement Standards you complete in TAP for University Entrance).
Either 1 x Ringbinder and 1 x A4 lined refill, or 1 x 2B5 exercise book, $10 Faith Central workbook and materials contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 90825 v3
Religious Studies 3.2 - Analyse a religious tradition(s) in Aotearoa New Zealand
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
6
*
A.S. 90827 v3
Religious Studies 3.4 - Analyse the key beliefs of a religious tradition and a secular world view in relation to ultimate questions
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
6
6r *
A.S. 91873 v1
Psychology 3.2 - Analyse the significance of a key piece of research and its impact on society
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
3
3r
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 12
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Teacher in Charge:
Mr R. Hatcliffe, Miss E. Blackmore.
Level 3 Design builds on the knowledge, skills and techniques that students have gained in completing a Level 2 course in Design. Students will continue to use the work of selected designers and artists to inform and inspire their own progress. At Level 3 students are expected to be able to take greater ownership and responsibility for their work and teaching will facilitate and nurture an independent style of learning. A range of approaches to Design will continue to include sketching, collage, photography, digital processes, found materials and installation work and the use of industry standard software will be extended.
Level 3 Design is a University Entrance approved subject and students will be expected to ideally have their own laptop running the Adobe Suite
Course Overview
Term 1 Company logo, character, advertisement design
Term 2 Create 3 designs: games, clothing, websites etc
$55 Art pack purchased through College
Required Equipment: BYOD (not Chromebook or iPad)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91440 v2
Design 3.1 - Analyse methods and ideas from established design practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
4r *
A.S. 91445 v2
Design 3.2 - Use drawing to demonstrate understanding of conventions appropriate to design
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
A.S. 91450 v2
Design 3.3 - Systematically clarify ideas using drawing informed by established design practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
A.S. 91455 v2
Design 3.4 - Produce a systematic body of work that integrates conventions and regenerates ideas within design practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
E
14
*
A.S. 91460 v2
Visual Arts 3.5 - Produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 30
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Experience at Level 2 Painting is a distinct advantage but not essential. If students are keen to learn and willing to put in the extra effort to catch up this course is open to them.
Level 3 Painting is strongly focused on contemporary painting methods and ideas. A high level of creativity and personal investment is fostered as the course allows students to further explore their practical knowledge, ability to generate ideas, and their understanding of the conventions and constraints of several forms of painting through a variety of artworks. Students will generate an individually conceived theme and produce a significant body of original work. Critical, reflective and creative thinking skills, independent approaches to problem solving and self-directed learning, essential for tertiary study, are promoted and developed. Level 3 Painting is a University Entrance approved subject.
Course Overview
Term 1 To begin with we look at key conventions of painting. We use artist models to study a variety of ways of working. Students complete several drawings and paintings based on their chosen theme or topic and present this as the start of their folio board. These pieces make up the first internal assessment focusing on their understanding of conventions.
Term 2 In Term 2 we begin to clarify ideas on the folio board. Students use their selected artist models to assist them in developing and embedding their understanding of different ways of working. Paintings are extended and refined based on different aspects and work is presented in a series with clear evidence that ideas have moved forward systematically.
Term 3 Students continue to develop ideas and fluently extend their paintings. The second internal assessment is completed in the first few weeks which demonstrates the regeneration of ideas and a systematic approach. Several pieces of work will be used on the folio boards.
Term 4 Students work towards completing their folio boards to show a systematic flow of regenerated ideas.
$55 Art pack purchased through College
Required Equipment: BYOD (not Chromebook or iPad)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91446 v2
Painting 3.2 - Use drawing to demonstrate understanding of conventions appropriate to painting
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
A.S. 91451 v2
Painting 3.3 - Systematically clarify ideas using drawing informed by established painting practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
A.S. 91456 v2
Painting 3.4 - Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
E
14
*
A.S. 93306 v18
SCHL - Painting
3
E
0
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 22
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Experience at Level 2 Photography is a distinct advantage but not essential. If students are keen to learn and willing to put in the extra effort to catch up this course is open to them.
Level 3 Photography will build on the skills and techniques gained at Level 2 and enable students to extend their knowledge of the conventions of photography and their practical knowledge. Students will be guided through generating an individually conceived theme and produce a body of original work based around key photographic artist models. A high level of creativity and personal investment is therefore required. Critical, reflective and creative thinking skills, independent approaches to problem solving and self-directed learning, essential for tertiary study, are promoted. Level 3 Photography is a University Entrance approved subject.
Course Overview
Term 1 To begin with we look at key conventions of photography. We use photographic models to study a variety of ways of working. Students complete several proof sheets based on their chosen theme or topic and select their best pieces to create the start of their folio board. These photographs and proof sheets make up the first internal assessment focusing on students understanding of photographic conventions.
Term 2 In Term 2 students begin to clarify ideas on their folio board. Students use their selected artist models to assist them in developing and embedding their understanding of different ways of working. Photographic ideas are extended and refined through a series of further proof sheets. Photographs are presented in a series with clear evidence that ideas have moved forward systematically.
Term 3 Students continue to develop ideas and fluently extend their photographs. The second internal assessment is completed in the first few weeks which demonstrates the regeneration of ideas and a systematic approach. Several pieces of work will be used on the folio boards.
Term 4 Students work towards completing their folio boards to show a systematic flow of regenerated ideas.
12 credits or better in NCEA Level 2 Mathematics, which must include a pass in both Algebra and Calculus.
This course is for for students with an interest in the continued study of mathematics, the physical sciences, engineering, architecture and design, technology, modelling or any field in which analysis is an important tool. There are three main areas of study: differentiation, integration and trigonometry. Algebra is included in all areas. A graphics calculator is essential for this course. The Mathematics Department recommends the Casio.
2 x 1J8 exercise books, Must have: Casio graphic calculator FX-9860GIII or smiliar, $15 NuLake workbooks
Credit Information
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91575 v2
Mathematics and Statistics 3.3 - Apply trigonometric methods in solving problems
Assessments:
Term: 2025-05-08, Week: 2025-05-08
3
I
4
*
Y
A.S. 91578 v2
Mathematics and Statistics 3.6 - Apply differentiation methods in solving problems
3
E
6
*
Y
A.S. 91579 v2
Mathematics and Statistics 3.7 - Apply integration methods in solving problems
3
E
6
*
Y
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
A pass in Level 1 or 2, or as discussed with SN. There will be verbal and written tasks with those who have not taken the course before as a form of testing.
Level 2 Samoan is a learning language course designed to meet the wide and varied needs of Samoan language learners. The course further develops students’ ability to communicate and justify information, ideas and opinions in a variety of genuine contexts. Students will further explore topics covered in level 1 Samoan as well as beginning to explore and justify ideas relating to cultural customs. At this level, the emphasis is on both accuracy and fluency aspects of conversational Samoan.
O lenei matā’upu e ati’ae ai le tomai o alo ma fānau ‘ina ‘ia fa’asoa ma fa’alauiloa ātili fa’amatalaga, māfaufauga ma manatu e fa’aaogā ai le Gagana Sāmoa i nofoaga ‘ese’ese. O le ‘ā mafai e alo ma fānau ona su’esu’e atili i ālāfua sa a’oa’oina i le tausaga sefulutasi ma ‘āmata vā’ili’ili ai finagalo e fa’atatau i tū ma agaifanua.
Level 3 Samoan is a learning language course designed to meet the wide and varied needs of Samoan language learners especially those who intend to study the target language in its full essence, looking at the socio-cultural aspects of the language. This is also ideal for those who wish to study towards a qualification in Samoan Studies or Pacific Studies at tertiary level. Students will learn to explore and justify ideas and perspectives in spoken and written Samoan. They will support or challenge the views of others. Students will have an in-depth focus on events of cultural significance to Samoan life, explore perspectives around the concept of “tautua” in the matai system, and the changes and challenges of aganu’u sāmoa that Samoans in New Zealand face.
O le ‘ā a’oa’oina le fānau ‘e su’esu’e ma vā’ili’ili mafaufauga ma lagona i le gagana tautala ma le tusitusi. O le ‘ā mafai ‘ona lagolago pe tete’e i finagalo ‘o isi. O le ‘a va’ava’ai toto’a i sauniga ‘ese’ese e tāua i le olaga Sāmoa, ‘e aofia ai le su’esu’e i manatu ma lagona fa’aalia i le tautua ma le fa’amatai, tainane o suiga ma lu’itau o le aganu’u o lo’o feagai ma i latou o lo’o alala i Niusila nei.
This is a multi-level course so you will be assessed at the appropriate level. You can gain 14-18 credits from the standards listed below and can enter into both internal and external.
Course Overview
Term 1 Formalities of greetings
Ethics of welcome in the faasamoa
Use of alagaupu, muagagana and agaga
Application of "paia" in different contexts
Term 2 Myths and legends - language of it.
Language and Grammar - rules of writings in Samoan.
Term 3 Conversations and features of informal chats and nuances.
Formal and informal language use.
Language features and structures.
2 x 1B4 exercise books, 1 x Notebook, 1 x Display Book (20 pages), 1 x Wired over-ear headphones
Samoan – English dictionary (optional)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91144 v3
Samoan 2.3 - Interact using spoken Samoan to share information and justify ideas and opinions in different situations
2
I
5
A.S. 91145 v2
Samoan 2.2 - Give a spoken presentation in Samoan that communicates information, ideas and opinions
2
I
4
A.S. 91147 v2
Samoan 2.5 - Write a variety of text types in Samoan to convey information, ideas, and opinions in genuine contexts
2
I
5
A.S. 91564 v1
Samoan 3.2 - Give a clear spoken presentation in Samoan that communicates a critical response to stimulus material
3
I
3
*
A.S. 91565 v1
Samoan 3.3 - Interact clearly using spoken Samoan to explore and justify varied ideas and perspectives in different situations
3
I
6
*
A.S. 91567 v1
Samoan 3.5 - Write a variety of text types in clear Samoan to explore and justify varied ideas and perspectives
3
I
5
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 14
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 28 credits. Internally Assessed Credits: 28 credits.
Students are welcomed in to the school Kapa Haka. Having experience is not a requirement. although it would benefit the student having a little bit of experience.
This course will cover a range of elements from throughout Te Ao Haka. This is a multilevel course. At Level 1 students will demonstrate their knowledge and skills of performance components. Level 2 students will look at demonstrating knowledge and skills of moteatea, waiata a ringa, poi and haka wahine. Level 3 students will perform a Maori performing arts bracket and learn about powhiri. Students will be assessed at the appropriate skill level on 12-18 credits from the options listed below.
1. Preferential entry will be given to students who have taken either PPA202, MUS202 or DRA202 Prior experience as a member of the college's Poly Club or enrollment in itinerant music lessons is recommended.
2. Students must be a current member of the school's Poly Club.
This course provides students with the opportunity to develop and explore an understanding of the performing arts in a pacific context. In this course students will develop an understanding of the pacific performing arts through the mediums of choreography, traditional pacific instruments, and an analysis of pacific performing artists. Students will be offered opportunities to create and perform dances/music at events such as HuttFest, language week celebrations, and other events supporting the college and/or the local community.
Students will be assessed at the appropriate skill level on 18 - 22 credits from the options listed below.
Course Overview
Term 1 Dance 3.2 Choreograph a dance to develop and resolve ideas. 4 credits
Students will study text selected by the teacher to understand and unpack the effects of a significant social/historical event on the pacific community in and around New Zealand, how these effects have affected either themselves, education or the wider community.
Term 2 Dance 3.3 Perform a solo or duet dance. 4 credits
Students will study lyrics of their song choice to enhance their understanding of the expressive qualities required for their dance.
These performances will be performed during their cultural language week from term 2-term 3.
AND
Dance 3.5 Perform a repertoire of contrasting dances. 6 credits.
Students will perform a range of contrasting dances as a part of their performance at HuttFest.
Term 3 Dance 3.4 Perform a group dance. 4 credits
Students collaboratively choreograph and learn a variety of sequences to represent three different aspects relating to a selected location.
Term 4 Music 3.3 Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group. 4 credits
Students will research and analyse a type of pacific music of their choice and collaboratively create a piece/two pieces of music that is inspired by pacific artists.
A.S. 91207 v2
Dance 2.3 - Perform an ethnic or social dance to communicate understanding of the style
2
I
4
A.S. 91209 v3
Dance 2.5 - Perform a repertoire of dance
2
I
6
A.S. 91272 v2
Making Music 2.3 - Demonstrate ensemble skills by performing a substantial piece of music as a member of a group
2
I
4
A.S. 91278 v2
Music Studies 2.9 - Investigate an aspect of New Zealand music
2
I
4
A.S. 91418 v2
Making Music 3.3 - Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group
3
I
4
*
A.S. 91425 v2
Music Studies 3.10 - Research a music topic
3
I
6
6r *
A.S. 91590 v2
Dance 3.3 - Perform a solo or duet dance
3
I
4
*
A.S. 91591 v2
Dance 3.4 - Perform a group dance
3
I
4
*
A.S. 91592 v2
Dance 3.5 - Perform a repertoire of contrasting dances
3
I
6
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 42 credits. Internally Assessed Credits: 42 credits.
In this course students will build on the skills learnt in Year 11 and Year 12 that are required to participate safely and confidently in more challenging outdoor education activities. These include risk assessment and management, leadership in outdoor adventure, and how to devise appropriate strategies to achieve the physical activity outcome of a multi-day tramp in Tararua Forest Park. Participation in all activities will be compulsory.
We are incredibly lucky to live in a country with so many outdoor adventure experiences on our doorstep, however many of our students don’t get the opportunity to experience these adventures for a variety of reasons. Outdoor adventure is such a huge part of New Zealand culture and something we should all have the opportunity to experience.
In Year 13 Outdoor Education, you will be exposed to more challenging outdoor education activities and will have the opportunity to take on leadership roles within some of these activities (trips and activities yet to be finalised). You will learn the necessary skills and knowledge to participate actively and confidently in less familiar environments,
All activities require a base level of fitness and a positive attitude. Not only will you have the opportunity to experience fun and exciting activities, you will also be learning valuable skills to build confidence leading family and peers in these activities.
Having the opportunity to initially experience the outdoors in a safe, school environment will give you the confidence to continue these activities out of school. The valuable, initial experience will develop knowledge and understanding of the outdoors that can be shared with family and peers.
Year 13 Outdoor Education is a university approved subject and there are no external assessments or end of year exams associated with this course.
Students can select both Level 3 Outdoor Education, Physical Education and Sport Studies but must understand there is some overlap in the standards assessed.
Please note there are limited spaces available in the Year 13 Outdoor Education course. Students who aren't successful in their selection for this course will be placed in the Year 13 Physical Education course instead.
Course Overview
Term 1 AS 91504 Physical Education 3.9 - Devise strategies for a physical activity outcome – 4 credits
Term 2 A.S 3.4 - Demonstrate quality performance of a physical activity in an applied setting - 4 credits
A.S. 91789 v2
Physical Education 3.9 - Devise strategies for a physical activity outcome
Assessments:
Term: 2025-06-26, Week: 2025-06-26
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 15
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Mathematics is a useful tool for helping us understand our world. Maths is essential for everyday tasks, such as managing your credit card and mortgage, buying groceries, playing games, computing the mileage one can travel by car (given the amount of cash in your wallet), and splitting up a restaurant bill with friends. But equally, if not more importantly, maths is the science of problem solving. Our society is becoming ever more technical and complicated, and to be successful in almost any endeavour, you need to be able to solve problems.
At Sacred Heart College we endeavour to strike a balance between equipping students with the skills and knowledge to be able to participate meaningfully in society, and giving students an insight into the power and potential of mathematics to describe, model and predict the world in which we live.
Mathematics courses provide students with the skills and understanding which will enable them to cope confidently with the mathematics of everyday life in a society which is technologically orientated. These courses also provide a solid foundation for those students who may wish to continue their studies in mathematics. An integral aspect of the mathematics learning environment is the fostering of confidence and achievement, and the development of a variety of problem solving techniques.
This course covers Number, Measurement, Geometry, Algebra, Graphing and Trigonometry and supports many other school subjects requiring an understanding of mathematics. Students who enjoy Algebra and are interested in a career in the sciences, engineering, architecture or design should choose this course. A graphics calculator is highly recommended for this course. The Mathematics Department recommends the Casio brand.
Course Overview
Term 1 Number
Linear Algebra
Geometry
Term 2 Measurement
Right angle triangles
Linear Graphs
either 2 x 1J8 exercise books or 2 x 1J5 exercise books. Students must have a Scientific Calculator (refer stationery lists) and a Graphics Calculator (is also recommended) Casio FX9860GII, $18 Walker workbooks
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32406 v3
Apply mathematics and statistics in a range of everyday situations
1
E
10
Y
A.S. 91945 v3
Mathematics and Statistics 1.2 - Use mathematical methods to explore problems that relate to life in Aotearoa New Zealand or the Pacific
Assessments:
Term: 2025-05-14, Week: 2025-05-14
An Achieved or higher in AS91267 - Apply probability methods in solving problems.
This course will cover the theory and practice of statistical processes. The course is appropriate for students interested in the quantitative aspects of the biological and social sciences, medicine, commerce, administration, or any field in which collection, analysis, modelling and interpretation of data is important. The internal aspects of this course involves researching and will be taught using computer-based technology, such as online statistical graphing software, spreadsheets and graphical calculators.
All internal assessments are written reports involving analysing statistical graphs.
Contributions and Equipment/Stationery
2 x 1JB excercise books, $8 NuLake workbook
Assessment Information
All internal assessments are written reports involving analysing statistical graphs. Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91580 v2
Mathematics and Statistics 3.8 - Investigate time series data
Assessments:
Term: 2025-05-08, Week: 2025-05-08
3
I
4
*
Y
A.S. 91581 v2
Mathematics and Statistics 3.9 - Investigate bivariate measurement data
Assessments:
Term: 2025-05-08, Week: 2025-05-08
3
I
4
*
Y
A.S. 91582 v2
Mathematics and Statistics 3.10 - Use statistical methods to make a formal inference
Assessments:
Term: 2025-05-08, Week: 2025-05-08
3
I
4
*
Y
A.S. 91585 v2
Mathematics and Statistics 3.13 - Apply probability concepts in solving problems
3
E
4
*
Y
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Has successfully completed the MAT101 course and has passed the external examination AS91947.
This course covers Algebra, Graphing, Calculus and Trigonometry. This course supports many other school subjects requiring an understanding of mathematics and is suitable for students wishing to pursue a career in engineering, economics, health science, architecture and design, software engineering, physics, technology, modelling and mathematics. A graphics calculator is essential for this course. The Mathematics Department recommends the Casio.
Have passed the Numeracy co-requisite or 5 credits or better from NCEA L1 Achievement standards.
This course includes trigonometry, networks and probability as well as providing students with an opportunity to develop their analytical skills, report writing and researching skills in a statistics context. If you are planning to study any of the biological, social or sports sciences in the future then this course is for you. A graphics calculator is essential for this course. The Mathematics Department recommends the Casio.
Either 2 x 1J8 exercise books or 2 x 1J5 exercise books
Must have: Casio graphics calculator FX-9860GIII, $8 NuLake workbooks
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91259 v3
Mathematics and Statistics 2.4 - Apply trigonometric relationships in solving problems
Assessments:
Term: 2025-05-08, Week: 2025-05-08
2
I
3
Y
A.S. 91260 v3
Mathematics and Statistics 2.5 - Apply network methods in solving problems
Assessments:
Term: 2025-05-08, Week: 2025-05-08
2
I
2
Y
A.S. 91264 v3
Mathematics and Statistics 2.9 - Use statistical methods to make an inference
Assessments:
Term: 2025-05-08, Week: 2025-05-08
2
I
4
Y
A.S. 91267 v3
Mathematics and Statistics 2.12 - Apply probability methods in solving problems
2
E
4
Y
A.S. 91268 v3
Mathematics and Statistics 2.13 - Investigate a situation involving elements of chance using a simulation
Assessments:
Term: 2025-05-08, Week: 2025-05-08
This course is for students who need to consolidate their mathematical understanding. Students will use mathematical and statistical approaches to solving problems in a range of meaningful situations. Students will work towards achieving the Numeracy corequisite required for NCEA Level 1. Students will be invited into this course by the Mathematics department based on results from year 10. This course does not lead on to a Level 2 Mathematics course.
either 2 x 1J8 or 2 x 1J5 exercise books, scientific calculator
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32406 v3
Apply mathematics and statistics in a range of everyday situations
Assessments:
Term: 2025-05-08, Week: 2025-05-08
Term: 2025-05-08, Week: 2025-05-08
1
E
10
Y
Total Credits
Total Credits Available: 10 credits. Externally Assessed Credits: 10 credits.
This course moves through Level 5 of the curriculum and includes number, measurement, trigonometry, algebra, probability and statistics. Students will develop skills and problem solving techniques in preparation for NCEA Level 1 and will have the opportunity to sit the Numeracy co-requisite unit standard.
Course Overview
Term 1 Measurement
Number
Numeracy
Term 2 Statistics
Algebra
Numeracy
Term 3 Trigonometry
Pythagoras
Patterns and Graphs
Numeracy
This course includes Numeracy skills, Measurement and Geometry, Probability and Statistics and supports many other school subjects requiring an understanding of mathematics. There is an emphasis on analysing statistical information and includes conducting an investigation and report writing.
Course Overview
Term 1 Number
Measurement
Statistics Bivariate
Term 2 Numeracy
Measurement
Statistics for External
Term 3 Numeracy
Measurement
Statistics for External
This course moves through Level 4 and into Level 5 of the curriculum reinforcing and developing skills in Number, Geometry, Measurement, Algebra and Statistics. Students will work both individually and cooperatively.
Course Overview
Term 1 Number
Algebra Skills
Term 2 Measurement
Algebra Solving Equations
Graphing and Patterns
12 credits or better in NCEA Level 2 Mathematics, which must include a pass in both Algebra and Calculus.
This course is for for students with an interest in the continued study of mathematics, the physical sciences, engineering, architecture and design, technology, modelling or any field in which analysis is an important tool. There are three main areas of study: differentiation, integration and trigonometry. Algebra is included in all areas. A graphics calculator is essential for this course. The Mathematics Department recommends the Casio.
2 x 1J8 exercise books, Must have: Casio graphic calculator FX-9860GIII or smiliar, $15 NuLake workbooks
Credit Information
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91575 v2
Mathematics and Statistics 3.3 - Apply trigonometric methods in solving problems
Assessments:
Term: 2025-05-08, Week: 2025-05-08
3
I
4
*
Y
A.S. 91578 v2
Mathematics and Statistics 3.6 - Apply differentiation methods in solving problems
3
E
6
*
Y
A.S. 91579 v2
Mathematics and Statistics 3.7 - Apply integration methods in solving problems
3
E
6
*
Y
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Pathways Education programs at Sacred Heart College offer students' opportunities to explore their capabilities, develop competencies, and grow more self-assured and confident so that they take control of their own lives. All our programs are essentially designed to prepare students for life beyond school and to be able to effectively manage their own career planning in the future.
Pathways Education classes provide information about the range of options within and beyond the Secondary School environment and seeks to raise awareness of skills through short term placement in vocational, workplace, off-site training and learning programs. Many of the students pursue individual learning programs.
Pathways Education courses support students to gain the understanding, practical skills and attitudes they need to successfully transition from school to the work place or further study. They will also learn skills that will help them to be active and informed citizens in the community. Students taking Pathways Education courses have the opportunity to participate in a range of career related programs and activities which will assist them to make informed decisions about what they want to do when they leave school.
Our Careers Development Coordinator is a member of the Supported Learning Team and will work closely with individuals to ensure they have information and a plan in place for their future pathway after school. She is also happy to meet with whanau.
The Supported Learning Team runs many individual and small group sessions with a focus on numeracy and literacy at Year 9 and 10. Students do not opt in to these but join based on recommendations from teachers, Deans, or as a result of testing.
Sacred Heart College is now a SPEC school. This means we are able to offer the Level One Certificate in Life Skills - an alternative pathway to NCEA. This is generally for students who have high needs and funding, but we are happy to discuss this with you in more detail.
For senior students we also have Futures 1,2,3 which is a supported learning class where students have individualized programs that will help them to become to be confident and successful.
The Supported Learning Team also oversees students who take a subject not offered at the College via Te Kura and those who are part of the Trades Academy.
For extra help and advice regarding special educational needs please feel free to contact Kate Baird - the College SENCO and Supported Learning Lead.
Open entry. A positive attitude and desire to achieve are essential.
Leaving school and being work ready does not have to be as challenging, confusing and worrying as you think. This course will help you to develop the skills and knowledge needed to successfully transition into the workforce or further study.
Explore your options and develop a plan. Refine your CV, become job search savvy, ace an interview, understand your rights and responsibilities, and develop the confidence to assert yourself. Mastering these skills will help you to become work ready.
During the year, you will also have the opportunity to participate in one of the school’s GATEWAY programs, gaining valuable work experience and the opportunity to earn up to 22 additional credits. To be eligible for GATEWAY you will need a strong work ethic and excellent attendance. Selection is by application and interview.
Current GATEWAY programs include The Warehouse Red Shirts in Schools and Woolworths SEEDS.
All units of work are internally assessed and contribute credits towards NCEA Level 2.
Course Overview
Term 1 Understand where you come from and the impact this has on the choices you make.
Term 2 Figure out where you fit and explore career options that match your skill set.
Term 3 Set goals and make a plan for the future.
Term 4 Master the skills you need to achieve your goals.
1 x 1B8 exercise book, 1 x Display Book (20 pages)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 10781 v7
Produce a plan for own future directions
Assessments:
Term: 2025-06-16, Week: 2025-06-16
2
I
3
U.S. 12352 v8
Describe aspects of one's own whakapapa, heritage, and cultural identity
Assessments:
Term: 2025-06-16, Week: 2025-06-16
2
I
3
U.S. 12383 v9
Explore career options and their implications
Assessments:
Term: 2025-06-16, Week: 2025-06-16
2
I
3
U.S. 28092 v4
Explain the effect of significant life events on personal income at different life stages
2
I
3
U.S. 28094 v4
Produce a household budget, set a financial goal and review and adjust the budget to achieve the goal
Assessments:
Term: 2025-06-16, Week: 2025-06-16
2
I
3
Total Credits
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Open entry. A positive attitude and a strong work ethic are essential.
School’s out!.... Where to now? Get ready to embrace the next chapter of your journey.
This course is for those who are planning to enter the workforce or who are unsure of their next steps. What are the possibilities? Explore the options. Set goals and make a start on reaching them. Get ready to embrace the adventure that lies ahead of you.
All units of work are internally assessed and contribute credits towards NCEA Level 3. This class would work well alongside CIV303, and Tourism303.
PATHWAYS 303 is not an approved subject for University Entrance.
Course Overview
Term 1 Becoming independent - Rights, Responsibilities, and Relationships.
Term 2 Moving out of home - Managing money and learning how to budget.
Term 3 Joining the workforce - employee rights and responsibilities.
Term 4 Managing conflict and resolving problems and in a timely and constructive way.
U.S. 1980 v10
Describe, from an employee perspective, ways of dealing with employment relationship problems
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
U.S. 7126 v7
Respond to negative feedback in one-to-one situations
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
2
U.S. 7127 v8
Make an informed choice in deciding on a major goods or service purchase
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
2
U.S. 9695 v8
Examine problem-solving models and apply a problem-solving model to a problem of some complexity
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
U.S. 12356 v7
Demonstrate knowledge of consumer problems and ways to resolve them
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
U.S. 30911 v2
Demonstrate knowledge of a specified workplace
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
12 SUS would be a useful subject to have done, but not essential.
The Level Three Civic is aimed at those students who may struggle with mainstream subjects and enjoy a more real world, practical focus. Students will complete Unit Standards and are able to gain 21 credits towards their Level Three qualification.
Students in this course will investigate the Law, how it is made, how it is enforced, and how it impacts on people's lives, the consequences of crime, ours rights and responsibilities as workers and young people, how we vote and take part in the community as active citizens, social action, career planning, financial literacy, and how societies works within NZ and overseas.
Legal Studies standards are a key component of this course.
This course is the next step for students who have taken Sustainable Societies and Futures (SUS) in Year 12.
This course is designed to be taken alongside PAT303 and Tourism to give students the skills they need to succeed in the workforce when they leave school.
All units of work are internally assessed and contribute credits towards NCEA Level 3.
Level Three Civics is not an approved subject for University Entrance as the assessments are Unit Standards.
Level Three Tourism provides you with the opportunity to learn about the Tourism and Travel industries and the many different career pathways that are available within the sector. In 2026 the focus will be on visitor destinations that are close to home; New Zealand and the South Pacific.
A fieldtrip to Rotorua will provide a valuable insight into the industry and the impact tourism has on communities.
There has never been a better time to study Tourism. The borders have reopened and the industry is seeking a skilled, productive and capable workforce over the course of the next few years as they respond to changes to the industry.
This subject leads to tertiary-based courses in tourism at private providers, including some polytechnics and universities. Tourism is not an approved subject for University Entrance.
This subject would work well with PAT303 and CIV303.
Open Entry. A positive attitude and the desire to achieve are essential.
This course will assist you to develop the skills required to move successfully beyond school and into employment. Get ready to embrace the adventure and challenges that lie ahead. Set goals. Know how to reach them. Develop skills that will stay with you for life. You will gain an understanding of your legal rights in the work place, consumer rights and the community services available to you. You will also have the opportunity to complete barista training (learning about coffee and how to make it) and you will gain a Sacred Heart College Certificate in Barista Skills. You will also create a thorough CV to help you on your employment journey.
This course is designed for students who may struggle in main stream subjects. Placement in this class will be done in consultation with your Dean and Ms Baird from Supported Learning. This course offers Unit Standards and all units of work are internally assessed and provide credits towards NCEA Level One.
Course Overview
Term 1 Investigate potential career options.
Produce a personal CV (curriculum vitae).
Term 2 Make, implement and reflect on a plan for personal well-being.
Set personal and financial goals.
Term 3 Know your obligations as an employee.
Investigate community agencies and the services provided.
Eligibility for Trades Academy is by application and selection interview. Applicants are expected to have a strong work ethic, sound organisational skills, and an excellent attendance record.
Applications for enrolment open at the beginning of September. Entry criteria is 50 credits at NCEA Level 1 and literacy and numeracy are recommended; you also need a strong attendance record. Students are selected by the Trades Academy on the basis of their application and an interview. Students and their caregivers who are interested in this option must meet with the Supported Learning Lead (Ms Baird) and appropriate year level Dean.
Want to stay at school but try your hand at a trade? Trades Academy lets you enjoy the best of both worlds. Enjoy the benefits of staying at school while learning practical, hands-on, skills for your career.
The Wellington Trades Academy (WTA) is a partnership between school and Te Pukenga- NZ Institute of Skills and Technology. Students participating in the program spend either one or two days a week at the Trades Academy, where they are coached by industry professionals, learning authentic, career based, practical skills. The remainder of the week is spent in school, following an adapted school timetable.
Trades Academy courses are packed with experiential learning opportunities to build confidence, leadership, and essential employability skills, helping to set students up on a positive pathway to future employment or further study. Current courses offered by the Trades Academy include Construction Trades, Creative Technologies, Salon Environment, Engineering and Automotive, Barbering, Human Anatomy, Youth Work, Cookery, and Cafe Service.
Students interested in applying for Trades Academy must select this class.
It is very important to note that choosing this course as part of your selection does not guarantee you a place at WTA, there is an application process that must be completed and a selection process completed by the Polytech. Acceptance is usually confirmed or denied by WTA in October. Having a backup subject is very important.
Any student considering this course MUST speak with Ms Baird/ and or their Year Level Dean during the course selection process.
This course is all about You! You will follow your own individual programme, working on the particular skills that you need beyond school. Standards and tasks will be chosen to match the specific learning needs and interests of those in the class. We will do some group projects and trips, but the majority of the work is based on what you would like to do, or need to do, to be successful.
Some senior students who need support to gain their Numeracy and Literacy, Level 1, 2 or 3 NCEA qualification may be eligible to take this course. Students who are completing the SPEC alternative pathway to NCEA will also be encouraged to take this class.
Motivated students have the potential to gain additional credits in Tourism and Core Skills Domains.
As it is an individualized program each student will select their own assessments or tasks to complete.
The Performing Arts Department is a vibrant hub of energy, with classrooms full of keyboards, a small suite of computers, five practice studios, a drama studio adjacent to the beautiful Performing Arts Centre.
Performing Arts is an integral part of society and enriches communities. People gain a lot of joy through both playing, watching and listening of a variety of performing arts. Through engagement with music or drama at school, students will carry this joy throughout their lives. Music also teaches patience, discipline, concentration and helps foster leadership and relational skills and personal confidence.
Through listening to and playing simple music in a variety of styles, students develop their language of musical appreciation and their understanding of how to read and write music. They explore their creativity by composing and performing for each other. Students are encouraged to join music groups and learn an instrument at school.
Topics 1. Play keyboard and guitar and sing as a whole class 2. Perform as a soloist 3. Perform as a member of a group 4. Listen to a range of music styles 5. Develop musical language 6. Learn how to read and write simple music 7. Compose music by yourself and with others
Students will also have the opportunity to develop basic Drama skills, by learning how to use Voice, Body, Movement and Space to embody a character and present a scene with others.
1. At least four years tuition on an instrument or in voice equivalent to at least Grade 6. 2. Ability to read music and/or be skilled in using music technology. 3. The student must be committed to regular personal practice on their instrument. 4. Students must participate fully in or lead at least one school musical group e.g orchestra, choir, jazz band, kapa haka
This Achievement Standards course offers a range of standards from both the Music Studies and Practical Music domains. There are 50 credits available and students will be advised on constructing a personalised course comprising approximately of 14-20 credits. As students have the freedom to collaboratively design their learning program, a high level of personal organisation, initiative and responsibility is expected. Students will have the opportunity to grow their musical skills through the completion of a combination of:
Solo and group performance recitals -These students are encouraged to explore different genre, significantly develop technique on their instrument and present mature expressive qualities.
Composition and song writing portfolios - Students will develop their inner ear, aesthetic judgement and their ability to communicate complex narratives and emotions through music.
Analysis of musical scores and aural extracts - Students will develop their understanding of musical literacy and examine the application of theoretical concepts in both written and aural contexts.
Research of a music topic and the examination of the impact on context in music generation - Students will gain an understanding of the role of music in society and will develop high level research and presentation skills.
This is an University Entrance Approved Subject. Tertiary providers also recommend music for students wishing to pursue study in the areas of Law, Education, Music or the Arts.
Students are also able to gain Reading and Writing credits towards UE Literacy in this course.
Course Overview
Term 1 Students are introduced to the range of standards on offer.
The students will pick one 8 credit standard and one 4 or 6 credit standard to work on.
Students also are given the opportunity to develop their skills in the 3 external standards so they can choose how many they would like to enter.
If students are studying composition or song writing their first piece is due at the end of the term.
If students have selected the research achievement standard their presentation is due at the end of term.
Term 2 Students confirm the standards they would like to enter and in consultation with the teacher devise a course of study to ensure all work is completed by the end of the year.
Students studying solo performance present their first recital.
Students studying composition or song writing: their second piece is due at the end of the term
Term 3 Students continue to work on the standards they are entered for
Students studying composition or song writing: their third piece is due at the end of the term.
Students studying solo performance present their second recital.
There is an increasing focus on the external standards as the term progresses.
Term 4 Students focus on the external exams and continue working on any standards they are yet to complete.
1 x Ringbinder, 1 x A4 Lined Refill, 1 x 14M5 Music Loose Leaf Refill Pad, 2 x 2B pencils, 1x Flash Drive / USB. A $10 course contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91416 v2
Making Music 3.1 - Perform two programmes of music as a featured soloist
Assessments:
Term: 2022-07-22, Week: 2022-07-22
Term: 2023-01-27, Week: 2023-01-27
3
I
8
*
A.S. 91417 v2
Making Music 3.2 - Perform a programme of music as a featured soloist on a second instrument
Assessments:
Term: 2022-07-22, Week: 2022-07-22
3
I
4
*
A.S. 91418 v2
Making Music 3.3 - Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group
Assessments:
Term: null, Week: null
3
I
4
*
A.S. 91419 v2
Making Music 3.4 - Communicate musical intention by composing three original pieces of music
Assessments:
Term: 2022-07-22, Week: 2022-07-22
Term: 2022-07-22, Week: 2022-07-22
Term: 2022-07-22, Week: 2022-07-22
3
I
8
*
A.S. 91420 v2
Making Music 3.5 - Integrate aural skills into written representation
3
E
4
*
A.S. 91421 v3
Music Studies 3.6 - Demonstrate understanding of harmonic and tonal conventions in a range of music scores
3
E
4
*
A.S. 91423 v2
Music Studies 3.8 - Examine the influence of context on a substantial music work
3
E
4
4r,4w *
A.S. 91424 v2
Music Studies 3.9 - Create two arrangements for an ensemble
Assessments:
Term: null, Week: null
Term: null, Week: null
3
I
4
*
A.S. 91425 v2
Music Studies 3.10 - Research a music topic
Assessments:
Term: , Week:
3
I
6
6r *
A.S. 91849 v1
Making Music 3.11 - Compose three original songs that express imaginative thinking
Assessments:
Term: 2022-07-22, Week: 2022-07-22
Term: 2022-07-22, Week: 2022-07-22
Term: 2022-07-22, Week: 2022-07-22
3
I
8
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 54
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
1. At least 3 years tuition on an instrument or voice or equivalent skill and knowledge. 2. An ability to read music and/or be confident using music technology. 3. The student must attend instrumental or vocal lessons all year. 4. The student must be committed to regular personal practice on their instrument. 5. Students must participate fully in at least one school musical group e.g orchestra, choir, jazz band, kapa haka
This achievement standards* course provides students with the opportunity to build upon their fundamental music skills to expand their understanding and appreciation of Music. The learning is suited to students who not only wish to perform, compose and explore a range of music technologies but also study the rudiments of theory, and music in its social context. Students will be guided to select a combination of compulsory and optional achievement standards to explore the following areas:
Solo and group performance performances - Students are encouraged to develop their understanding of different genre, build a sound technique on their instrument and further explore the expressive qualities required to communicate effectively with an audience.
Composition portfolios - Students will develop their inner ear, aesthetic judgement and their ability to communicate more complex narratives and emotions through music.
Analysis of musical scores and aural extracts - Students build a strong understanding of musical literacy and discuss the application of theoretical concepts in both written and aural contexts.
Instrumentation - Students will apply their understanding of music theory concepts to reinterpret a piece of music for an ensemble of their choosing.
Research of a New Zealand music topic - Students will gain an understanding of the role of music in society in New Zealand and will develop their communication and research skills to present their research to an audience.
*Some Music Technology (Recording & Electronic Production) credits (unit standards) are be available for students that are interested.
Course Overview
Term 1 Students are introduced to the range of standards on offer and select a mix of compulsory and optional assessments for the year.
Students either complete the Instrumentation or Research an NZ Music Topic standard. Due at the end of the term.
Students are introduced to the theory and aural external assessments and revise knowledge from MUS101.
Term 2 Students present their first two piece/song performance (formative assessment) for solo performance.
Students may study and complete the L2 MIDI (music technology) unity standard if they choose.
The first composition of their two composition portfolio is due at the end of the term.
Students build upon their basic knowledge of theory and aural in preparation for the external assessments.
Term 3 The second composition of the students' two composition portfolio is due at the end of the term.
Students complete a group performance as a part of the SHC Musical Roadshow.
Students present their second two piece/song solo performance as a part of the SHC Performing Arts Assessment Evenings.
Students complete their learning for theory and aural in preparation for the external assessments.
Term 4 Students focus on the external exams and continue working on any standards they are yet to complete.
1 x Ringbinder, 1 x A4 Lined Refill, 1x 14M5 Music Loose Leaf Refill Pad, 2 x 2B Pencils, 1x Flash Drive/USB. A $5 Theory workbook.
Assessment Information
Students choose from a mixture of compulsory and optional the standards to create an individualised course.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32302 v1
Apply knowledge of MIDI sequencing
2
I
3
A.S. 91270 v2
Making Music 2.1 - Perform two substantial pieces of music as a featured soloist
Assessments:
Term: 2022-04-01, Week: 2022-04-01
Term: 2022-04-01, Week: 2022-04-01
2
I
6
A.S. 91271 v2
Making Music 2.4 - Compose two substantial pieces of music
Assessments:
Term: 2022-04-01, Week: 2022-04-01
Term: 2022-04-01, Week: 2022-04-01
2
I
6
A.S. 91272 v2
Making Music 2.3 - Demonstrate ensemble skills by performing a substantial piece of music as a member of a group
Assessments:
Term: 2022-04-01, Week: 2022-04-01
2
I
4
A.S. 91273 v2
Music Studies 2.8 - Devise an instrumentation for an ensemble
Assessments:
Term: 2022-04-01, Week: 2022-04-01
2
I
4
A.S. 91274 v2
Making Music 2.2 - Perform a substantial piece of music as a featured soloist on a second instrument
Assessments:
Term: 2022-04-01, Week: 2022-04-01
2
I
3
A.S. 91275 v3
Making Music 2.5 - Demonstrate aural understanding through written representation
2
E
4
A.S. 91276 v3
Music Studies 2.6 - Demonstrate knowledge of conventions in a range of music scores
2
E
4
A.S. 91277 v3
Music Studies 2.7 - Demonstrate understanding of two substantial and contrasting music works
Assessments:
Term: , Week:
Term: , Week:
2
E
6
6w
A.S. 91278 v2
Music Studies 2.9 - Investigate an aspect of New Zealand music
Assessments:
Term: 2022-04-01, Week: 2022-04-01
Whilst not compulsory, we encourage students enrolled in this course to be taking itinerant or private music lessons as this allows them to gain the most from the learning opportunities provided in this subject.
This course provides students with the opportunity to explore everything that the Performing Arts have to offer!
In Term 1 students will develop an understanding of the purpose of the Performing Arts through exploring the power of storytelling in different contexts and cultures.
In Term 2 students learn how to develop their ideas around using different styles of music and drama by writing their own songs and creating their own scripts.
In Term 3 students grow their performance skills, in their choice of Dance, Music and/or Drama to prepare for an evening concert for whānau and friends.
In Term 4 students have the opportunity to explore a personal interest topic and develop their literacy skills.
Year 10 Performing Arts provides students with a broad introduction to the Performing Arts which allows students to access a number of pathways through Performing Arts in the senior school. It also provides opportunities for students to express their culture and learn about other cultures through the Performing Arts.
Course Overview
Term 1 Purpose & Meaning - In Term 1 students will develop an understanding of the purpose of the performing arts through exploring the power of storytelling in different cultures.
Term 2 Developing Ideas - In Term 2 students learn how to prepare and perform different styles of music and drama by writing their own songs and creating their own scripts.
Term 3 Prepare & Perform - In Term 3 students grow their performance skills, in their choice of Dance, Music and/or Drama to prepare for an evening concert for whānau and friends.
Term 4 Research & Present - Opportunity to explore a personal interest topic and develop music and drama literacy to ensure students are prepared for senior Performing Arts courses.
1 x 1B8 exercise book, 1 x Display Book (20 pages), 1x 14M5 Loose Refill Pad.
$5 course materials. Attendance at one professional performing arts event costs tbc.
Open Entry - but attendance of over 90% is preferred.
Level 3 Drama is part of a scaffolded approach to Drama (a five year journey from Year 9-13).
Internal assessments:
Internals will be performed over the course of the year to a live audience.
Techniques: an assessment done in pairs that explores students' use of Voice, Body, Movement and Space to create a character and perform a scene
Devising: students work either individually or in pairs to create their own pieces using Drama Elements, Conventions and Technologies.
Theatre Form: students will perform a scene from 'Antigone' that shows understanding of traditional character types and storylines, and learn how modern theatre has been influenced by the past through the study of Greek Theatre.
External assessments:
The NCEA Drama exam is written, and students will have one paper to complete.
Theatre Form: students will demonstrate an academic understanding of Greek Theatre, with reference to the play 'Antigone'.
Throughout the course of the year the skills that students learn will ensure they are prepared for Tertiary study but also encourage life skills such as: creativity, confidence, collaboration, time management, accountability, and conflict resolution.
This is an approved UE subject, and students can also gain UE Literacy Reading and Writing credits.
No stationery required for this subject. A $10 course contribution for performance materials is requested. Trip costs tbc.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91512 v2
Drama 3.1 - Interpret scripted text to integrate drama techniques in performance
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
4
4r *
A.S. 91513 v2
Drama 3.2 - Devise and perform a drama to realise a concept
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
5
*
A.S. 91514 v4
Drama 3.3 - Interpret a text from a prescribed playwright to demonstrate knowledge of a theatre form or period
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
E
4
4r,4w *
A.S. 91515 v2
Drama 3.4 - Select and use complex performance skills associated with a drama form or period
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
4
4r *
A.S. 91517 v2
Drama 3.6 - Perform a substantial acting role in a significant production
3
I
5
5r *
A.S. 91518 v3
Drama 3.7 - Demonstrate understanding of live drama performance
3
E
4
4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 26
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
1. At least 2 years of prior tuition in voice or a musical instrument or equivalent skill level 2. A developing knowledge of how to read and write music or a basic understanding of music technology. 3. The student must attend voice or instrumental lessons all year, be committed to regular practice and participate in at least one school group eg String Orchestra, Choir, Jazz Band, Kapa Haka, Poly Club
This general course further develops the basic musical skill and knowledge learned in the junior school. The learning is suited to students who not only wish to perform, compose, and explore technology but also want to learn how to apply the essentials of theory, and explore music in its social context. Students will be offered the opportunity to build upon their foundational music skills by completing the following:
Solo or group performances - Students are encouraged to explore the fundamentals of different genre, start developing technique on their instrument and begin exploring expressive qualities required to communicate with an audience.
Composition portfolios - Students will develop their inner ear, aesthetic judgement and their ability to communicate simple narratives and emotions through music.
Analysis of a range of music styles - Students build a foundational understanding of musical literacy and identify the application of theoretical concepts in both written and aural contexts.
Explore the impact of context on pieces of music- Students will become aware of the influence of society on how and why music is made and will begin to identify basic theory concepts in contrasting pieces of music.
Course Overview
Term 1 Students are introduced to the standards, requirements and routines for the course.
Students develop an understanding of the key elements of music through completing an introductory unit on music foundations. This unit explores a range of musical and technological skills and ensures that all students are equipped with a basic set of skills to use throughout the course. The students will then learn how to identify and describe key features within different musical styles and will also start to develop a basic understanding of how to apply these using the music software Ableton. This work will support the students towards completing AS 1.1 Use music skills in a music style and AS 1.4 Shape music ideas to create an original composition later in the year.
Term 2 Throughout this term students will work towards completing AS 1.1 'Use music skills in a music style' as they undertake focused listening of different styles, develop their production skills on music software, and investigate how music theory can help them to interpret musical scores. Part way through this unit the students will select a specific style to focus on and will prepare a formative solo performance to deliver to the class, setting them up for their summative assessment in Term 3. Towards the end of term 2 the students will choose to either recreate a song of their choice, transcribe an instrumental solo, or conduct an ensemble for their AS 1.1 assessment.
Term 3 Students will be offered either solo or group performance opportunities to develop their performance skills as a part of the SHC Musical Roadshow - a performing arts concert which tours around local kura. This will support them towards presenting their group or solo performance as a part of the SHC Performing Arts Assessment Evenings later in Term 3. This performance will be used for the assessment of AS 1.2 Demonstrate performance skills.
Students will also complete the learning of the unit: Composing - what to do with original ideas. This unit will involve broad listening, workshops, songwriting composing exercises, instrumental activities and exploring forms and expressive tools to allow the students to create an original piece of music. The students will be required to work either individually or collaboratively to create a digital portfolio using Ableton for the assessment AS 1.4 Shape music ideas to create an original composition.
Term 4 If required, students will have the opportunity to select an area to further their knowledge in the following:
- Recording
- Live sound
- Arrangement
- Composition
- Score analysis
You can take Level 2 Music which can lead to a variety of pathways in Music performance, production or composition. Please see the link below for more information: https://ncea.education.govt.nz/arts/music?view=learning#field_subject_learning_pathway
Contributions and Equipment/Stationery
1 x Ringbinder, 1 x 14B8 lined refill, 1 x 14M5 Music Loose Leaf Refill Pad, 2 x 2B pencils, 1x Flash Drive/USB. A $10 course contribution.
Assessment Information
Please note that only A.S. 91951 is marked externally and this submission will be before October 25. Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91948 v3
Music 1.1 - Use music skills in a music style
Assessments:
Term: 2025-07-14, Week: 2025-07-14
1
I
5
A.S. 91949 v3
Music 1.2 - Demonstrate music performance skills
Assessments:
Term: 2025-07-14, Week: 2025-07-14
1
I
5
A.S. 91951 v4
Music 1.4 - Shape music ideas to create an original composition
Assessments:
Term: 2025-07-14, Week: 2025-07-14
1. Preferential entry will be given to students who have taken either MUS101 or DRA101. Prior experience as a member of the college's Poly Club or enrollment in itinerant music lessons is recommended.
2. Students must be a current member of the school's Poly Club.
This course provides students with the opportunity to develop and explore an understanding of the performing arts in a pacific context. In this course students will develop an understanding of the pacific performing arts through the mediums of choreography, traditional pacific instruments, and an analysis of pacific performing artists. Students will be offered opportunities to create and perform dances/music at events such as HuttFest, language week celebrations, and other events supporting the college and/or the local community.
Students will be assessed on programme of 18 - 22 credits from the options listed below.
Course Overview
Term 1 Dance 2.3 Perform and ethnic or social dance to communicate understanding of the style. 4 credits
Students will study the book ‘A new dawn – Emeli Sione’ to understand and unpack the effects of the dawn raids on the pacific community in and around New Zealand, how these effects have affected either themselves, education or the wider community, and explore ways the pacific community have healed since the dawn raids took place.
Term 2 Dance 2.1 Choreograph a group dance to communicate and intention. 4 credits
Students must entail a pacific myth of their choice and the myth is to be retold through their choreography and choice of music.
AND
Dance 2.5 Perform a repertoire of dance. 6 credits
Students must perform a repertoire of 3 dances based on different dances that under the banner of ethnic dances.
Term 3 Music 2.3 Demonstrate ensemble skills by performing a substantial piece of music as a member of a group. 4 credits
Students will research and analyse a type of pacific music of their choice and collaboratively create a piece/two pieces of music that is inspired by pacific artists.
Term 4 Dance 2.2 choreograph a solo dance to communicate an intention. 4 credits
Students need to explore a relevant social issue of today and produce a choreography piece that explores that social issue.
These performances will be performed during their cultural language week from term 2-term 3.
These performances will be performed at a range of performance opportunities through the year.
Students are welcomed in to the school Kapa Haka. Having experience is not a requirement. although it would benefit the student having a little bit of experience.
This course will cover a range of elements from throughout Te Ao Haka. This is a multilevel course. At Level 1 students will demonstrate their knowledge and skills of performance components. Level 2 students will look at demonstrating knowledge and skills of moteatea, waiata a ringa, poi and haka wahine. Level 3 students will perform a Maori performing arts bracket and learn about powhiri. Students will be assessed at the appropriate skill level on 12-18 credits from the options listed below.
Open Entry - but attendance of over 90% is preferred.
Level 2 Drama is part of a scaffolded approach to Drama (a five year journey from Year 9-13).
Internal assessments:
Internals will be performed over the course of the year to a live audience.
Techniques: an assessment done in pairs or threes that explores students' use of Voice, Body, Movement and Space to create a character and perform a scene
Devising: students work in groups to create their own pieces using Drama Elements, Conventions and Technologies.
Theatre Form: students will perform a scene that shows understanding of traditional character types and storylines, and learn how modern theatre has been influenced by the past through the study of Elizabethan Theatre (Shakespeare).
External assessments:
The NCEA Drama exam is written, and students will have one paper to complete.
Theatre Form: demonstrate an academic understanding of Elizabethan Theatre
Throughout the course of the year the skills that students learn will ensure they are prepared for Level 3, but also encourage life skills such as: creativity, confidence, collaboration, time management, accountability, and conflict resolution.
Students will gain UE Literacy Reading credits in this course, and can also access UE Literacy Writing credits if needed.
No stationery required for this subject. A $10 course contribution for performance materials is requested. Trip costs tbc.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91213 v2
Drama 2.1 - Apply drama techniques in a scripted context
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
4
4r
A.S. 91214 v2
Drama 2.2 - Devise and perform a drama to realise an intention
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
5
A.S. 91215 v3
Drama 2.3 - Discuss a drama or theatre form or period with reference to a text
Assessments:
Term: null, Week: null
2
E
4
4r
A.S. 91216 v4
Drama 2.4 - Use complex performance skills associated with a drama or theatre form or period
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
4
4r
A.S. 91218 v2
Drama 2.6 - Perform a substantial acting role in a scripted production
2
I
5
5r
A.S. 91219 v2
Drama 2.7 - Discuss drama elements, techniques, conventions and technologies within live performance
Year 10 Performing Arts along with attendance over 90% is preferred.
Level 1 Drama is part of a scaffolded approach to Drama (a five year journey from Year 9-13).
Internal assessments:
Internals will be performed over the course of the year to a live audience.
Devising: students work in groups to create their own pieces using Drama Elements, Conventions and Technologies.
Theatre Form: students will perform a scene that shows understanding of the function of Theatre Aotearoa. Theatre Aotearoa has developed through an intermix of cultural identities, perspectives, and practices, including contributions by Māori, Pacific, Pākehā, and other practitioners. Theatre Aotearoa includes drama set in Aotearoa New Zealand, as well as work made by New Zealanders within international settings
External assessment:
Techniques: an assessment done in pairs or threes that explores students' use of Voice, Body, Movement and Space to create a character and perform a scene.
Throughout the course of the year the skills that students learn will ensure they are prepared for Levels 2 and 3, but also encourage life skills such as: creativity, confidence, collaboration, time management, accountability, and conflict resolution.
1. Preferential entry will be given to students who have taken either PPA202, MUS202 or DRA202 Prior experience as a member of the college's Poly Club or enrollment in itinerant music lessons is recommended.
2. Students must be a current member of the school's Poly Club.
This course provides students with the opportunity to develop and explore an understanding of the performing arts in a pacific context. In this course students will develop an understanding of the pacific performing arts through the mediums of choreography, traditional pacific instruments, and an analysis of pacific performing artists. Students will be offered opportunities to create and perform dances/music at events such as HuttFest, language week celebrations, and other events supporting the college and/or the local community.
Students will be assessed at the appropriate skill level on 18 - 22 credits from the options listed below.
Course Overview
Term 1 Dance 3.2 Choreograph a dance to develop and resolve ideas. 4 credits
Students will study text selected by the teacher to understand and unpack the effects of a significant social/historical event on the pacific community in and around New Zealand, how these effects have affected either themselves, education or the wider community.
Term 2 Dance 3.3 Perform a solo or duet dance. 4 credits
Students will study lyrics of their song choice to enhance their understanding of the expressive qualities required for their dance.
These performances will be performed during their cultural language week from term 2-term 3.
AND
Dance 3.5 Perform a repertoire of contrasting dances. 6 credits.
Students will perform a range of contrasting dances as a part of their performance at HuttFest.
Term 3 Dance 3.4 Perform a group dance. 4 credits
Students collaboratively choreograph and learn a variety of sequences to represent three different aspects relating to a selected location.
Term 4 Music 3.3 Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group. 4 credits
Students will research and analyse a type of pacific music of their choice and collaboratively create a piece/two pieces of music that is inspired by pacific artists.
A.S. 91207 v2
Dance 2.3 - Perform an ethnic or social dance to communicate understanding of the style
2
I
4
A.S. 91209 v3
Dance 2.5 - Perform a repertoire of dance
2
I
6
A.S. 91272 v2
Making Music 2.3 - Demonstrate ensemble skills by performing a substantial piece of music as a member of a group
2
I
4
A.S. 91278 v2
Music Studies 2.9 - Investigate an aspect of New Zealand music
2
I
4
A.S. 91418 v2
Making Music 3.3 - Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group
3
I
4
*
A.S. 91425 v2
Music Studies 3.10 - Research a music topic
3
I
6
6r *
A.S. 91590 v2
Dance 3.3 - Perform a solo or duet dance
3
I
4
*
A.S. 91591 v2
Dance 3.4 - Perform a group dance
3
I
4
*
A.S. 91592 v2
Dance 3.5 - Perform a repertoire of contrasting dances
3
I
6
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 24
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 42 credits. Internally Assessed Credits: 42 credits.
Religious Studies is a subject that develops the whole person - spiritually, intellectually, morally, emotionally and socially. As an academic subject students study ethics, religious texts, religious history and world religions with a specific focus on Catholic teaching and practice. As a spiritual pursuit RE offers a controlled environment in which to explore aspects of Catholic spirituality such as learning different forms of prayer and meditation. Students will be encouraged to develop skills and attitudes which will enable them to live out Gospel values and be strong advocates of social justice.
Religious Studies is a compulsory course at all year levels.
This course is compulsory for all Year 13 students. Religious Studies is at the heart of the character of our school, and is a defining component of all Catholic schools cross New Zealand. The topics you will be studying are designed to continue to deepen your knowledge of the Catholic Church, the world, and your place and responsibility in both.
The course covers two Level 3 Achievement Standards. The first course explores contemporary ethical issues in on our world and the different ways the Catholic Church have responded to these issues. The second gives students a deeper understanding of the meanings of particular books of scripture, shedding light on the different ways they can be interpreted.
Overall, 12 credits, all internally assessed, are available to students.
Course Overview
Term 1 Discovering Self
Term 2 Ethics
90826 - Ethics internal due week 7 (Mon 1st June)
Term 3 Biblical Interpretation
91725 - Biblical Themes due week 8 (Mon 7th Sept)
Either 1 x Ringbinder and 1 x A4 lined refill or 1 x 2B5 exercise book; $10 Faith Central workbook and materials contribution
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 90826 v3
Religious Studies 3.3 - Analyse the response of a religious tradition to a contemporary ethical issue
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
6
6r *
A.S. 91725 v2
Religious Studies 3.1 - Analyse the meanings in a sacred text within a religious tradition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
6
6r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 12
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Total Credits Available: 12 credits. Internally Assessed Credits: 12 credits.
This course is a compulsory course for all Year 11 students at Sacred Heart College. The course can have up to 15 credits overall and will count as part of NCEA Level One as normal.
The course begins with a focus on the religious characteristics of Judaism. Students will learn about different characteristics of the Jewish faith, such as key beliefs and rituals, ethics, sacred texts etc. Students will also be learning about key characteristics of the Catholic faith throughout the year in order to complete an end of year exam comparing and contrasting the Jewish and Catholic faiths.
Two other topics are taught throughout the year, each accompanied with an internal assessment. One topic covers the development of the Sisters of Compassion, exploring their work, key influences and impact on Aotearoa. The other topic focuses on the origins and key messages of the Gospel of Luke.
Course Overview
Term 1 Religious Characteristics Introduction ( 91918 external)
91916 - Religious Communities
Home of Compassion trip (end of term, date TBC)
Term 2 91916 - Religious Communities internal due week 3 (Mon 18th May)
91917 - Religious Narrative teaching
Term 3 91917 - Religious Narrative internal due week 3 (Mon 10th Aug)
91918 - Religious Characteristics teaching continued
Practice exams week 9 (date TBC)
This course will be trialing the new standards recently created by NZQA (to be introduced in all school sin 2024). There are four 5 credit assessments altogether - 2 internal and 2 external.
Either 1 x 2B5 exercise book or 1 x Ringbinder and 1 x A4 lined refill
$10 Faith Central workbook and materials contribution.
Assessment Information
This course will be trialing the new standards recently created by NZQA (to be introduced in all school sin 2024). There are four 5 credit assessments altogether - 2 internal and 2 external. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91916 v4
Religious Studies 1.1 - Demonstrate understanding of the development of a community that shares religious or spiritual beliefs
Assessments:
Term: 2025-07-21, Week: 2025-07-21
1
I
5
Y
A.S. 91917 v4
Religious Studies 1.2 - Demonstrate understanding of how a significant narrative relates to a religious or spiritual tradition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
1
I
5
Y
A.S. 91918 v4
Religious Studies 1.3 - Demonstrate understanding of a characteristic of religious or spiritual traditions
Assessments:
Term: 2025-07-21, Week: 2025-07-21
This course builds on what students have learnt at Year 9 and prepares them for NCEA Level 1 the following year.
Students begin the year by exploring the Teachings of Jesus and reflect on what those teachings might mean for us today. In Term 2, students will look at our new topic, Heros of Faith in Aotearoa in. We will look at those individuals who had a huge impact on our countries history and on our faith. Then in Term Three students will explore the concept of Sinfulness and reflect on ways Catholics have sought to improve their world through Catholic Social Teaching. Finally, students explore the concept of journey in relation to key religious individuals from a range of world religions, including Judaism, Buddhism and Islam.
Course Overview
Term 1 Hero's of Faith
End of term assessment, due last week of term
Term 2 Images of God
End of term assessment, due last week of term
Term 3 Sinfulness & Reconciliation
End of term assessment, due last week of term
Religious Studies is at the heart of our school at Sacred Heart. Students are introduced to the meaning of the Catholic faith and its relevance for today. All students are invited to participate in the Religious Studies classroom, and students are not expected to have a thorough understanding of the Catholic faith already.
In Term 1, students are introduced to the history and values of their new school. They will then be introduced to the person of Jesus - his life and teachings.
In Term 2, students will learn about the early Church that developed following Jesus' death and resurrection, as well as the early Catholic Church in Aotearoa.
In Term 3, they will then learn about the seasons of the Church and about the concept of the sacred more generally in both the Catholic faith and across other religions.
In Term 4, students explore the Judeo-Christian creation story, as well as creation stories from a variety of cultures around the world.
Course Overview
Term 1 In Term 1, students are introduced to the history and values of their new school. They will then be introduced to the person of Jesus - his life and teachings.
Term 2 In Term 2, students will learn about the early Church that developed following Jesus' death and resurrection, as well as the early Catholic Church in Aotearoa.
Term 3 In Term 3, they will then learn about the seasons of the Church and about the concept of the sacred more generally in both the Catholic faith and across other religions.
This course is compulsory for all Year 12 students. There are three main topic areas covered; World Religions, Architecture, and Scripture.
In Term One, students will learn about key beliefs within Islam and Hinduism in relation to the ultimate question, "How is God revealed." At the conclusion of the topic students will complete an internal assessment in which they will be asked to explain some of the key beliefs they have learnt about, as well as explore the similarities and differences between the two religions.
In Term Two, students will study key changes to Church architecture throughout history and some of the reasons behind them. There is a particular focus on the Second Vatican Council of the 1960s, which resulted is sweeping changes to Catholic architecture.
In Term Three, students study central themes of the Bible and what these themes might mean for us today.
All assessments are internal based with 18 credits available overall.
Course Overview
Term 1 World Religions teaching
Term 2 90823 - World Religions internal due week 2 (Mon 27th April)
Architecture teaching
Church trip to Wellington (date TBC)
Term 3 90821 - Architecture internal due week 2 (Mon 27th July)
Scripture or Social Action teaching
Term 4 91724 - Scripture OR 90822 - Social Action due week 2 (Mon 19th Oct)
Either 1 x 2B5 exercise book or 1 x Ringbinder and 1 x A4 lined refill
$10 Faith Central workbook and materials contribution
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 90821 v3
Religious Studies 2.2 - Explain the changes in an expression(s) of a religious tradition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
6
A.S. 90823 v3
Religious Studies 2.4 - Explain the key beliefs within two religious traditions in relation to a significant religious question
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
6
A.S. 91724 v2
Religious Studies 2.1 - Explain a significant theme in a sacred text within a religious tradition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
6
Total Credits
Total Credits Available: 18 credits. Internally Assessed Credits: 18 credits.
Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations.
Why study Science?
By studying science students:
Develop an understanding of the world built on current theories.
Learn that science involves particular processes and ways of developing and organising knowledge and that these continue to evolve.
Use their current scientific knowledge and skills for problem solving and developing further knowledge.
Use scientific knowledge and skills to make informed decisions about communication, application and implications of science as these relate to their own lives and cultures and to the sustainability of the environment.
How is the learning area structured?
The fundamental aims of science education are expressed as a series of achievement aims, grouped by strand.
The strands include:
The Nature of Science
The Living World
The Planet Earth and Beyond
The Physical World
The Material World
The core strand, Nature of Science, is taught to all students up to Year 11. Students in Years 12-13 are able to specialise in one or more science.
Biology
Biology is a fascinating subject, relevant to many careers.
At Year 12 students study life at cellular level, how the whole organism functions, genetic inheritance and how organisms adapt and evolve over time. Students also explore the ecological patterns and inter-relationships between organisms and their environment, including field work on Wellington's south coast and practical work in the lab.
At Year 13 students explore some contemporary biological issues and the molecular biology techniques involved. As part of their study into plant and animal responses to the environment, and human biological and cultural evolution, Year 13 students visit Wellington Zoo overnight to observe animal behaviour first-hand. During this visit they take part in a variety of workshops, including cave painting, spear making, tool making, cord making, and fire making.
Chemistry
Chemistry is everywhere as it is the study of all matter. With the increasing level of technological advancements the understanding of what chemistry is, becoming an important aspect for tomorrow's citizens.
In chemistry we aim to develop our students' knowledge about everyday materials, raise awareness of environmental issues and our dependence on chemical processes. The course emphasises the relationship of chemistry to everyday life and how our lives depend upon the reactions that occur in the natural world. How man has copied the reactions and the molecules in the natural world to develop current technologies. There is an emphasis on practical work to develop laboratory techniques. Experiments are used to help illustrate the theoretical ideas.
Chemistry is required if students wish to pursue a career in a science field as many external courses require the understanding gained in Level 2 and 3.
Physics
Physics is the study of things like moving objects, gravity, radioactivity, electricity, magnetism and light. Physics is required or advised for many careers such as architecture, computer science, dentistry, electronics, engineering, medicine, veterinary science and telecommunications.
The key topics for the Year 12 course are mechanics, light and waves, electricity and electromagnetism, and nuclear physics. Students will learn to appreciate how physics impacts on society and will develop practical investigative skills and attitudes.
The Year 13 course builds on the material systems learned from the Year 12 course. The key topics include waves, mechanical systems, electrical systems and atoms, photons and nuclei. Practical work is included with all topics to encourage individual work and initiative.
Science
Science involves people investigating the living, physical, material and technological parts of their environment and making sense of them in logical and creative ways. Using systematic and creative processes of investigation, scientists produce a constantly changing body of knowledge and make an important contribution to shaping our world.
Students who during year 9 and 10 science have found science interesting, enjoy the challenge of academic learning and are keen to further their knowledge of science now and in the future.
Science involves people investigating the living, physical, material, and technological parts of their environment and making sense of them in logical and creative ways. Using systematic and creative processes of investigation, scientists produce a constantly changing body of knowledge and make an important contribution to shaping our world.
Science for the Future consists of one externally assessed standard - Biology plus two internally assessed standards - Physics and Chemistry. The course is designed to give students the opportunity to aim high and excel in science.
This course MUST be selected if students wish to study Chemistry, Physics, Biology, and/or Earth and Space Science at Levels 2 and 3.
Course Overview
Term 1 PHYSICS, EARTH SPACE - PHYSICAL PHENOMENON
AS 92045 Demonstrate understanding of a physical phenomenon through investigation
Credits: 5, Internally assessed
Physics is a discipline of science that aims to explain the nature and properties of matter and energy. Through investigating the physical world, ākonga will describe, explain, and predict physical phenomena using models, laws, and theories of physics.
The Physics assessment is an investigation based internal assessment that will be completed in Term 1 during class time and marked internally by subject teachers.
Term 2 CHEMISTRY - CHEMICAL REACTIONS
AS 92021 Demonstrate understanding of a chemical reaction in a specific context
Credits:6, Internally assessed
Chemistry involves the study of matter and the changes it undergoes. Ākonga develop an understanding of the atomic composition of matter and use this to explain and predict the properties and behaviour of different everyday materials. The study of chemistry allows us to predict how substances may alter when surrounding conditions change, and how they react to form new substances. Ākonga will carry out practical investigations into neutralisation, combination, decomposition and precipitation.
The assessment for this unit is based on practical and theory work that will be completed in Term 2 during class time and marked internally by subject teachers.
Term 3 BIOLOGY - GENETICS
AS 92022 Demonstrate understanding of genetic variation in relation to an identified characteristic
Credits: 5, Externally assessed
Through Biology ākonga develop an understanding of the variation, continuity, and interconnectedness of life. They seek evidence to explain the nature of living things and interactions within and between biological systems. Ākonga will investigate a genetic characteristic, describing the source and the nature of genetic variation and how genetic relationships may be described through the use of a gene tracking methodology.
This will be assessed in the NCEA exams in term 4.
This course must be selected by students who wish to pursue science at Levels 2 and 3 and potentially beyond. It is a course that will give a solid lead into L2 Biology, Chemistry, Physics and Earth Space Science.
Contributions and Equipment/Stationery
1 x 2B8 Exercise Book,
$30 sciPAD (highly recommended) – can be purchased through the College
BYOD
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92021 v4
Chemistry and Biology 1.2 - Demonstrate understanding of chemical reactions in context
Assessments:
Term: 2025-05-31, Week: 2025-05-31
Term: 2025-07-14, Week: 2025-07-14
Term: 2025-07-14, Week: 2025-07-14
Term: 2025-07-14, Week: 2025-07-14
1
I
6
A.S. 92022 v4
Chemistry and Biology 1.3 - Demonstrate understanding of genetic variation in relation to an identified characteristic
Assessments:
Term: 2025-05-31, Week: 2025-05-31
1
E
5
Y
A.S. 92045 v3
Physics, Earth and Space Science 1.2 - Demonstrate understanding of a physical phenomenon through investigation
Assessments:
Term: 2025-05-31, Week: 2025-05-31
Students are required to have passed at least one of the externally assessed Level 2 Biology papers.
The Biology 303 course covers plant responses, animal behaviour and human biological and cultural evolution. As part of their animal behaviour study students will carry out an investigation at the Wellington Zoo. Students will learn about homeostasis in humans and research a socio-scientific issue of their choice.
Course Overview
Term 1 Animal Behaviour - Students will explore aspects of animal behaviour in class. This will include timing and orientation responses along with intraspecific relationships. They will then apply this knowledge to complete a field study at Wellington Zoo. Material covered in this unit will be assessed in both an internal assessment and the end of year NCEA exam.
Term 2 Plant Timing and Orientation Responses - Students will learn how both plants use biological clocks to synchronise life processes with the environment. They will also study orientation responses in plants and how these enable plants to survive in their environments.
Interspecific relationships - Students will explore how plants and animals of different species interact in biological communities.
Homeostasis - Students will investigate how humans maintain a stable internal environment by homeostasis. They will focus on one homeostatic system in depth.
Term 3 Socio-Scientific Issue - Students select a biological issue of there choice and investigate the biological concepts involved, biological and social implications of the issue and suggest actions.
Human Evolution - Students examine aspects of human biological and cultural evolution.
The course offers 3 internally assessed achievement standards and 2 externally assessed achievement standards. Students are able to gain up to 19 credits and endorsement with Merit or Excellence in Biology. These credits will count to many tertiary pathways.
Contributions and Equipment/Stationery
1 x 2B8 exercise book, $30 sciPADs - can be purchased through the College
Zoo Trip - 3 days - costs tbc.
Assessment Information
The course offers 3 internally assessed achievement standards and 2 externally assessed achievement standards. Students are able to gain up to 19 credits and endorsement with Merit or Excellence in Biology. These credits will count to many tertiary pathways. Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91601 v2
Biology 3.1 - Carry out a practical investigation in a biological context, with guidance
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
*
A.S. 91602 v2
Biology 3.2 - Integrate biological knowledge to develop an informed response to a socio-scientific issue
Assessments:
Term: 2025-06-09, Week: 2025-06-09
3
I
3
3r *
A.S. 91603 v3
Biology 3.3 - Demonstrate understanding of the responses of plants and animals to their external environment
Assessments:
Term: null, Week: null
Term: null, Week: null
Term: null, Week: null
3
E
5
5r,5w *
A.S. 91604 v3
Biology 3.4 - Demonstrate understanding of how an animal maintains a stable internal environment
Assessments:
Term: 2025-06-09, Week: 2025-06-09
3
I
3
3r *
A.S. 91606 v2
Biology 3.6 - Demonstrate understanding of trends in human evolution
Assessments:
Term: null, Week: null
3
E
4
4r,4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
In Senior Chemistry, students study the materials that make up all matter around us, the properties of these substances and the way they change. This allows us to understand the chemistry going on in the world around us, such as in the foods we eat, the metals and plastics we use, the fuels we burn and the medicines we take to be healthy.
The importance of Senior Chemistry
Chemistry can be described as the 'central science', as an understanding of chemistry is closely related to a range of other science disciplines (e.g. biology, medicine, engineering and environmental sciences). As a school subject, Chemistry complements both Biology and Physics; Biology as it helps to understand the chemical processes that occur in living things, and Physics as both subjects involve the study of the behaviour of matter.
Studying chemistry is important as it helps us learn about the world that we live in. An understanding of chemistry allows us to make educated choices about the materials, products and foods that we use. Chemistry allows us to understand and solve key problems facing our Earth today, like climate change, the use of water, food shortages, antibiotic resistance and curing diseases.
What pathways does Senior Chemistry lead to?
Studying Chemistry at school leads on to a range of science and health related qualifications and careers. Examples include: Analytical Chemist, Nursing, Laboratory Technician, Medicine, Pharmacy, Chemical Engineering, Forensic Science and Environmental Science.
Students need to be aware that some tertiary courses require students to have passed the three externals for entry. Level 3 Organic is offered as part of Level 2 course.
What will be covered in the Senior Chemistry Programmes?
Level 3 Chemistry:
This course builds on what was learnt in Level 2 Chemistry, covering the topics of organic chemistry, spectroscopy, redox, practical investigations, thermochemistry and aqueous systems, which will be important in first year tertiary courses in a range of disciplines. The chemistry of ‘everyday life’ will be a focus throughout.
Highly motivated and dedicated Level 3 students have the opportunity to prepare for Scholarship Chemistry at Sacred Heart College. This course develops the topics studied in Year 12. The course emphasises the relationship of chemistry to everyday life and explains common practices in terms of particle interaction. Chemistry is fundamental to Health Sciences, Forensic Science and Engineering. This course provides the opportunity to gain credits towards the numeracy requirements for University Entrance.
Course Overview
Term 1 TOPIC 1
Demonstrate understanding of spectroscopic data in chemistry -INTERNAL
Topic 2
Demonstrate understanding of oxidation-reduction processes -INTERNAL
Term 2 TOPIC 2 Continued
TOPIC 3
Demonstrate understanding of equilibrium principles in aqueous systems -EXTERNAL
Term 3 TOPIC 3
Continued
TOPIC 4
Demonstrate understanding of thermochemical principles and the properties of particles and substances -EXTERNAL
1 x Ringbinder, 1 x A4 lined refill, Scientific calculator
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91388 v2
Chemistry 3.2 - Demonstrate understanding of spectroscopic data in chemistry
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
*
A.S. 91390 v2
Chemistry 3.4 - Demonstrate understanding of thermochemical principles and the properties of particles and substances
Assessments:
Term: , Week:
3
E
5
*
A.S. 91392 v2
Chemistry 3.6 - Demonstrate understanding of equilibrium principles in aqueous systems
Assessments:
Term: null, Week: null
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
1 x 1B5 exercise book, Scientific calculator, $25 sciPAD external (recommended) – can be purchased through the College
A development of the topics studied in Year 12 Physics with the introduction of Simple Harmonic Motion, Waves and AC Electricity. The emphasis is on a practical, descriptive approach as well as a mathematical one, linking physics to everyday life (the mathematical level is not beyond that completed in NCEA Level 2 Mathematics). Physics is fundamental to Health Sciences, Engineering and Technology.
Students can selected to complete either the internal AS91522 or AS91527 instead of one of the externals. Students need to be aware that some tertiary courses require students to have passed the three externals for entry.
Course Overview
Term 1 Mechanics part one
Modern Physics
Term 2 Waves
Internal report writing OR Electricity part one
1 x 1B5 exercise book, Scientific calculator, $30 sciPAD external (recommended) – purchased through the College
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91522 v2
Physics 3.2 - Demonstrate understanding of the application of physics to a selected context
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
*
A.S. 91523 v2
Physics 3.3 - Demonstrate understanding of wave systems
Assessments:
Term: 2021-07-06, Week: 2021-07-06
3
E
4
*
A.S. 91524 v2
Physics 3.4 - Demonstrate understanding of mechanical systems
Assessments:
Term: null, Week: null
3
E
6
*
A.S. 91525 v2
Physics 3.5 - Demonstrate understanding of Modern Physics
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
*
A.S. 91526 v2
Physics 3.6 - Demonstrate understanding of electrical systems
Assessments:
Term: 2021-07-06, Week: 2021-07-06
3
E
6
*
A.S. 91527 v2
Physics 3.7 - Use physics knowledge to develop an informed response to a socio-scientific issue
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
3
3r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 25
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Achievement in Level 1 literacy and Achievement Standard CB 1.3 or HOD approval.
Biology is a fascinating subject, relevant to many careers.
In Level 2 Biology students learn about the unique ecology of Aotearoa and the impact we have on this.
They investigate essential processes at the cellular level in plants and animals through a variety of practical work.
Students also build on the knowledge of genetics and variation gained in level 1 science, investigating patterns of inheritance and studying population genetics.
Course Overview
Term 1 INVESTIGATE A PATTERN IN AN ECOLOGICAL COMMUNITY WITH SUPERVISION
AS 91158 v2
Credits: 4, Internally Assessed
In this unit you will:
- gain a broad understanding of concepts related to ecology
- develop skills in analysing data
- explore the communities in which Aotearoa's endemic species are found
- explore the impact of human activities on these communities
This unit includes an education session at Zealandia.
Term 2 DEMONSTRATE UNDERSTANDING OF LIFE PROCESSES AT THE CELLULAR LEVEL
AS 91156v2
Credits: 4, Externally assessed
CARRY OUT A PRACTICAL INVESTIGATION IN A BIOLOGY CONTEXT, WITH SUPERVISION
AS 91153 v2
Credits: 4, Internally assessed
This term you will:
- learn about the components of plant and animal cells
- investigate how materials are transported into and through the cell
- investigate the role of enzymes
- investigate cell processes such as respiration, photosynthesis and the cell cycle
- build on the investigative skills learned in Year 11
- carry out a variety of practical investigations
Term 3 DEMONSTRATE UNDERSTANDING OF GENETIC VARIATION AND CHANGE
AS 91157 v2
Credits: 4, Externally assessed
This unit builds on your genetics knowledge from Year 11. You will extend your understanding of:
-meiosis
-mutation
-inheritance
- natural selection
- genetic drift
The course offers 2 internally assessed achievement standards and 2 externally assessed achievement standards. Students are able to gain up to 16 credits at level 2. Students can gain endorsement with Merit or Excellence in Biology.
1 x 1B5 exercise book. $30 sciPAD (recommended) – can be purchased through the College .
Zealandia trip - costs tbc
Assessment Information
The course offers 2 internally assessed achievement standards and 2 externally assessed achievement standards. Students are able to gain up to 16 credits at level 2. Students can gain endorsement with Merit or Excellence in Biology. Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91153 v2
Biology 2.1 - Carry out a practical investigation in a biology context, with supervision
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
4
A.S. 91156 v2
Biology 2.4 - Demonstrate understanding of life processes at the cellular level
Assessments:
Term: 2025-05-31, Week: 2025-05-31
Term: null, Week: null
2
E
4
4w
A.S. 91157 v2
Biology 2.5 - Demonstrate understanding of genetic variation and change
Assessments:
Term: null, Week: null
2
E
4
4w
A.S. 91158 v2
Biology 2.6 - Investigate a pattern in an ecological community, with supervision
Level 1 Numeracy is a requirement for entry into Level 2 Chemistry.
Also, you need to:
NCEA Level 1 – a pass in the internal Chem Bio 1.2 Chemical Reactions in Context
OR
passes in externals offered in Science, Mathematics and English
OR
interview with Ms Williams (HoD)
In Senior Chemistry, students study the materials that make up all matter around us, the properties of these substances and the way they change. This allows us to understand the chemistry going on in the world around us, such as in the foods we eat, the metals and plastics we use, the fuels we burn and the medicines we take to be healthy.
The importance of Senior Chemistry
Chemistry can be described as the 'central science', as an understanding of chemistry is closely related to a range of other science disciplines (e.g. biology, medicine, engineering and environmental sciences). As a school subject, Chemistry complements both Biology and Physics; Biology as it helps to understand the chemical processes that occur in living things, and Physics as both subjects involve the study of the behaviour of matter.
Studying chemistry is important as it helps us learn about the world that we live in. An understanding of chemistry allows us to make educated choices about the materials, products and foods that we use. Chemistry allows us to understand and solve key problems facing our Earth today, like climate change, the use of water, food shortages, antibiotic resistance and curing diseases.
What pathways does Senior Chemistry lead to?
Studying Chemistry at school leads on to a range of science and health related qualifications and careers. Examples include: Analytical Chemist, Nursing, Laboratory Technician, Medicine, Pharmacy, Chemical Engineering, Forensic Science and Environmental Science
What will be covered in the Senior Chemistry Program?
In this course students will develop their basic chemical understanding gained through NCEA Level 1 Science. This involves both a theoretical understanding of chemical concepts and practical skills. It is foundational course that can open pathways outside into the workforce. Gives students an understanding of everyday chemicals and the positive impacts on chemistry.The topics covered include organic chemistry, methods of analyzing substances and properties of common substances
An emphasis on practical work develops laboratory and research techniques as well as illustrating the theoretical ideas. Chemistry supports most careers in Science. This course provides the opportunity to gain credits towards the numeracy requirements for University Entrance.
Course Overview
Term 1 TOPIC 1
Demonstrate understanding of oxidation-reduction- INTERNAL
TOPIC 2
Level 2 Chemistry - Demonstrate understanding of bonding, structure, properties and energy changes - EXTERNAL
Term 2 TOPIC 2 Continued
TOPIC 3
Carry out a practical investigation into a substance present in a consumer product using quantitative analysis - INTERNAL
Term 3 TOPIC 4
Level 2 and 3 - Demonstrate understanding of the properties of organic compounds - EXTERNAL
Students who are interested in science and have demonstrated capacity to engage in learning. This course allows the students to move through to Level 3 NCEA chemistry. Level 2 Chemistry also provided science credits for future study after college.
It is advised that students look at possible career pathways that recommend that students have level 2 or 3 Chemistry. Level 2 Chemistry is a pre-requisite for Level 3 Chemistry.
Contributions and Equipment/Stationery
Either 1 x Ringbinder and 1 x A4 lined refill OR 1 x 1B8 exercise book
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91164 v2
Chemistry 2.4 - Demonstrate understanding of bonding, structure, properties and energy changes
Assessments:
Term: -, Week: -
Term: null, Week: null
2
E
5
A.S. 91165 v2
Chemistry 2.5 - Demonstrate understanding of the properties of selected organic compounds
Assessments:
Term: null, Week: null
A.S. 91391 v2
Chemistry 3.5 - Demonstrate understanding of the properties of organic compounds
Assessments:
Term: null, Week: null
3
E
5
*
A.S. 91910 v1
Chemistry 2.1 - Carry out a practical investigation into a substance present in a consumer product using quantitative analysis
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
4
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 5
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Earth Science explores the geological processes that shape Aotearoa and cause extreme earth events such as volcanic eruptions, earthquakes, and tsunamis that are experienced here. Students will carry out a practical earth science investigation.
In space, we examine the challenges faced by humans when exploring space.
Students will choose an earth and space science issue to examine. They will investigate differing points of view and evaluate how these points of view on the issue are presented.
The topics covered are:
Extreme Earth Events - Volcanic eruption, earthquakes and tsunamis
An Earth Science Investigation
Humans in Space - Life on the ISS
A Space Issue - Students may choose a suitable issue
This course leads to ESS 301. Students who a Merit endorsement in this course may continue to Bio 303
Course Overview
Term 1 VOLCANOES
Extreme Earth Events - These are the events that are extraordinary on planet Earth but may occur commonly in New Zealand due to our unique position on a plate boundary. In term 1 we will focus on volcanoes. Students investigate the causes, characteristics, and effects of volcanic eruptions.
An Earth Science Investigation - Carry out a practical investigation into the viscosity of magma. This links into the Extreme Earth Events external and provides students with an opportunity to gain numeracy credits.
Term 2 HUMANS IN SPACE
Humans In Space - Life on the ISS - Students will investigate the extreme conditions experienced by humans living on the International Space Station. They will research the technologies that have been developed to make surviving these conditions possible. Their work will be presented as a booklet that can be used by students in the junior school completing the Exploring Space topic.
AN EARTH SPACE SCIENCE ISSUE
Students will choose an ESS issue to investigate. Some possible topics are:
Is Wellington prepared for an earthquake?
Should humans travel to Mars?
What to do about plastic pollution in our oceans?
How did the moon form?
Students will evaluate how information about the issue is presented and use this to develop a personal position on the issue.
Term 3 EARTHQUAKES AND TSUNAMIS
Extreme Earth Events - Students will add to the learning from Term 1, exploring the causes and effects of Earthquakes and Tsunamis with a focus on New Zealand examples.
This course offers 3 internally assessed achievement standards and 1 externally assessed achievement standard. Students are able to gain up to 16 credits and endorsement with Merit or Excellence in ESS.
1 x 1B8 exercise book
Print credits for assessments
Assessment Information
This course offers 3 internally assessed achievement standards and 1 externally assessed achievement standard. Students are able to gain up to 16 credits and endorsement with Merit or Excellence in ESS. Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91187 v2
Earth and Space Science 2.1 - Carry out a practical Earth and Space Science investigation
Assessments:
Term: 2025-05-31, Week: 2025-05-31
2
I
4
A.S. 91188 v2
Earth and Space Science 2.2 - Examine an Earth and Space Science issue and the validity of the information communicated to the public
Assessments:
Term: 2025-05-31, Week: 2025-05-31
2
I
4
A.S. 91190 v2
Earth and Space Science 2.4 - Investigate how organisms survive in an extreme environment
Assessments:
Term: 2025-05-31, Week: 2025-05-31
2
I
4
A.S. 91191 v2
Earth and Space Science 2.5 - Demonstrate understanding of the causes of extreme Earth events in New Zealand
Assessments:
Term: 2025-05-31, Week: 2025-05-31
Term: 2025-05-31, Week: 2025-05-31
Term: 2025-05-31, Week: 2025-05-31
The course develops a further understanding of the Nature of Science. The overall focus is Science in the Media: Information, Interpretation and Evaluation.
This course leads to senior sciences .
If Level 1 Science For Living is chosen the senior subject that can only be taken is Earth Space Science.
If Level 1 Science for the Future and Science for Aotearoa Citizens both lead to all senior sciences - Biology, Chemistry, Physics and Earth Space Science
Level 3 Earth Space Science is open to all students completing their Level 3 year. It is recommended that student have Level 2 English and either have 12 credits at Level 1 Science or completed a level 2 course. Students that have not completed a Level 2 Science course are advised to speak with the HOD Science before selecting. Four internal standards are offered (16 credits). A choice of an external standard with the removal of one internal standard for students wishing to gain an endorsement. Earth and Space Science is an approved subject for entry into university.
This course looks at planet Earth and the Universe. Understanding how the Earth systems (Oceans, atmosphere, biosphere, geosphere) are inter-related and how “man” interacts with these. The standards are taken from the Earth and Space Science learning area allows a variety of contexts to be studied.
The course looks at current issues that are relevant to NZ and our Pacific neighbours eg formation of life in outer space, plant growth, sea level rise, and how changes in climate are affecting human life.
Course Overview
Term 1 Investigate an aspect of astronomy - extraterrestrial life
A.S. 91410 v2
Earth and Space Science 3.1 - Carry out an independent practical Earth and Space Science investigation
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
4r *
A.S. 91411 v2
Earth and Space Science 3.2 - Investigate a socio-scientific issue in an Earth and Space Science context
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
4r *
A.S. 91414 v2
Earth and Space Science 3.5 - Demonstrate understanding of processes in the atmosphere system
3
E
4
4r,4w *
A.S. 91415 v2
Earth and Space Science 3.6 - Investigate an aspect of astronomy
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
NCEA Level 1 – a pass in the Level 1 PESS 1.2- Demonstrate understanding of a physical phenomenon through investigation
With Achieved, Merit or Excellence
OR
passes externals offered in Science, Mathematics and English
OR
Interview with Mr Young.
This is the core year 12 physics course based around two significant external standards that develop the skills required to analyse and make predictions about the world around us. We will describe objects within gravitational fields in Newton’s terms of forces, motion and energy, as well as explore the behaviour of static electrical charge, electric circuits and the connection between electricity and magnetism. A written report internal on the mechanics of collisions provides an opportunity for revision of the external mechanics standard for credits. Two practical Internal Investigation (2.1 and 3.1 combined) of a mathematical non-linear relationship. This course is recommended / required for continuing study in a health science, engineering, computing or physics field.
Course Overview
Term 1 Mechanics (External)
Term 2 Practical Investing (2.1 and 3.1 Internal)
Start Electricity (External)
Term 3 Continue Electricity (External)
OR
Mechanics (Internal)
Problem-solving, academically capable students looking to master the material world or work in science based fields after school. This course is recommended / required for continuing study in a health science, engineering, computing or physics field.
Contributions and Equipment/Stationery
1 x 1B8 exercise book, 30cm clear ruler, Scientific calculator, $25 sciPAD (highly recommended) – can be purchased through the College
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91168 v2
Physics 2.1 - Carry out a practical physics investigation that leads to a non-linear mathematical relationship
Assessments:
Term: 2025-07-14, Week: 2025-07-14
2
I
4
A.S. 91169 v2
Physics 2.2 - Demonstrate understanding of physics relevant to a selected context
Assessments:
Term: 2025-07-14, Week: 2025-07-14
A.S. 91173 v2
Physics 2.6 - Demonstrate understanding of electricity and electromagnetism
Assessments:
Term: null, Week: null
2
E
6
A.S. 91521 v2
Physics 3.1 - Carry out a practical investigation to test a physics theory relating two variables in a non-linear relationship
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 4
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
The course introduces students to the Nature of Science including investigation and reporting. A range of relevant contexts is used aimed at understanding the world around us.
The four Nature of Science strands - Investigating in Science, Participating and Contributing, Communicating in Science and Understanding About Science are covered in the following topics:
Introduction to Science
Particles and States of Matter
Energy
Space
Human Body
Plants
Course Overview
Term 1 Nature of Science Focus - Investigating in Science
The topics covered:
Introduction into Science
Particles and States of Matter
Term 2 Nature of Science Focus - Communicating in Science
The topics covered:
Energy Transfer and Transformations
Heat, Sound and Light
Term 3 Nature of Science Focus - Understanding About Science
The topics covered:
Space
Human Body
Term 4 Nature of Science Focus - Participating and Contributing
Plants
Term 1: Practical Investigation - Week 9/10
Term 2: Topic Test Energy Transformation and Heat- week 5
Topic Test Light and Sound - week 10
Term 3: Planet Project - week 4
Models Assessment - week 10
Term 4: Pollination poster - week 7
Junior Science leads to the senior sciences in year 12 and 13. The courses offered in year 12 and 13 are:
Biology
Chemistry
Earth Space Science
Physics
Students who select this course must get approval from the HOD. This course is for students who enjoy science but struggle with learning concepts and applying knowledge to questions. Students who have performed well in Year 9 and/or 10 will be advised not to take this course as it does progress to the Biology, Chemisty and Physics courses at Level 2. Many courses beyond school require students to have studied a Level 2 Science. Selecting this course could prevent students from entering courses they wish to enter beyond school.
Science for Living is an internally assessed course aimed at students who perform well in practical tasks. The course covers chemical reactions, how microbes are used in food production and a socio-scientific issue.
This course does NOT allow students to progress into Biology, Chemistry or Physics at Level 2.
Students who select this course must get approval from the HOD- Ms Williams.
Course Overview
Term 1 BIOLOGY - MICROORGANISMS
AS 92020 Demonstrate understanding of the relationship between a microorganism and the environment
Credits:5, Internally assessed
Biology studies living things. In this unit ākonga will investigate the life processes of microorganisms and the role of microorganisms in the production of food in different cultures.
The assessment for this unit is a presentation based on practical and theory work that will be completed in Term 1 during class time and marked internally by subject teachers.
Term 2 CHEMISTRY - CHEMICAL REACTIONS
AS 92021 Demonstrate understanding of a chemical reaction in a specific context
Credits:6, Internally assessed
Chemistry involves the study of matter and the changes it undergoes. The study of chemistry allows us to predict how substances may alter when surrounding conditions change, and how they react to form new substances. Ākonga will carry out practical investigations into neutralisation, combustion and precipitation.
The assessment for this unit is a report based on practical and theory work that will be completed in Term 2 during class time and marked internally by subject teachers.
Term 3 SCIENCE - A LOCAL ISSUE
AS 91920 Demonstrate understanding of a science-informed response to a local issue
Credits: 5, Internally assessed
Young people have access to a huge volume of information from the internet and other sources. The tools to discern valid evidence and to distinguish science from disinformation, are vital in this information-rich world. Ākonga need to understand how science is communicated and miscommunicated. In this unit, ākonga will investigate an issue of importance to them and examine different perspectives on the issue to develop a science-informed response.
The assessment for this unit is a presentation based on in-class learning and research that will be completed in Term 3 and marked internally by subject teachers.
The Science for Living course is all internally assessed. This course does NOT allow students to progress into Biology, Chemistry or Physics at Level 2.
Contributions and Equipment/Stationery
1 x 1B5 exercise book.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91920 v4
Science 1.1 - Demonstrate understanding of a science-informed response to a local issue
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
Y
A.S. 92020 v3
Chemistry and Biology 1.1 - Demonstrate understanding of the relationship between a microorganism and the environment
Assessments:
Term: 2025-06-26, Week: 2025-06-26
1
I
5
A.S. 92021 v4
Chemistry and Biology 1.2 - Demonstrate understanding of chemical reactions in context
Assessments:
Term: 2025-07-14, Week: 2025-07-14
1
I
6
Total Credits
Total Credits Available: 16 credits. Internally Assessed Credits: 16 credits.
Being active citizens - Visiting Parliament Research at National Archives Year 9 Marae Trip
Welcome to the Social Sciences Department!
The goal of the Social Sciences Learning Area is to inform students about the world in which they live and encourage them to be active participants in it. As teachers our aim is to help our students become informed, critical, active and responsible Global Citizens. The Social Sciences is about people — who they are, what they do, how they change, and what happens to them.
We offer a range of courses which investigate the past, present and future with a focus on people and place. We hope ākonga gain the knowledge, skills and competencies to recognise their own agency and act out of concern for the well-being of whānau, hapū, iwi, hapori, and society. We study issues relating to New Zealand and the wider world. Our courses relate to several broad subjects within the Social Sciences Learning Area and draw from:
Accounting
Business Studies
Classical Studies
Commerce
Economics
Geography
History
History of Art
Pacific Studies
Psychology
Legal Studies
Social Studies
Social Science classes are offered at all year levels. All Year 9 and 10 students take Social Studies which draws from the Social Sciences and Aotearoa New Zealand Histories curriculum. Social Sciences become optional in the senior school and students can opt for numerous pathways depending on their interests.
Year 10 options include: Business Studies, History.
Year 11 options include: Commerce, Geography, History, Social Justice Studies
Year 12 options include: Accounting & Business Enterprise Studies, Geography, Economics, History, Classical Studies, Sustainable Societies & Futures
Year 13 options include: Accounting & Business Enterprise Studies, Geography, Economics, History, Classical Studies, History of Art and Psychology.
Social Sciences students learn to share ideas and develop oral and written communication skills. They learn to research and importantly develop the ability critique sources and consider the ethical implications of actions and responses. Students will enhance their understanding of their own heritage as individuals and learn the special values and diversity of other cultures and societies, past and present.
For more information on any of the Social Science courses, talk to one of our Social Science teachers, or feel free to get in contact with the Head of Department Mrs Peszynski.
Teacher in Charge:
Mrs N. Sewell, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry - you may select this course, even if you have did not take Year 11 Commerce (COM101)
In this Social Science course students learn about the language of business, investigate practical applications for aspiring small business owners and develop skills in personal financial literacy. We look at decision making and future proofing with the aim of businesses becoming more sustainable.
This course has a commerce theme combining Achievement Standards and Unit Standards from the Accounting, Business Studies, Agribusiness and Financial literacy domains. It provides a pathway for students wishing to continue with their studies of accounting, and for those who are interested in business studies and developing practice financial literacy skills and want to pick it up for the first time.
Students are offered between 14 and 18 credits in this course, depending on their future goals, interests and abilities. Capable students can get a subject endorsement in Accounting from this course.
Course Overview
Term 1 Do you want to be a millionaire? Look at how to manage your money.
Making decisions and adjustments to budgets to ensure they are fit for purpose and you have a money goal in mind so that you can afford that school trip, ball dress or other expensive items.
Term 2 What motivates employers and employees to turn up at work?
Look at the links and connections with Maori Business Concepts.
Using case studies of small businesses we look at how they operate and the source documents that they use.
Term 3 Do you want to run a small business in the future?
Gain an understanding of financial statements for sole traders and how they work.
Term 4 Small business financial statements will be fine tuned ready for the external examinations
Small Business, Chartered accountant, Entrepreneur, Accounts Manager, Business Administration
Contributions and Equipment/Stationery
1 x1B8 exercise book , 1 x calculator. $11 Workbooks (purchased through the College)
Assessment Information
3 internals and 1 or 2 externals. Assessments will be targeted to the needs of the students Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 24699 v4
Make an informed decision relating to personal income and explain its impacts
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
I
2
U.S. 28094 v4
Produce a household budget, set a financial goal and review and adjust the budget to achieve the goal
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
I
3
A.S. 90847 v2
Business Studies 2.5 - Investigate the application of motivation theory in a business
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
I
3
A.S. 91176 v2
Accounting 2.3 - Prepare financial information for an entity that operates accounting subsystems
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
E
5
A.S. 91179 v2
Accounting 2.6 - Demonstrate understanding of an accounts receivable subsystem for an entity
Assessments:
Term: 2022-06-19, Week: 2022-06-19
2
I
3
A.S. 91386 v2
Accounting 2.7 - Demonstrate understanding of an inventory subsystem for an entity
Assessments:
Term: 2021-12-12, Week: 2021-12-12
2
I
3
A.S. 91865 v1
Agribusiness 2.7 - Demonstrate understanding of future proofing influences that affect business viability
Teacher in Charge:
Mrs A. Peszynski, Ms L. Davies.
Recommended Prior Learning
Open entry, but please discuss your suitability with HOD of Social Sciences (Mrs Peszynski, E11) if you have not done Level 2 Economics.
This Social Sciences course has an economics focus looking at the micro-economic concepts underlying the New Zealand economy. We look at market equilibrium, marginal analysis and the reasons for government intervention in the economy.
Students have the opportunity to attempt up to 19 credits from this course using economics achievement standards. Both internal assessments will be completed, along with one of the external assessments which will be determined based on student interest and ability.
This is a University Entrance approved course.
Course Overview
Term 1 Term 1 focuses on the first internal – Micro-economic Concepts – which is completed as an assignment at the end of the term.
Term 2 Term 2 focuses on the second internal – Market Failure – which is completed as a report by the end of the term.
Term 3 In term 3, the focus is on both externals with practice exams for both.
1 x 2B8 exercise book, Workbook purchased through the College - costs tbc
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91399 v2
Economics 3.1 - Demonstrate understanding of the efficiency of market equilibrium
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
E
4
4r,4w *
A.S. 91400 v2
Economics 3.2 - Demonstrate understanding of the efficiency of different market structures using marginal analysis
Assessments:
Term: 2025-06-04, Week: 2025-06-04
A.S. 91402 v3
Economics 3.4 - Demonstrate understanding of government interventions where the market fails to deliver efficient or equitable outcomes
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
I
5
5r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 18
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mrs A. Peszynski, Ms L. Davies.
Recommended Prior Learning
Level One Commerce is recommended, however, you are welcome to pick up this course at Level Two. If you are unsure discuss this with the HOD Social Sciences, Mrs Peszynski (E11) or Mrs Sewell.
This Social Science course has an economics focus looking at some of the big issues facing the New Zealand economy – unemployment, growth, inflation and inequality. We look at causes, models, effects and government intervention as well as economic forecasting.
Students have the opportunity to attempt up to 16 credits from this course using economics achievement standards. Students will attempt either 91227 or 91228 - this will be determined at the start of the year and depend on student choice.
Course Overview
Term 1 Term 1 focuses on Inflation, looking at definitions, models, causes and effects.
Term 2 Term 2 focuses on Economic Growth, looking at definitions, models, causes and effects. As well as focusing on Unemployment, looking at definitions, models, causes and effects. This is followed by th Unemployment internal at the beginning of term 3.
Term 3 Term 3 follows the completion of the first internal (Unemployment) with the second internal. This internal focuses on government policies to alleviate the big issues. In term 3, there is also practice exams for Inflation and Economic Growth.
Teacher in Charge:
Mrs A. Peszynski, Ms L. Davies.
Recommended Prior Learning
Open Entry -please talk to your Social Studies teacher or Mrs Peszynski (HOD Social Sciences) if you have any questions about this course.
10 Business Studies is designed to prepare students for participation in the New Zealand economy, and also to gain the skills needed to manage their personal means. The course includes an introduction to economics, financial literacy, business and consumer studies. An Enterprise Studies module is included where students develop their own small business enterprise and hold a market day.
Topics:
Term 1 in 10 Business Studies focuses on Financial Literacy with areas on Saving, borrowing and budgeting. There is an Assignment due at the end of the term and time during class time to work on it.
In Term 2, the focus is on NZ’s interaction with the rest of the world, as well as production, resources and the 2-sector model. Contracts, and employment contracts also are studied.
In Term 3, the focus is on Market Day, where students set up little businesses and create a product to sell.
In term 4, the focus is Demand, and the interaction between Technology and Economic Growth. There is also an exam covering the year’s work.
Teacher in Charge:
Mrs A. Peszynski, Ms L. Davies.
Recommended Prior Learning
Open Entry - any student may select this course.
Level 1 Commerce is a foundation Social Sciences course which will enable students to gain knowledge and skills needed to undertake Level 2 Accounting and Business Enterprise (ABE202) and Level 2 Economics (ECO202) in Year 12.
Term 1 will focus on an organisation’s decisions and how they are influenced by values and how decisions impact stakeholders. This is in preparation for the first internal which will be sat at the end of term 1.
Term 2 will focus on financial tools an organization uses in price determination, including Income Statements, Cost-Volume-Profit Analysis and Supply and Demand Analysis. This is in preparation for the second internal which will be at the beginning of term 3.
Term 3 will start with the completion of the Price Determination internal. Term 3 will also focus on the external assessment which requires engaging with stimulus material based on a case study.
This course will offer 1 external standard and 2 internal standards.
If you have any questions about this course please talk to Mrs Peszynski or Mrs Sewell
Course Overview
Term 1 Term 1 will focus on organisations decisions and how they are influenced by values and how decision impact stakeholders.
Term 2 Term 2 will have a business studies focus.
Term 3 Term 3 will focus on the external assessment which requires engaging with stimulus material based on a case study.
1 x 2B8 hardcover exercise book
Workbook to be purchased through the College costs tbc
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92028 v4
Commerce 1.1 - Demonstrate understanding of an organisation's financial decision-making
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
Y
A.S. 92029 v4
Commerce 1.2 - Demonstrate understanding of price determination for an organisation
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
A.S. 92030 v3
Commerce 1.3 - Demonstrate understanding of how entities with interdependent financial relationships are affected by an event
Assessments:
Term: 2025-06-04, Week: 2025-06-04
This isSocial Sciences History course has a focuson our Pacific neighbours. We explore the themes of nationalism and colonisaton in the Pacific with a focus on: The US annexation of Hawai'i and New Zealand's Administration of Samoa.
The study of Hawai'i will look at how and why the nation was annexed by the United States and the impact this had on Hawaiians.
The study of Samoa will look at why Samoa was of international interest in the late 1800s, the impact of German and US colonization, and the 1914 New Zealand invasion. The focus will be in on New Zealand’s administration from mandate to independence including looking at the impact of the Mau Movement who fought for 'Samoa mo Samoa', the disastrous influenza pandemic and atrocities of Black Saturday.
Students will have opportunity to debate, examine events in terms of cause, consequence, and perspective and will have the chance to complete an independent research project to further develop their ability to analyse and evaluate the usefulness and reliability of sources.
Students with an interest in History and a desire to improve their writing, and research skills should consider this course.
19 credits from the history subject area are offered (twointernals, two externals) in this course. If students do not achieve the first Achievement Standard internal assessment, there is an opportunity to complete a Unit Standard programme using standards from the Pacific Studies domain.
Those wishing to pursue Level 3 History: Genocide in the 20th Century are strongly recommended to complete this course.
Course Overview
Term 1 Introduction to history and historical skills through exploration of key events in Pacific history and exploration of the overall theme of the year: Nationalism in the Pacific.
Completition of AS2.1 Research Project into topic of own choice linked to Pacific History e.g. blackbirding, missionary arrival, Black Saturday, annexation of Niue, Apologies to the Pacific
Theme 1: The Road back to Independence - exploration of Samoan history from partition by the USA and Germany, to NZ rule after World War I.
Term 2 Complete AS2.4 (perspectives) task and AS 2.2 (significant movement) task about the Mau a Samoa and Black Saturday
Complete Theme 1 - including writing and essay about either the causes and consequences of Black Saturday or the formation of the Mau Movement (AS 2.5 external).
Term 3 Theme 2: Colonising and Decolonisitng - the case of Hawai'i and the annexation by the USA.
Comparisions - 1993 Apology (US) and the 2002 Apology (NZ)
If time: class choice of exploring Two Weeks in Tonga or Two Weeks in Tokelau - exploring Pacific histories.
Preparation for Externals/School Exams - Week 9, Term 3
Either 1 x Ringbinder, 1 x A4 lined refill OR 1 x Display Book (20 pages) with device
1 x Clever Kiwi Activity Scrapbook or similar (240 x 340mm)
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91229 v3
History 2.1 - Carry out an inquiry of an historical event or place that is of significance to New Zealanders
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
I
4
4r
A.S. 91231 v2
History 2.3 - Examine sources of an historical event that is of significance to New Zealanders
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
E
4
4r,4w
A.S. 91232 v2
History 2.4 - Interpret different perspectives of people in an historical event that is of significance to New Zealanders
Assessments:
Term: 2024-03-13, Week: 2024-03-13
2
I
5
5r
A.S. 91233 v2
History 2.5 - Examine causes and consequences of a significant historical event
Assessments:
Term: , Week:
Students with 14 credits or more in: Year 12 English, 12 Geography, 12 History, 12 Classical Studies will be eligible to do this course, or at the discretion of the HOD. See Ms Baird or Mrs Peszynski if you want to know more.
20th Century Art, Architecture and Design
This Level Three Social Science course has a 20th Century Art History focus. The main area of study will be Modern Art, Design and Architecture from 1900 to 1960. We will also investigatekey NZ Art works from 1940-2000, and Contemporary Diversity, innovative works created after 2000.These topics cover a range of artistic styles, meanings, theories, and media. The reasons why these artworks continue to be valued by society will also be investigated.
This course will appeal to students interested in art and design, and may be creative themselves. But it will but also suit students who are interested in the history of the 20th Century and the vast array technological, economic, political, and societal changes that occurred in during this time.
We will see works first hand by visiting Wellington and Lower Hutt Galleries, and by travelling to Napier to investigate the value of Art Deco architecture and design to the region.
Scholarship Art History is also an option for students who are interested in working toward this in addition to their Level three studies.
Course Overview
Term 1 Introduction to 20th Century Art, Architecture and Design
Early Modernists 1890- 1920's
Term 2 Art, Architecture and Design 1920's and 1930's
Term 3 Post WWII, Mid Century Modernism, and the 1960's.
2 x Clever Kiwi Activity Scrapbook (or similar size 240 x 340mm),
Art Gallery Wellington trip (term 1) - costs tbc
Art Deco field trip to Napier (term 3) - costs (around $300)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91482 v2
Art History 3.1 - Demonstrate understanding of style in art works
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
E
4
4r,4w *
A.S. 91483 v2
Art History 3.2 - Examine how meanings are communicated through art works
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
E
4
4r *
A.S. 91485 v2
Art History 3.4 - Examine the impact of media and processes on art works
Assessments:
Term: 2025-05-22, Week: 2025-05-22
3
I
4
4r *
A.S. 91487 v1
Art History 3.6 - Examine the different values placed on art works
Assessments:
Term: 2025-05-22, Week: 2025-05-22
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 16
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mrs N. Sewell, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry, however, if you have not completed Level 2 Economics or Level 2 Accounting and Business Enterprise, please have a discussion with Mrs Sewell and the HOD of Social Sciences ( Mrs Peszynski) regarding your suitability if you are intending to use this subject for University Entrance.
In this Social Sciences course students will complete a broad study of finance with an Accounting focus. There will be a focus on financial decisions for Companies and Partnerships and looking at issues that may impact the efficient operation of businesses. This is a commerce based course with standards are from the Accounting and Business Studies domains.
The programme of asssessment will be finalised at the start of the year, based on student ability, goals and interests. Students will aim to complete between 14 to 18 credits from the list below based on student interest and ability.
14 credits can be gained from the Accounting subject area for those intending on University study, or those wanting to use this subject to gain University Entrance.
Course Overview
Term 1 For those wanting to have Accounting as a career, we do a recap from previous years.
Partnerships are next, looking at going into business with like minded individuals.
We also start making choices in Term 1.
You may wish to take a slightly different tack and opt into Unit Standards:
Evaluating one's personal income is useful for everyone.
How to buy Property.
Developing a plan to reach a long term financial goal. e.g. buying a house, car, paying for tertiary education
Term 2 Visit a local manufacturing business
How do they cost out their jobs to customers (Accounts receivable). How do they remain competitive?
Or we can look at how businesses are future proofing.
Listing a Company on the NZ stock exchange is a big decision. Would you invest as a shareholder?
Term 3 Preparation of Company Financial Statements and the theory that underpins what we do as a business.
Term 4 Recap and preparation of either 1 or 2 standards for NCEA examinations.
Note: students will not attempt all credits. Those wishing to use this course for UE will need to attempt the Accounting Achievement Standards.
Contributions and Equipment/Stationery
1B8 exercise book and calculator
Workbook approx. $30 but to be confirmed
Assessment Information
Note: students will not attempt all credits. Those wishing to use this course for UE will need to attempt the Accounting Achievement Standards. Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 25424 v5
Demonstrate knowledge of factors that impact on businesses
3
I
4
A.S. 91383 v2
Business Studies 3.5 - Analyse a human resource issue affecting businesses
3
I
3
3r *
A.S. 91405 v2
Accounting 3.2 - Demonstrate understanding of accounting for partnerships
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
4
*
A.S. 91406 v2
Accounting 3.3 - Demonstrate understanding of company financial statement preparation
3
E
5
*
A.S. 91407 v2
Accounting 3.4 - Prepare a report for an external user that interprets the annual report of a New Zealand reporting entity
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
5
5r,5w *
A.S. 91408 v2
Accounting 3.5 - Demonstrate understanding of management accounting to inform decision-making
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
4
*
A.S. 91409 v2
Accounting 3.6 - Demonstrate understanding of a job cost subsystem for an entity
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
4
*
A.S. 91869 v1
Agribusiness 3.8 - Analyse future proofing strategies to ensure long term viability of a business
3
I
4
4r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 29
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Ms C. Jenkins, Mrs A. Peszynski.
Recommended Prior Learning
Students must have 14 credits or more in one of the following in order to be placed in this course: Year 12 English, 12 History, or 12 Classical Studies, or at the discretion of the HOD. Please speak to Mrs Jenkins (E14) or Mrs Peszynski (E11) to discuss your suitability if you are unsure.
Greek Art and Roman Philosophers
This Social Science course will be assessed against the national achievement standards with credits gained towards NCEA Level 3. It will investigate a variety of topics from Ancient Greece and the Roman Empire. Achievement Standards from Level 3 Classical Studies will be offered.
Theme One will cover the Ancient Greek myths, and the portrayal of these fascinating stories and heroes on Greek Vases. The influence of Greek Art on modern art will be investigated, for example the work of NZ artist Marion Maguire.
Theme Two will examine life in Ancient Rome, including the evaluation of Roman philosophic ideas about death and the afterlife.
Theme Three will examine the impact of Alexander the Great.
Students are able to get University Entrance in this subject. Scholarship Classical Studies is also an option for students who are interested in working toward this in addition to their Level three studies.
Course Overview
Term 1 The Roman Emperors and the religion in the Empire.
either 1 x Ringbinder and 1 x A4 lined refill OR 2 x 1B8 exercise books
Write on Notes (optional - purchased through the College - $20 cost tbc)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91395 v2
Classical Studies 3.2 - Analyse the significance of a work(s) of art in the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
4
4r,4w *
A.S. 91396 v2
Classical Studies 3.3 - Analyse the impact of a significant historical figure on the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
6
6r,6w *
A.S. 91397 v2
Classical Studies 3.4 - Demonstrate understanding of significant ideology(ies) in the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
6
6r *
A.S. 91398 v2
Classical Studies 3.5 - Demonstrate understanding of the lasting influences of the classical world on other cultures across time
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
6
6r *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 22
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Ms C. Jenkins, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry.
Greek Heroes and the Rise of Rome
This Social Science course will be assessed against the national achievement standards with credits gained towards NCEA Level Two. It is a mix of internally and externally assessed standards.
Theme One: Key aspects of ancient Greek civilisation will be investigated. This will include, The Trojan War and the history of Greece; the literature and ideas of Homer; and the relationship between an aspect of ancient Greece and an aspect of modern life through Margaret Atwood’s Penelopiad.
Theme Two: Investigating Ancient Rome - including key aspects of life in ancient Roman society, concentrating on the life and battles of Julius Caesar.
This is an Achievement Standard Course with credits from the Classical Studies area. Students will attempt two internal assessments and one external assessment (determined during the year). Students will gain 14 or 16 credits from this course.
Course Overview
Term 1 Greek Myths and Heroes, including the Odyssey .
Term 2 Influence of Greece on Literature – The Penelopiad
Politics of Ancient Rome
Either 1 x Ringbinder and 1 x A4 lined refill or 1 x 2B8 exercise books
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91200 v2
Classical Studies 2.1 - Examine ideas and values of the classical world
Assessments:
Term: null, Week: null
2
E
4
4r,4w
A.S. 91202 v3
Classical Studies 2.3 - Demonstrate understanding of a significant event in the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
2
I
4
4r
A.S. 91203 v2
Classical Studies 2.4 - Examine socio-political life in the classical world
Assessments:
Term: 2025-07-15, Week: 2025-07-15
2
E
6
6r,6w
A.S. 91204 v2
Classical Studies 2.5 - Demonstrate understanding of the relationship between aspects of the classical world and aspects of other cultures
Assessments:
Term: 2025-07-15, Week: 2025-07-15
Teacher in Charge:
Mr K. Findlay, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry - students may pick up this subject for the first time in Year 13.
From City to Sea
This Social Science course has a Geography focus. It will be assessed against the National Achievement Standards with credits gained towards Level 3 NCEA. It is a mix of internally and externally assessed standards which can be used as an approved subject for UE.
The course will cover various geographic topics including:
Analyzing Natural Processes and Conducting Geographic Research at the Kapiti Coast
Geographic Concepts and skills
Study of a Contemporary Geographic event
Geographic issues, and issues with a global human rights focus
In 2026 we plan to send Level 2 and Level 3 Geography classes on a combined trip to the Tongariro Volcanic Zone to collect data on Mount Ruapehu and do the Tongariro crossing. This is a 3 day trip, probably mid March and will cost around $400 per student.
1 x 2B8 exercise books, 2 x Reeves A4 Graph Pad
Field trip costs: approx $400 (Tongariro National Park)
Assessment Information
,Mining ,Survey Technician,,Outdoor Recreation Guide/Instructor,Surveyor,Fishing Skipper,Urban/Regional Planner,Emergency Management Officer,Meteorologist,Miner/Quarry Worker,Mine/Quarry Manager,Driller,Geologist,Environmental Scientist,Environmental Engineer,Ranger,Landscape Architect,Geophysicist,Policy Analyst,Secondary School Teacher, Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91426 v2
Geography 3.1 - Demonstrate understanding of how interacting natural processes shape a New Zealand geographic environment
Assessments:
Term: 2025-06-04, Week: 2025-06-04
3
E
4
4r,4w *
A.S. 91428 v2
Geography 3.3 - Analyse a significant contemporary event from a geographic perspective
Assessments:
Term: null, Week: null
3
I
3
3r *
A.S. 91429 v2
Geography 3.4 - Demonstrate understanding of a given environment(s) through selection and application of geographic concepts and skills
Assessments:
Term: , Week:
3
E
4
4r,4w *
A.S. 91430 v3
Geography 3.5 - Conduct geographic research with consultation
Assessments:
Term: null, Week: null
3
I
5
*
A.S. 91431 v2
Geography 3.6 - Analyse aspects of a contemporary geographic issue
Assessments:
Term: , Week:
3
I
3
3r *
A.S. 91432 v3
Geography 3.7 - Analyse aspects of a geographic topic at a global scale
3
I
3
3r *
A.S. 91433 v2
Geography 3.8 - Apply spatial analysis, with consultation, to solve a geographic problem
3
I
3
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 25
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Students who gained 14 credits or more in Level 2 English, Level 2 History, and/or Level 2 Classical studies can take this course.
This Social Science course has a History focus where students complete a study of Genocide in the 20th Century with specific case studies focussing on the causes and consequences of the Holocaust (1933-1945) and the Rwandan Genocide (1994). Holocaust historian Yehuda Bauer argues: "Every genocide is specific. I cannot talk about Rwanda without talking about Hutu and Tutsi. I can’t deal with the Armenians without dealing with Turks, Armenians, Greeks, Assyrians, the whole area. Every genocide is specific. It’s the specificity that is universal"
Students will engage with primary sources, and historical debate to develop informed, evidence based arguments, and be exposed to what hatred can do to individuals and societies. The lessons learned can be applied to the 21st century where the need for toleration and understanding in a diverse world are essential.
Students will also have the opportunity to pursue their own interests in by completing research into a self selected historical event or movement with a local history focus. A need to better understand our own history is central to creating a tolerant and informed 21st century New Zealand.
Students are offered up to 20 credits from the History subject area in this University Entrance approved course.
Students considering tertiary study would benefit from this course as the skills focus on: developing research techniques including how to navigate sources and determine their authenticity, usefulness and reliability, learning to write succinctly, learning to structure academic essays, analysing and prioritising evidence to support an argument and learning to read and summarise large amounts of text.
High achieving students have the opportunity to attempt Scholarship History which will involve additional study before school on a Tuesday on a theme yet to be determined by NZQA. The 2025 theme was 'the role of individuals in shaping history'.
Course Overview
Term 1 Recap - the skills of an historian.
Getting vocal about local history - AS3.1 Research project. Own choice based on an event, individual or place of local significance.
Introduction to Genocide: what, when, where, why, and how the UN Convention came about - Raphael Lemkin and the Armenian Genocide.
Term 2 Case Study 1: The Holocaust - it's causes and consequences.
Complete AS3.4 Perspectives: Functionalist v. Intentionalist v. Does it really matter?
Term 3 Case Study 2: Rwanda - it's causes and consequences.
School Exam (Week 9, Term 3) - AS3.5 Essay and AS3.3 (optional)
Either 1 x Ringbinder and 1 x A4 refill OR BYOD & 1 x Display Book (40 pages)
1 x Clever Kiwi Activity Scrapbook or similar size (240 x 340mm) for research internal assessment
Trips - costs tbc
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91434 v3
History 3.1 - Research an historical event or place of significance to New Zealanders, using primary and secondary sources
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
I
5
5r *
A.S. 91436 v2
History 3.3 - Analyse evidence relating to an historical event of significance to New Zealanders
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
4
4r,4w *
A.S. 91437 v2
History 3.4 - Analyse different perspectives of a contested event of significance to New Zealanders
Assessments:
Term: 2025-07-14, Week: 2025-07-14
3
I
5
5r *
A.S. 91438 v2
History 3.5 - Analyse the causes and consequences of a significant historical event
Assessments:
Term: 2025-07-15, Week: 2025-07-15
3
E
6
6r,6w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mr K. Findlay, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry - anyone can pick up this course.
Mega Cities and Mountains
This Social Science course has a Geography focus. It will be assessed against the National Achievement Standards with credits gained towards NCEA Level 2.
The course covers various geographic topics and concepts relating to Explaining Natural Environments and conducting Geographic Research at Tongariro National Park, Geographic concepts and Skills;and Urban patternsGeographic Issues and Global Patterns in Mega Cities.
Students will attain their credits by a programme of internal and external assessment. 14 credits (8 Externally assessed).
Fieldwork
In 2026 we plan to send Level 2 and Level 3 Geography classes on a combined trip to the Tongariro Volcanic Zone to collect data on Mount Ruapehu and do the Tongariro crossing. The fieldwork could include a 3 day excursion to Tongariro National Park to study this amazing natural environment. The estimated cost of the this trip is $400. We would also spend a day in Wellington City investigating zones, infrastructure and town planning.
This course is fully internally assessed and is aimed at students who may struggle in some Level 2 courses or who will gain Level One NCEA over two years.
It is taught at a slower pace and assessments are structured with students' capabilities in mind.
Sustainable Societies and Futures
This Social Sciences course is a fully internally assessed.
It is a mixture of Level Two NCEA Achievement and Unit standards offered, from a variety of interesting subjects including – Education for Sustainability, Journalism, Art History, Conservation Strategies, and Legal Studies. There are a total of 7 Achievement Standard credits and 10 Unit Standard credits available.
The focus for this course will be Global Citizenship, NZ society, rights, responsibilities, ideas, and environmental and political issues. Issues will be examined from a Global, National, Local, and personal level.
Topics may include: climate change and damage to the environment, reducing, reusing and recycling, pandemics, the United Nations and New Zealand, the treatment of women, human rights, social justice, social action, the law, crime and local issues. Views, values and perspectives are a key focus of this course.
Due to the use of Unit Standards in this course it may be more suited to students who find traditional achievement standards, and more traditional subjects, difficult. It is a great course for students who may not yet have gained NCEA Level 1 or to combine with courses such as Pathways at Level 2.
Fieldwork includes: A study of Wellington Sculpture in its physical environment, and the World of Waste Tour. Costs TBC
Course Overview
Term 1 The Damaged Earth- examine how natural disasters and climate change are altering our environment .
Term 2 Power to the People- examine how we can convince people to make sustainable changes in their life.
Term 3 Living with the Law- examine the rights and responsibilities of secondary school students.
Term 4 Living with the Law- explore the legal system in New Zealand.
U.S. 27611 v1
Demonstrate understanding of current events for journalism
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
I
4
A.S. 90813 v3
Education for Sustainability 2.3 - Demonstrate understanding of how different personal values have implications for a sustainable future
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
I
3
A.S. 91186 v2
Art History 2.7 - Demonstrate understanding of art works in relation to their physical environments
Assessments:
Term: 2025-06-04, Week: 2025-06-04
2
I
4
Total Credits
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
Teacher in Charge:
Mr K. Findlay, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry
Geography is the study of te taiao (natural and cultural environments) and the interconnections within. We consider the question "What Is Where, Why There, and Why Care?" (Charles F. Gritzner (2002), Journal of Geography, 101:1, 38-40) so we can make sense of place.
Te taiao consists of all things that make up the surrounding environment. This includes features such as rivers, mountains, people, buildings, and infrastructure. Te taiao can exist at different scales and can be located wherever we place ourselves. Students who are interested in learning more about our natural environment shapes society both here in and in the Pacific Islands would enjoy this course. By understanding how the environment shapes the Pacific, students are better able to understand and explore solutions to the challenges faced in the 21st century.
In this course, you will get a chance to explore the natural environment through two field trips to Wellington bases sites. Features of te taiao are all closely interconnected, including people. We stand in te taiao and are all part of it. Therefore, in Geography, we attempt to consider geographic issues holistically.
Case studies may include:
Our wild weather: impact of the climate on NZ coastal communities and the Pacific Islands e.g. cyclones on the East Coast, cyclones in the Solomon Islands and Vanuatu,
Our rising seas: sea level rises in Kirbaiti, Tuvalu and the Marshall Islands
Our shaky isles – investigations of earthquakes, volcanoes, and tsunamis including a case study of the 2009 Samoa earthquake and tsunami, and the 2022 Hunga Tonga–Hunga Haʻapai eruption
This course is fully internally assessed and students will complete 10 credits from Geography achievement standards and 5 credits from Pacific Studies unit standards. Feel free to talk to your Social Studies teacher, or Mr Findlay in E18, about this course.
Course Overview
Term 1 Our wild weather: impact of the climate on NZ coastal communities and the Pacific Islands e.g. cyclones on the East Coast, cyclones in the Solomon Islands and Vanuatu,
Term 2 Our rising seas: sea level rises in Kirbaiti, Tuvalu and the Marshall Islands
Term 3 Our shaky isles – investigations of earthquakes, volcanoes, and tsunamis including a case study of the 2009 Samoa earthquake and tsunami, and the 2022 Hunga Tonga–Hunga Haʻapai eruption
U.S. 17165 v5
Draw a conclusion after an investigation into an aspect of Pacific change and development with direction
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
A.S. 91932 v3
Geography 1.1 - Demonstrate understanding of the spatial distribution of a phenomenon and its impacts on place
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
Y
A.S. 91933 v3
Geography 1.2 - Explore an environment using data
Assessments:
Term: 2025-06-04, Week: 2025-06-04
1
I
5
Y
Total Credits
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Teacher in Charge:
Ms C. Jenkins, Mrs A. Peszynski.
Recommended Prior Learning
Open Entry - students considering taking Classical Studies (Greek Heroes and the Rise of Rome) or History (Our Pacific Neighbours) in Year 12 are strongly advised to take this course.
This Social Sciences course has a history focus looking at key decisions and events of the 20th century. Students will explore the roles of individuals, groups and governments in decision making, and consider how 20th century decisions have continued to impact society today.
Case studies focus on causes and consequences, exploring perspectives and the significance of key events. Case studies will include: the atomic bombing of Hiroshima and Nagasaki, the Dawn Raids in NZ, the occupation of Bastion Point, the 1975 Hikoi, the March on Washington (Civil Rights in the USA).
All of these cases studies will be explored within the wider context of other actions, ideas and movements of the 20th Century. Students will develop writing and research skills, including how to engage with different source materials and examining their relevance and limitations.
Enjoy a field trip to Wellington to explore Parliament and Pukeahu as sites of national significance.
15 credits made up of 2 internal assessments and 1 external assessment.
Students considering Year 12 History or Year 12 Classical Studies are encouraged to take this course (or Year 11 Social Justice Studies) in order to develop the necessary skills.
NOTE: This course cannot be taken in conjunction with SJS 101: Social Justice Studies.
Course Overview
Term 1 Aotearoa NZ – looking at protests, with case studies from NZ, using primary sources to interpret the past.
Term 2 Global and NZ comparative study – looking at historical significance, using Black Civil Rights and the Dawn Raids as the case studies.
Term 3 Global perspectives – looking at the use of the Atomic bombings at the end of World War II.
Open Entry - but cannot be taken with Year 11 History: Big Decisions, Big Century.
ThisSocial Sciences course has an overarching theme of social justice which will be explored using historical and contemporary case studies, and combines assessments from both the social studies and history learning areas.
This is a completely internally assessed course meaning there is no examination at the end of the year.
The first part of the year will focus on the concepts of social justice and social action which will be explored by looking at some of these case studies: the formation of the Polynesian Panthers, the formation of Nga Tamatoa, the 1981 Springbok Tour protests, and the anti Nuclear movement. These groups and events will be also viewed through an international lens.
The second part of the year will focus on contemporary society, first by looking at the global flows of ideas, people, and objects and how they interact with and influence present societies and possible futures. Case studies will include Fair Trade practices in the chocolate and coffee industries, and the exploration of the impact of Fast Fashion on the environment, producers, consumers and of course workers.
Finally, students will explore the significance of a global event which has shaped our world by exploring how significance is defined and determined. Possible case studies include: the fall of the Berlin Wall, the 9/11 Terror attacks.
This is an integrated course where students complete 15 internally assessed credits (5 credits from Social Studies and 10 credits from History). Students will develop their inquiry skills, their ability to use the internet for research, their ability to evaluate sources, their ability to describe a range of viewpoints on controversial issues, and their ability to form their own arguments.
All assessments will be completed in class time throughout the year. You cannot do Year 11 History if you are doing this course as there is some overlap in assessments.
If you have questions please discuss this course with your Social Studies teacher, or Mrs Peszynski in E11.
Course Overview
Term 1 Taking Action in Aotearoa NZ - examining cases studies of current and historical social action through primary sources.
Term 2 Fashionably Fast - examining actions, responses, views and perspectives relating to the global flow of Fast Fashion.
Term 3 Tales of Global Significance - examining 'recent' global historical events and determining their significance.
Term 4 Dictators and Despots - own choice mini study of a dictator and their dictatorship.
Teacher in Charge:
Miss C. Farley, Mrs A. Peszynski.
Recommended Prior Learning
Students must have 12 credits or more at Level 2 Mathematics/Statistics and should be doing Level 3 Statistics and/or Level 3 Biology alongside Level 3 Psychology.
Student should also have completed a Level 2 literacy rich course such as History, Classical Studies, Geography or English.
This Social Science course offers a mixture of three internally and one externally assessed standards from the psychology domain. Psychology is the scientific study of human cognition, emotion, and action.
This course has a human rights focus where students will explore ideologies – what people believe and why and how these shape current events, issues and actions in our world. Students will examine what drives people to take action in response to big issues impact our world.
Themes include:
Crime and Cognition - looking at why people behave the way they do, investigating gun culture.
Research in Psychology - investigating famous cases and looking at how this research has impacted society.
Psychology in the Real World - investigating careers in psychology and how people's beliefs and bias impact women and minority groups.
Owing to the nature of the assessments, in order to achieve success in this course students should have gained 12 or more credits in Level 2 Mathematics or Statistics and a literacy rich subject such as Level 2 English, History or Classical Studies.
This is a University Entrance approved course. Students can gain 16 credits internally, and 3 credits externally from this course.
Course Overview
Term 1 Crime and Cognition- Examine why people are aggressive through different approaches of psychology.
Term 2 Memory and Research-
Learn about memory and complete your own research in small groups.
Term 3 Psychology in the World- Learn about the different fields of psychology and the issues in psychological research.
1 x 1B5 exercise book, 1 x A4 lined refill, 1 x Display Book (20 page)
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91872 v1
Psychology 3.1 - Analyse the interaction between psychological approaches
Assessments:
Term: 2025-06-13, Week: 2025-06-13
3
I
6
6r
A.S. 91874 v1
Psychology 3.3 - Conduct independent psychological research with consultation
Assessments:
Term: 2025-06-13, Week: 2025-06-13
3
I
6
6r
A.S. 91875 v1
Psychology 3.4 - Analyse how theories are applied within a field of psychological practice
Assessments:
Term: 2025-06-13, Week: 2025-06-13
3
I
4
4r
A.S. 91876 v1
Psychology 3.5 - Analyse a significant issue in psychological practice
Assessments:
Term: 2025-06-04, Week: 2025-06-04
Students will build on the skills and knowledge developed in Year 9 Social Studies by continuing to work towards progress outcomes expected by the end of Year 10 under the Social Sciences curriculum as well as Aotearoa New Zealand's Histories curriculum. Global Citizenship continues to be a central to our study of Social Studies with each theme having clear links to: the Universal Declaration of Human Rights, Te Tiriti o Waitangi, the Global Goals, the UN Rights of the the Child and the New Zealand Human Rights Act.
The course is taught across three broad themes which encompass past and present case studies and encourage students to think about the their future world.
The three themes: Fighting for Rights - Understanding what human rights are and how and why people and groups have sought them throughout history, including cases studies of the Stolen Generation in Australian, New Zealand's relationship with the Pacific, and social actions taken in response to climate change. The Movement of Many - Understanding why people and groups have moved form place to place and the impact this has on people and places, including looking at the settlement of Aoteoaroa/NZ and settlement in and around Te Awakairangi/the Hutt Valley. Conflict- Understanding how and why NZ's participation in and commemoration of international wars have changed over time, as well as looking at wars within New Zealand such as the Musket Wars, and the New Zealand Wars.
Skills developed include: mapping, current events, problem solving and critical thinking, research, essay and paragraph writing, precis sketching. These skills help to prepare students to continue with any Social Science course at Level 1 such as: Social Justice Studies, Geography, History, and Commerce.
Course Overview
Term 1 Movement of Many
Term 2 Conflict and Challenging Conversations
Term 3 Fighting for Rights
Term 4 Finish Fighting for Rights
Year 10 Examination preparation
This course is a whirlwind tour through key historical events, starting with Ancient Times and moving right through to the present and is suitable for any students who have an interest in the past. We will cover four broad themes of study:
Theme 1 Ancients Alive - looking at societies from the distant past including the Greeks, Romans, Egyptian and Mayans
Theme 2 History Mysteries - looking at conspiracies and mysteries from the past
Theme 3 Murder and mayhem - investigation into various rulers e.g. Genghis Khan, Henry VIII and how their rule impacted their subjects
Theme 4 Medical Adventures - looking at how the treatment of disease has changed over time specifically though invesitgating pandemics
Students will have the opportunity to develop skills that will be benefit all areas of future studying including: research skills, paragraph and essay writing, referencing, and will have the chance to be assessed in various ways including: portfolios, museum displays, creating artefacts and report writing.
Please talk to your Social Studies teacher, or Ms Jenkins (E14), or Mrs Peszynski (E11) if you have questions about this course.
Year 10 History ensures students have good research skill, and an understanding of the impact of past events, which will serve them well whatever subjects they choose to take in Year 11.
Contributions and Equipment/Stationery
2 x 1B8 exercise books, Museums Field Trip costs tbc
Students will investigate the diverse cultures of Aotearoa/New Zealand, consider their heritage as individuals in our society, the special place and values of Māori and other cultures, that give our country its unique character and national identity. We investigate decisions about resources and sustainability, how different systems of government are organised and impact people's lives, and how modern developments affect people and society . Students will gain an understanding of what it means to be a Global Citizen, and how they can take part in their own society as informed individuals. By the end of the year they will be considering their futures as individuals, as well as the futures of New Zealand and the world.
Themes cover material from the Social Sciences and the Aotearoa New Zealand's Histories curricula.
Theme One - Our Place in the World
Theme Two - Actions and Reactions
Theme Three - Preparing for the Future
Assessment tasks will take a variety of forms including tests, research projects, creative model making, pair activities and posters.
Social Sciences skills will be taught during the year such as essay writing, conducting research, creating timelines, interpreting political cartoons, creating maps, and understanding where places and landforms are found. Current Events quizzes will also take place on a regular basis.
A field trip to Koraunui Marae in Stokes Valley in Term 4 is a key part of the Social Studies Program.
Technology is a practical-based subject that uses the design process to design, create and evaluate new products. Adaptation and innovation are at the heart of the technology subject area. Quality outcomes result from thinking and practices that are informed, critical, and creative.
As part of engaging in the technology process, students
examine the practice of others
develop a range of outcomes, including concepts, plans, briefs and models
investigate issues and trends in the community
learn to consider ethics, sustainability, and the needs of specific stakeholders and potential impacts on the environment
Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day.
Technology at Sacred Heart College provides students with rich and varied learning experiences in the areas of Home Economics, Digital Technology, and Fashion & Design Technology, to problem solve through practical activities.
Fashion & Design Technology
Fashion & Design Technology is offered at every year level. Students develop their creativity and problem solving skills in a well-resourced practical environment with a focus on carefully planned and well-designed products using soft materials.
Senior courses are designed to provide students with the opportunity to work with a client and construct a wide range of garments and textile items using soft materials for both themselves and others, including charity groups.
Through engagement in Fashion & Design Technology, students are encouraged to develop effective communication and time management skills, the ability to work both independently and as a member of a group to create quality practical outcomes and have the opportunity to enjoy their experiences in this subject.
Food & Nutrition - Home Economics
Food and Nutrition (taught from Year 10 to Year 13) is relevant, challenging, enjoyable, interesting, and useful. As a subject it provides meaningful and real-life learning experiences for students. Students will develop an understanding of how their food choices affect their wellbeing. They learn about the actions necessary to improve their own wellbeing and that of their family and community in New Zealand.
Through the process of selecting, preparing, cooking and serving food, students develop their creativity and experience a sense of accomplishment. At the same time they develop skills that contribute to their well-being.
Food Technology (at Year 10 only) focusses on developing knowledge and skills about the use of ingredients to process, preserve, pack and store products.
Food and Nutrition creates vocational and learning pathways for future nutritionists, dietitians, policy advisors, early childhood educators, home economics teachers, health practitioners, food technologists, food writers, food stylists, researchers, food product developers, chefs, hotel management and sport nutritionists.
Digital Technology
The NEW Digital Technologies Curriculum
We are currently undergoing exciting changes as the Ministry of Education has launched a new Digital Technology Curriculum.
“All young people from years one to 10 will take part in digital technologies learning. Students choosing digital technologies pathways for NCEA will develop the more specialised skills that industry partners say are in high demand, through new achievement standards being developed for NCEA Levels 1, 2 and 3.” Minister for Education
Digital Technologies is learning about technology. It involves learning to be a creator in the digital world, not just learning to use systems. Our pupils won’t just be using devices like computers and smartphones. The changed curriculum will mean we will be teaching our young people the computer science principles all digital technologies are built on. Your child will benefit from having these future thinking skills.
The new digital technology content covers two key areas, computational thinking and designing and developing digital outcomes, and has been designed to be flexible, so it can respond to new developments and technologies as they emerge.
Computational thinking is about understanding the computer science principles that underlie all digital technologies, and learning how to develop instructions, such as programming, to control these technologies.
Designing and developing digital outcomes is about understanding that digital systems and applications are created for humans by humans, and developing knowledge and skills in using different digital technologies to create digital content across a range of digital media. This part of the curriculum also includes learning about the electronic components and techniques used to design digital devices.
"Digital fluency is about using a digital system effectively. It means understanding how to use digital technologies, deciding when to use specific digital technologies to achieve a desired outcome, and being able to explain why the technologies selected will provide their desired outcome.
Digital technologies involves computational thinking – learning to be a creator in the digital world, not just learning to use systems. Digital Technologies is not about learning with technology (e-learning), it's learning about technology.
Both are important, but if we teach students only to use digital devices, they will be consumers limited to making do with whatever the makers of digital technologies produce, and as a country we will be buying in technology rather than creating it and selling it to others."Professor Tim Bell (University of Canterbury)
Do you love to sew; make things; create new fashion designs; or hand embroidery?
This is a practical-based course which provides students with the opportunity to create a range of products using fabric.
Students will learn how to use applied design techniques to personalise a garment, advanced procedures to construct a range of garments and how to draft patterns to create the perfect fit.
Each student has the opportunity to explore their own interest in fashion and to develop their own sense of style. Students will complete three major practical projects with supporting design work.
Topics include:
Garment construction - jacket
Applied textile design - surface design
Draft patterns - skirt or trousers
The course consists of Level 3 Achievement Standards and provides the opportunity for endorsement.
Students have the opportunity to enter regional and national competitions
BOMBER JACKET:
Course Overview
Term 1 Draft patterns - skirt or trousers
Term 2 Applied textile design - surface design
Term 3 Complex procedures: Garment construction - jacket
External portfolio developed
1 x A4 Visual Diary (spiral bound), $35 Materials contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91617 v3
Generic Technology 3.10 - Undertake a critique of a technological outcome's design
Assessments:
Term: 2022-02-10, Week: 2022-02-10
3
E
4
4r,4w *
A.S. 91621 v3
Construction and Mechanical Technologies 3.21 - Implement complex procedures using textile materials to make a specified product
Assessments:
Term: 2025-07-18, Week: 2025-07-18
3
I
6
*
A.S. 91623 v3
Construction and Mechanical Technologies 3.23 - Implement complex procedures to create an applied design for a specified product
Assessments:
Term: 2022-02-10, Week: 2022-02-10
3
I
4
*
A.S. 91626 v3
Construction and Mechanical Technologies 3.26 - Draft a pattern to interpret a design for a garment
Assessments:
Term: 2025-07-18, Week: 2025-07-18
3
I
6
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 20
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Level 1 DTC Open to new students, provided they have a strong work ethic and have the ability to learn advanced techniques specific to film.
Students who have not completed Year 11 DTC can apply to the HOD or Miss Genova for placement into the Level 2 DTM course.
Has done subjects such as art design and photography, but this is not a requirement
Unleash Your Creativity in Digital Media Design and Become Your Own Digital Influencer!
In today's world, an online presence is essential for any business, artist, or organization. The internet connects us to a vast global audience. But what will that presence look like?
In this exciting course, you'll become a digital media designer, director, and developer, creating an online advertisement for your chosen business, artist, or community group. Your project could take the form of an immersive website, an interactive app, a video game, or a dynamic social media campaign, all aimed at promoting their activity or product to their target audience. Plus, with the skills you gain, you can even become your own digital influencer!
You’ll harness digital technology skills and processes to design and develop promotional materials for an artist, activity, or group within your local community. Develop a digital media outcome using tools for web design, app development, game creation, and more. Manage your project's development with essential project management tools and techniques.
Highlights:
- Dynamic Roles: Step into the roles of designer, director, and developer to create stunning digital media.
- Versatile Media: Choose from immersive websites, interactive apps, video games, or social media campaigns to promote your subject.
- Hands-On Learning: Use web design, app development, and game creation skills to bring your vision to life.
- Project Management: Learn to manage your project's development from start to finish.
- Expansive Opportunities: Beyond traditional media, explore the limitless possibilities of digital technology.
- Influencer Potential: Gain the skills to become your own digital influencer and build a unique online presence.
Technology is evolving rapidly, creating new jobs, opportunities, and study pathways. Our Digital Technology (DTC) classes have evolved too, now focusing on decision-making, web and app development, game design software, crafting plans, seeking stakeholder feedback, and evaluating digital tools and platforms for their fitness for purpose.
Join us in this course to explore the limitless possibilities of digital media design and make a lasting impact on your audience!
Course Overview
Term 1 Dynamic Roles: Step into the roles of designer, director, and developer to create stunning digital media.
- Versatile Media: Choose from immersive websites, interactive apps, video games, or social media campaigns to promote your subject.
Term 2
- Hands-On Learning: Use web design, app development, and game creation skills to bring your vision to life.
- Project Management: Learn to manage your project's development from start to finish.
Term 3
- Expansive Opportunities: Beyond traditional media, explore the limitless possibilities of digital technology.
Term 4
- Influencer Potential: Gain the skills to become your own digital influencer and build a unique online presence.
A.S. 91891 v1
Digital Technologies and Hangarau Matihiko 2.2 - Apply conventions to develop a design for a digital technologies outcome
Assessments:
Term: 2022-02-24, Week: 2022-02-24
2
I
3
A.S. 91893 v1
Digital Technologies and Hangarau Matihiko 2.4 - Use advanced techniques to develop a digital media outcome
Assessments:
Term: 2022-02-24, Week: 2022-02-24
2
I
4
A.S. 91897 v1
Digital Technologies and Hangarau Matihiko 2.8 - Use advanced processes to develop a digital technologies outcome
Assessments:
Term: 2021-02-15, Week: 2021-02-15
2
I
6
A.S. 91899 v1
Digital Technologies and Hangarau Matihiko 2.10 - Present a summary of developing a digital outcome
Assessments:
Term: 2022-02-24, Week: 2022-02-24
Students must have taken Level 1 Food and Nutrition or by interview with HOD Technology
Students will study a variety of topics that include current nutritional issues, sustainable food practices, nutritional needs of a specified group (eg people requiring a gluten free diet), health promotion and hauora/well-being.
In Term 3 some level 2 Cookery Unit standards will be assessed, as well as preparation towards the external exam
Gaining and developing the student’s practical skills to promote healthy eating are integral in this Year 12 Course. Course fees cover the costs associated with weekly practical lessons.
Course Overview
Term 1 Sustainability and Food - topic TBC
Term 2 Specific Food needs of a nominated individual- topic TBC
Term 3 Preparation for External Exam
2- 3 Cookery Unit standards as time permits
1 x Display Book (20 pages), $90 Ingredient contribution
Assessment Information
A combination of 3 Achievement Standards (14 Credits) and 3 Unit Standards (6 credits) will be offered in this class. Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 13280 v7
Prepare fruit and vegetable cuts in a commercial kitchen
2
I
2
U.S. 13281 v7
Prepare and assemble, and present basic sandwiches for service
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
2
U.S. 13283 v6
Prepare and assemble, and present salads for service
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
2
A.S. 91299 v2
Home Economics 2.1 - Analyse issues related to the provision of food for people with specific food needs
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
5
A.S. 91302 v2
Home Economics 2.4 - Evaluate sustainable food related practices
Assessments:
Term: 2025-07-17, Week: 2025-07-17
2
I
5
A.S. 91304 v2
Home Economics 2.6 - Evaluate health promoting strategies designed to address a nutritional need
This is a practical-based course which aims to teach you a wide range of skills- how to use a commercial pattern to create a garment, how to make that garment, how to use surface design techniques to personalise your clothes. You will have the opportunity to further improve your confidence in design, sewing and construction.
Each student has the opportunity to explore their own interest in fashion and to develop their own sense of style.
Projects include: Creating a lined skirt
Using applied design
Creating a non wearable textile item
The course consists of a combination of Level 2 Unit standards and Achievement Standards.
Course Overview
Term 1 Pattern adaptation - Make advanced adaptations to a pattern to change the structural and style features of a design. Garment TBC
Term 2 Implement advanced procedures using textile materials to make a specified product with special features
Garment TBC
Term 3 Making and developing a textiles prototype -Garment TBC
Working towards external portfolio
Internally assessed Achievement standards and an externally assed portfolio
Contributions and Equipment/Stationery
1 x A4 Visual Diary, $35 Course contribution
Assessment Information
Internally assessed Achievement standards and an externally assed portfolio Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91345 v4
Construction and Mechanical Technologies 2.21 - Implement advanced procedures using textile materials to make a specified product with special features
Assessments:
Term: 2025-07-18, Week: 2025-07-18
2
I
6
A.S. 91350 v4
Construction and Mechanical Technologies 2.26 - Make advanced adaptations to a pattern to change the structural and style features of a design
Assessments:
Term: 2025-07-18, Week: 2025-07-18
2
I
4
A.S. 91357 v3
Generic Technology 2.4 - Undertake effective development to make and trial a prototype
Assessments:
Term: 2025-07-18, Week: 2025-07-18
2
I
6
A.S. 91358 v3
Generic Technology 2.5 - Demonstrate understanding of how technological modelling supports risk management
Year 10 Food and Nutrition will be an advantage for students
This course will enable students to gain the nutritional knowledge and practical skills to plan, select and prepare food for the Adolescent to meet the NZ National Nutritional Guidelines.
Students are assessed using Health Studies Achievement Standards. In this subject we teach these standards from a Food and Nutrition perspective. Students should choose either Level 1 Health or Level 1 Food Nutrition (not both) as both subjects assess using the same NCEA Standards.
Gaining and developing the student’s practical skills to promote healthy eating are integral in this Year 11 Course. Course fees cover the costs associated with weekly practical lessons and individual practical assessments.
In this course you will learn how to make informed decisions about food and make wise choices that contribute to your own health and well-being.
Course Overview
Term 1 Food and Wellbeing. Linking food choices to our hauora using the health model Te whare tapa whā.
Term 2 Decision making within a foods context. Topic TBC
Term 3 Hospitality (cookery) unit standards (TBC if time permits) and working towards the external exam.
1 x Display Book (20 pages). $90 ingredient contribution.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92008 v4
Health Studies 1.1 - Demonstrate understanding of hauora in a health-related context through the application of a model of health
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
5
A.S. 92009 v3
Health Studies 1.2 - Demonstrate understanding of decision-making in a health-related situation
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
5
A.S. 92010 v3
Health Studies 1.3 - Demonstrate understanding of factors that influence hauora
Recommended that students have completed the Year 10 course or an interview with the teacher in charge.
Are you interested in learning how to design and create textile items
Are you interested in examining your own or another culture and creating textile prints and garments that reflect this?
This is a practical-based course for students interested in fabric decoration techniques, fashion design and garment construction or for those who love to design and sew as a creative outlet. Students will learn how to adapt simple patterns to create new styles and work with different fabrics to create fashion items. Each student has the opportunity to explore their own interest in fashion and to develop their own sense of style. Students will complete two practical projects with supporting design work and experimentation with materials and techniques.
Projects include:
Making pyjamas or other item for an authentic context
Designing and experimentation using different materials to meet a brief.
The course consists of Level 1 Achievement Standards and also provides the opportunity for endorsement.
Course Overview
Term 1 Making pyjamas or other item for an authentic context
Term 2 Complete: Making pyjamas or other item for an authentic context
Designing and experimentation using different materials to meet a brief.
Term 3 Complete: Designing and experimentation using different materials to meet a brief.
Work towards external portfolio
1 x A4 Visual Diary, 1 x Display Book (20 pages), $35 Materials contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92012 v3
Materials and Processing Technology 1.1 - Develop a Materials and Processing Technology outcome in an authentic context
Assessments:
Term: 2025-07-17, Week: 2025-07-17
Term: 2025-07-17, Week: 2025-07-17
1
I
6
A.S. 92013 v3
Materials and Processing Technology 1.2 - Experiment with different materials to develop a Materials and Processing Technology outcome
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
6
A.S. 92015 v3
Materials and Processing Technology 1.4 - Demonstrate understanding of techniques selected for a feasible Materials and Processing Technology outcome
Dive into the thrilling world of digital technologies and unleash your creativity every term! Whether you're a tech whiz or just starting out, this course is perfect for you. If you love telling stories, using social media, or creating artwork, digital technologies is the right place to be.
You'll embark on exciting projects like building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics. Along the way, you'll gain valuable skills in using the Microsoft Suite, including Word, PowerPoint, and Excel, which will be incredibly helpful in other subjects too. You'll master file management, presentation creation, and document formatting.
Course Highlights:
Interactive Lessons: Forget boring lectures. Our lessons are packed with interactive activities, cool projects, and real-world applications.
Relevant Skills: By the end of this course, you'll have skills that you can use in your other subjects.
Teamwork and Discussions: Collaborate with classmates, share ideas, and tackle challenges together. Learning is more fun when you're part of a team!
Access to Top Tools: Get access to a range of digital tools and resources that will support your learning journey and help you create amazing work.
Showcase Your Project: By the end of the course, you'll have the option to create a PowerPoint presentation or a website to showcase your projects and skills. Impress your friends, teachers, and even potential employers with a professional portfolio of your work.
By the end of this course, you'll be equipped with the skills to create stunning digital media and excel in NCEA Level 1. Plus, you'll build on everything you learned during the Year 9 taster courses. Get ready for a year of innovation and fun!
Course Overview
Term 1 Building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics
Term 2 Building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics
Term 3 Building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics
Term 4 Building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics
This course includes aspects of both the Technology and Health Curricula. Practical work is an important part of the year's programme. Course fees cover the costs associated with practical work.
Topics include: Food Safety/ Introduction to the Foods Room Healthy Eating for Teenagers Sports Nutrition Culture and Food - The Food Truck
The Burger competition Festival foods
Course Overview
Term 1 Food Safety/ Introduction to the Foods Room
Healthy Eating for Teenagers
Term 2 Culture and Food - The Food Truck
Sports Nutrition
Year 9 Fashion and Design is recommended or an interview with Head of Department
Do you want to find out how to design clothes and other fabric items?
Do you want to screenprint or embroider your own designs onto fabric?
This is a practical course for students interested in all types of fabric and clothing design. The course includes developing creativity, learning about different fabrics, colour, making a pattern from measurements and improving sewing techniques. Students enjoy the freedom to create a range of products, and experiment with fabric decoration techniques such as screen printing, hand or machine embroidery, patchwork and applique. Each student has the opportunity to explore their own interest in fashion and to develop their own sense of style. Students will complete three practical projects with supporting design work.
Topics include:
Use screenprint and embroidery techniques to personalise your fabric and create your own hoodie.
Developing confidence and skills by designing and making an introductory item.
Make cushions to represent your own culture from fabrics designed by you.
Course Overview
Term 1 Developing confidence and skills by designing and making an introductory item.
Term 2 Make cushions to represent your own culture from fabrics designed by you.
Term 3 Use screenprint and embroidery techniques to personalise your fabric and create your own hoodie.
Good attendance is essential in this course as well as an interest in practical food activities.
Hospitality 101 is less academic and more practical compared to Food and Nutrition 101.
Level 1 Hospitality is a practical food course where the main focus is raising the individual skill level to that needed for preparing and cooking food at a basic level within the hospitality industry.
Students written work and practical skills are assessed by Unit Standards.
Course Overview
Term 1 Kitchen safety and Hygiene
Cookery with Fruit and Vegetables
Basic Knife skills
Term 2 Hot Finger food
Baking: Cakes, Scones and Sponges
Term 3 Cookery using Eggs and Cheese
Cookery of Soups and Sauces
U.S. 15901 v6
Prepare and present fruit and vegetables in the hospitality industry
Assessments:
Term: 2022-02-24, Week: 2022-02-24
1
I
3
U.S. 15919 v6
Prepare and present hot finger food in the hospitality industry
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
2
U.S. 15920 v6
Prepare and present sauce and soup in the hospitality industry
Assessments:
Term: 2025-07-17, Week: 2025-07-17
1
I
2
U.S. 15921 v6
Prepare and cook a cake, a sponge and a batch of scones in the hospitality industry
Assessments:
Term: 2021-02-03, Week: 2021-02-03
1
I
3
U.S. 19770 v5
Prepare and present egg and cheese dishes in the hospitality industry
Assessments:
Term: 2021-02-03, Week: 2021-02-03
1
I
3
U.S. 21059 v5
Demonstrate knowledge of knife care, use, storage, and carrying for the hospitality industry
Assessments:
Term: 2022-02-24, Week: 2022-02-24
1
I
2
Total Credits
Total Credits Available: 15 credits. Internally Assessed Credits: 15 credits.
Students should have studied Level 2 FNT or Level 2 Health. This is an academic course and students need to have a good level of literacy to be successful in this course. Interview with HOD Technology will be necessary for students wishing to transfer into this subject from other curriculum areas. A general interest in developing cookery skills and healthy food choices is preferable.
This course follows Level 8 of the Health and PE Curriculum. Students will investigate and evaluate wider community issues relating to food, nutrition and the determinants of health.
Topics covered include:
Investigate a nutritional issue affecting the well-being of New Zealand society
Investigate conflicting nutritional information about a given topic
Create an action plan related to Food rescue in Aotearoa
Investigate the influence of multinational food corporations on eating patterns in New Zealand.
Some Hospitality Unit Standards may also be included in the course depending on the need and ability of students.
Course Overview
Term 1 Create an action plan related to Food rescue in Aotearoa. Topic TBC
Term 2 Investigate the influence of multinational food corporations on eating patterns in New Zealand.
Term 3 Investigate a nutritional issue affecting the well-being of New Zealand society (Topic TBC) or Hospitality Unit standards (TBC)
Preparation for external examination: Investigate conflicting nutritional information about a given topic set by NZQA
Term 4 External examination preparation: Investigate conflicting nutritional information about a given topic set by NZQA
1 x Display Book (20 page), $90 Ingredient contribution
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91466 v2
Home Economics 3.1 - Investigate a nutritional issue affecting the well-being of New Zealand society
Assessments:
Term: 2022-02-24, Week: 2022-02-24
3
I
5
5r *
A.S. 91467 v2
Home Economics 3.2 - Implement an action plan to address a nutritional issue affecting the well-being of New Zealand society
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
5
*
A.S. 91469 v2
Home Economics 3.4 - Investigate the influence of multinational food corporations on eating patterns in New Zealand
Assessments:
Term: 2025-07-17, Week: 2025-07-17
3
I
5
5r *
A.S. 91470 v2
Home Economics 3.5 - Evaluate conflicting nutritional information relevant to well-being in New Zealand society
3
E
4
4r,4w *
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 19
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Are you ready to unlock the secrets of the digital world? Join us for an electrifying 10-week crash course that will transform you into a tech-savvy innovator! This course is designed for students who are curious, creative, and eager to dive into the world of digital technology. Whether you're a total newbie or have some experience, you'll find this course both fun and challenging.
Our taster courses:
-The History of Digital Technology: Ever wondered how we went from clunky old computers to sleek smartphones? Journey through time and uncover the fascinating evolution of digital technology. Discover the stories behind the gadgets and innovations that have changed our lives.
- Managing Files with Microsoft Suite: Tired of losing your homework files? Become a master of organization with Microsoft Office tools. Learn to handle Word, Excel, and PowerPoint like a pro, making your school projects smoother and more impressive.
- Creating Digital Art with Inkscape and Photoshop: Ready to unleash your inner artist? Dive into the world of digital art and design stunning graphics. Use powerful software like Inkscape and Photoshop to bring your creative visions to life.
- Introduction to Game Design with Scratch: Dreaming of creating your own video games? With Scratch, you can turn those dreams into reality. Learn how to design and build your own games, even if you’ve never coded before. It's all about creativity and imagination!
-Basic Programming with Micro:bits:Get hands-on with coding and make your own tech magic happen! Learn the basics of programming using Micro:bits, tiny devices that can do everything from creating games to controlling gadgets. It's coding made fun and easy!
Course Highlights:
- Interactive Lessons: Forget boring lectures. Our lessons are packed with interactive activities, cool projects, and real-world applications.
- Relevant skills: By the end of this course you should be able to pick up skills that you can use in your other subjects
- Teamwork and Discussions: Collaborate with classmates, share ideas, and tackle challenges together. Learning is more fun when you're part of a team!
- Access to Top Tools: Get access to a range of digital tools and resources that will support your learning journey and help you create amazing work.
- Showcase Your Project: By the end of the course, you'll have the option to create a PowerPoint presentation or a website to showcase your projects and skills. Impress your friends, teachers, and even potential employers with a professional portfolio of your work.
By the end of this course, you'll have a solid foundation in digital technology and a toolkit of skills that you can use in school and beyond. Get ready to impress your friends, teachers, and even yourself with what you can create. Join us and start your journey to becoming a digital tech superstar!
Course Overview
Term 1 Week 1: Welcome to DTC
Classroom tour and setting class rules
Poster competition and course outline
Objectives: Understand the learning space, create class rules, and learn basic design
Checklist: Know class rules, make a poster, complete a design quiz
Week 2: Poster Competition & Tech Tags
Learn the design process, finish posters, create name tags
Introduction to file management and AI/photo cards
Objectives: Apply design principles, become an independent learner, manage files
Checklist: Poster finished, name tag started, folders organized, portfolio started
Week 3: Tech Tags & My Portfolio
Edit photos for name tags and create a digital portfolio
Objectives: Edit images for digital use, start a portfolio (e.g., PowerPoint)
Checklist: Name tag completed
Week 4: Tech Icon – Vectors vs Raster
Learn about vector and raster images, intro to Inkscape, Lemon Challenge
Objectives: Understand image types, use Inkscape for simple design
Checklist: Lemon challenge completed, vector/raster quiz done
Week 5: Tech Icon – Shapes & Feedback
Explore shape theory, design characters in Inkscape, practice giving feedback
Objectives: Use shapes in design, create a character, give constructive feedback
Checklist: Character created, feedback given/received
Week 6: Into the Matrix – Computers & Binary
Learn computer history, understand binary, complete binary code challenge
Objectives: Understand how computers work and binary code
Checklist: Binary activity done, can explain binary basics
Week 7: Binary Code Keychains
Create binary keychains and apply binary to real-world objects
Objectives: Apply binary concepts creatively
Checklist: Keychain made, work shared
Week 8: Game Development Basics
Introduction to game development, decomposition (Cheeseburger Challenge), algorithms
Objectives: Understand game design, use decomposition and algorithms, intro to MakeCode Arcade
Checklist: Cheeseburger challenge done, started MakeCode Arcade
Week 9: Game Jam
Plan and build a simple game in teams
Objectives: Collaborate to design and build a basic game
Checklist: Game planned, game started/made
Week 10: Catch Up & Showcase
Finish projects, share work, reflect on learning
Objectives: Complete all work, present and reflect on projects
Checklist: All work finished, work presented
Term 2 Week 1: Welcome to DTC
Classroom tour and setting class rules
Poster competition and course outline
Objectives: Understand the learning space, create class rules, and learn basic design
Checklist: Know class rules, make a poster, complete a design quiz
Week 2: Poster Competition & Tech Tags
Learn the design process, finish posters, create name tags
Introduction to file management and AI/photo cards
Objectives: Apply design principles, become an independent learner, manage files
Checklist: Poster finished, name tag started, folders organized, portfolio started
Week 3: Tech Tags & My Portfolio
Edit photos for name tags and create a digital portfolio
Objectives: Edit images for digital use, start a portfolio (e.g., PowerPoint)
Checklist: Name tag completed
Week 4: Tech Icon – Vectors vs Raster
Learn about vector and raster images, intro to Inkscape, Lemon Challenge
Objectives: Understand image types, use Inkscape for simple design
Checklist: Lemon challenge completed, vector/raster quiz done
Week 5: Tech Icon – Shapes & Feedback
Explore shape theory, design characters in Inkscape, practice giving feedback
Objectives: Use shapes in design, create a character, give constructive feedback
Checklist: Character created, feedback given/received
Week 6: Into the Matrix – Computers & Binary
Learn computer history, understand binary, complete binary code challenge
Objectives: Understand how computers work and binary code
Checklist: Binary activity done, can explain binary basics
Week 7: Binary Code Keychains
Create binary keychains and apply binary to real-world objects
Objectives: Apply binary concepts creatively
Checklist: Keychain made, work shared
Week 8: Game Development Basics
Introduction to game development, decomposition (Cheeseburger Challenge), algorithms
Objectives: Understand game design, use decomposition and algorithms, intro to MakeCode Arcade
Checklist: Cheeseburger challenge done, started MakeCode Arcade
Week 9: Game Jam
Plan and build a simple game in teams
Objectives: Collaborate to design and build a basic game
Checklist: Game planned, game started/made
Week 10: Catch Up & Showcase
Finish projects, share work, reflect on learning
Objectives: Complete all work, present and reflect on projects
Checklist: All work finished, work presented
Term 3 Week 1: Welcome to DTC
Classroom tour and setting class rules
Poster competition and course outline
Objectives: Understand the learning space, create class rules, and learn basic design
Checklist: Know class rules, make a poster, complete a design quiz
Week 2: Poster Competition & Tech Tags
Learn the design process, finish posters, create name tags
Introduction to file management and AI/photo cards
Objectives: Apply design principles, become an independent learner, manage files
Checklist: Poster finished, name tag started, folders organized, portfolio started
Week 3: Tech Tags & My Portfolio
Edit photos for name tags and create a digital portfolio
Objectives: Edit images for digital use, start a portfolio (e.g., PowerPoint)
Checklist: Name tag completed
Week 4: Tech Icon – Vectors vs Raster
Learn about vector and raster images, intro to Inkscape, Lemon Challenge
Objectives: Understand image types, use Inkscape for simple design
Checklist: Lemon challenge completed, vector/raster quiz done
Week 5: Tech Icon – Shapes & Feedback
Explore shape theory, design characters in Inkscape, practice giving feedback
Objectives: Use shapes in design, create a character, give constructive feedback
Checklist: Character created, feedback given/received
Week 6: Into the Matrix – Computers & Binary
Learn computer history, understand binary, complete binary code challenge
Objectives: Understand how computers work and binary code
Checklist: Binary activity done, can explain binary basics
Week 7: Binary Code Keychains
Create binary keychains and apply binary to real-world objects
Objectives: Apply binary concepts creatively
Checklist: Keychain made, work shared
Week 8: Game Development Basics
Introduction to game development, decomposition (Cheeseburger Challenge), algorithms
Objectives: Understand game design, use decomposition and algorithms, intro to MakeCode Arcade
Checklist: Cheeseburger challenge done, started MakeCode Arcade
Week 9: Game Jam
Plan and build a simple game in teams
Objectives: Collaborate to design and build a basic game
Checklist: Game planned, game started/made
Week 10: Catch Up & Showcase
Finish projects, share work, reflect on learning
Objectives: Complete all work, present and reflect on projects
Checklist: All work finished, work presented
Term 4 Week 1: Welcome to DTC
Classroom tour and setting class rules
Poster competition and course outline
Objectives: Understand the learning space, create class rules, and learn basic design
Checklist: Know class rules, make a poster, complete a design quiz
Week 2: Poster Competition & Tech Tags
Learn the design process, finish posters, create name tags
Introduction to file management and AI/photo cards
Objectives: Apply design principles, become an independent learner, manage files
Checklist: Poster finished, name tag started, folders organized, portfolio started
Week 3: Tech Tags & My Portfolio
Edit photos for name tags and create a digital portfolio
Objectives: Edit images for digital use, start a portfolio (e.g., PowerPoint)
Checklist: Name tag completed
Week 4: Tech Icon – Vectors vs Raster
Learn about vector and raster images, intro to Inkscape, Lemon Challenge
Objectives: Understand image types, use Inkscape for simple design
Checklist: Lemon challenge completed, vector/raster quiz done
Week 5: Tech Icon – Shapes & Feedback
Explore shape theory, design characters in Inkscape, practice giving feedback
Objectives: Use shapes in design, create a character, give constructive feedback
Checklist: Character created, feedback given/received
Week 6: Into the Matrix – Computers & Binary
Learn computer history, understand binary, complete binary code challenge
Objectives: Understand how computers work and binary code
Checklist: Binary activity done, can explain binary basics
Week 7: Binary Code Keychains
Create binary keychains and apply binary to real-world objects
Objectives: Apply binary concepts creatively
Checklist: Keychain made, work shared
Week 8: Game Development Basics
Introduction to game development, decomposition (Cheeseburger Challenge), algorithms
Objectives: Understand game design, use decomposition and algorithms, intro to MakeCode Arcade
Checklist: Cheeseburger challenge done, started MakeCode Arcade
Week 9: Game Jam
Plan and build a simple game in teams
Objectives: Collaborate to design and build a basic game
Checklist: Game planned, game started/made
Week 10: Catch Up & Showcase
Finish projects, share work, reflect on learning
Objectives: Complete all work, present and reflect on projects
Checklist: All work finished, work presented
Preferably have completed Year 10 DTC, but this is not a requirement.
Has done subjects such as art design and photography, but this is not a requirement
Welcome to DTG 101: Dive into the World of Digital Technologies!
Embark on an exhilarating journey into the digital realm with DTG 101, where you'll explore:
- Software Programming
- Electronic Environments and Embedded Systems
- Digital Information Systems
- Digital Media
Develop computational thinking skills, design and create digital outcomes, and understand how computers represent and process data. You'll choose the digital media projects that excite you most, whether it's creating a website, designing a 3D model, developing a game, or producing a short animation. Build on your junior year skills or start fresh with our basics on using computers and essential programs.
Highlights:
- Interactive Learning: Adapt to new digital challenges with a deep understanding of existing and emerging technologies.
- Innovative Creation: Become an informed user and creator of technology.
- User-Centered Design: Practice manaakitanga and kaitiakitanga, focusing on the impact of your digital solutions on people.
- Choice and Flexibility: Tailor your learning experience by choosing your preferred digital media outcomes.
- Skill Building: Build on past skills or learn computer basics and essential programs from scratch.
Transform your digital skills, become a tech-savvy innovator, and make a lasting impact in the world of Digital Technologies with DTG 101!
Course Overview
Term 1 Term 1: Foundations and Exploration
Introduction to NZQA:
Students will gain an understanding of the New Zealand Qualifications Authority (NZQA), including how standards work, credits, internal vs external assessments, and expectations for NCEA Level 1.
Introduction to Digital Technologies Curriculum (DTC):
Overview of the curriculum structure, key competencies, and how digital technologies fit into broader learning goals.
Design Process:
Students will be introduced to the iterative design process, including research, ideation, prototyping, testing, and evaluation. Emphasis will be placed on planning and documentation.
Cultural Understanding – Manakitanga and Kaitiakitanga:
Exploration of Māori values in digital contexts. Students will learn how principles of Manakitanga (hospitality, kindness) and Kaitiakitanga (guardianship, sustainability) can inform ethical and culturally responsive design.
Choosing the Right Digital Media Outcome:
Guidance on selecting appropriate digital media projects based on interests, skills, and community relevance. Students will explore different media types such as video, animation, web design, and interactive applications. that they will use to create their project
Assessment Milestone:
AS92007 – Undertake planning to create a digital outcome
Start Date: Week 5
Students begin planning their digital media project, including defining purpose, audience, and success criteria.
Term 2 Term 2: Development and Creation
Focus Areas:
Completion of AS92007:
Due Date: Week 5
Students submit their planning documentation and reflect on their design choices.
Development Phase – AS92005:
Students begin creating their digital media outcome based on their plan. This includes asset creation, software use, and iterative improvements.
Assessment Milestone:
AS92005 – Develop a digital outcome
Students apply technical skills to produce a functional and creative digital product.
Term 3 Term 3: Evaluation and Preparation
Focus Areas:
Understanding AS92006 – Demonstrate understanding of human-computer interaction:
Students explore principles of usability, accessibility, and interface design. They analyze how users interact with digital systems and apply this knowledge to evaluate their own work.
Completion of AS92005:
Final submission of the developed digital outcome, including documentation of the development process and reflection on challenges and solutions.
Mock Exams:
Students prepare for external assessments through practice exams and revision sessions focused on theory and application.
Term 4 Term 4: Final Assessment and Reflection
Focus Areas:
AS92006 External Exam Preparation:
Students review key concepts in human-computer interaction, practice exam techniques, and refine their understanding through case studies and peer feedback.
Assessment Milestone:
AS92006 – External Exam
Date: November
Formal assessment of students’ understanding of human-computer interaction principles.
This is a 10 week practical course providing students with the opportunity to use the design process to design and create textile items. Students learn skills in simple fabric decoration techniques including screen-print, applique, hand and machine embroidery techniques.
Course Overview
Term 1 Sewing skills and Health and Safety for the first couple of weeks
Applique Koru heats and Pacifca flowers
Kete Bags
Term 2 Sewing skills and Health and Safety for the first couple of weeks
Applique Koru heats and Pacifca flowers
Kete Bags
Term 3 Sewing skills and Health and Safety for the first couple of weeks
Applique Koru heats and Pacifca flowers
Kete Bags
Term 4 Sewing skills and Health and Safety for the first couple of weeks
The aim of the Art department is to ignite creativity. A course in the Visual Arts enables students to develop and express their own ideas and celebrates expressions of community and culture. Through the exploration of media and visual elements students learn to work independently and collaboratively. They will learn how to communicate, interpret and understand the visual arts in context and use their imagination to solve problems. This will increase their confidence to take risks, enhance their personal well-being and provide them with skills that are in great demand today.
“Creativity is just connecting things. When you ask creative people how they did something. They feel a little guilty because they really didn’t do it, they just saw something. It seemed obvious to them after a while. That’s because they were able to connect experiences they’ve had and synthesise new things.” Steve Jobs, co-founder, Apple
“Creativity is one of the cornerstones of the Virgin brand. Our success has been defined by our ability to take a step back from problems, and reimagine them to in turn see new, original solutions.” Sir Richard Branson, Founder, Virgin Group
As a department we believe that creativity is a vital component of a lifelong learner. It is our aim to develop independent learners by empowering our students to take responsibility for their own learning and to assist them in creating art using both new information and by building on their own prior personal and cultural knowledge.
We encourage our students to think critically and solve problems in creative ways, nurturing a range of transferable life skills which include co-operation, leadership, flexibility and thoughtful risk taking. We consider that these skills will be crucial in their future lives.
Year 10 Art develops creative and technical skills through experimentation with art ideas. Practical work will cover a variety of media, processes and procedures, including drawing, painting, print-making, sculpture and photography. A three-dimensional activity will be undertaken and basic camera skills and photography conventions will be covered. Year 10 Art enables students to learn how to communicate, interpret and understand the Visual Arts. This is vital preparation for NCEA Level 1 Visual Art and Photography or Painting courses which are offered in Year 12 and 13.
Topics Cubism Flax weaving Landscapes Portraits Sculptural forms Photography
Course Overview
Term 1 Cubism
Flax weaving
Landscapes
Portraits
Sculptural forms
Photography
Term 2 Cubism
Flax weaving
Landscapes
Portraits
Sculptural forms
Photography
Term 3 Cubism
Flax weaving
Landscapes
Portraits
Sculptural forms
Photography
Term 4 Cubism
Flax weaving
Landscapes
Portraits
Sculptural forms
Photography
This 10-week course introduces students to developing ideas and practical knowledge using a variety of different Art media, processes and procedures. Practical work will cover a selection from: drawing, painting, printmaking, three dimensions and design. Students will also learn how to communicate, interpret and understand the Visual Arts in context.
Topics Abstract shapes Organic forms Still life Pasifika design
Teacher in Charge:
Mr R. Hatcliffe, Miss E. Blackmore.
Recommended Prior Learning
Level 1 Visual Art, Level 1 DAP
Our Design course in the Visual Arts focuses on some of the following areas: logos, magazine spreads and covers, posters and other brand concepts. Students are encouraged to be innovative and to build on their prior knowledge of art and design techniques studied in either Level 1 Visual Art or Level 1 Design and Photography, finding creative and innovative ways to present ideas and capture audiences. Students will be encouraged to push the boundaries of the media they use, developing their own style in their design work. Students will study the work of established designers and artists to inspire their own work and gain an insight into the nature of graphic design in the world. Teaching will encourage students to be self-directed and independent learners who will take ownership of their own portfolio of work. A range of approaches will be used including sketching, collage, photography, digital processes, found materials and installation work.
Design will enable students, who have an interest in the creative industries, to use industry standard software packages and will prepare them for a future in a range of Design careers. Students will be expected to ideally have their own laptop running the Adobe Suite for use in this subject.
Course Overview
Term 1 Learning about photoshop, illustrator, create a company, create logos.
1 x A4 Visual Diary, 1 x A3 flip folder, 1 x Fine liner (0.3 or 0.5), $55 Art pack purchased through College.
Required Equipment: BYOD (not Chromebook or iPad)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91305 v2
Visual Arts 2.1 - Demonstrate an understanding of methods and ideas from established practice appropriate to design
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91310 v2
Visual Arts 2.2 - Use drawing methods to apply knowledge of conventions appropriate to design
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91315 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established design practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91320 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within design
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
E
12
A.S. 91325 v2
Visual Arts 2.5 - Produce a resolved work that demonstrates control of skills appropriate to cultural conventions
Assessments:
Term: 2025-07-21, Week: 2025-07-21
Teacher in Charge:
Mr R. Hatcliffe, Miss E. Blackmore.
Level 3 Design builds on the knowledge, skills and techniques that students have gained in completing a Level 2 course in Design. Students will continue to use the work of selected designers and artists to inform and inspire their own progress. At Level 3 students are expected to be able to take greater ownership and responsibility for their work and teaching will facilitate and nurture an independent style of learning. A range of approaches to Design will continue to include sketching, collage, photography, digital processes, found materials and installation work and the use of industry standard software will be extended.
Level 3 Design is a University Entrance approved subject and students will be expected to ideally have their own laptop running the Adobe Suite
Course Overview
Term 1 Company logo, character, advertisement design
Term 2 Create 3 designs: games, clothing, websites etc
$55 Art pack purchased through College
Required Equipment: BYOD (not Chromebook or iPad)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91440 v2
Design 3.1 - Analyse methods and ideas from established design practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
4r *
A.S. 91445 v2
Design 3.2 - Use drawing to demonstrate understanding of conventions appropriate to design
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
A.S. 91450 v2
Design 3.3 - Systematically clarify ideas using drawing informed by established design practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
A.S. 91455 v2
Design 3.4 - Produce a systematic body of work that integrates conventions and regenerates ideas within design practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
E
14
*
A.S. 91460 v2
Visual Arts 3.5 - Produce a resolved work that demonstrates purposeful control of skills appropriate to a visual arts cultural context
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 30
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
Teacher in Charge:
Mr R. Hatcliffe, Miss E. Blackmore.
Recommended Prior Learning
Having taken Year 10 Art will be an advantage but this is not essential.
This course offers the same assessments to those in Level 1 Visual Art, so it's important to note that students cannot take VAF101 and DAP101 In Level 1 DAP students will be provided with opportunities to explore a variety of media and techniques with a focus on photography and design. Students will develop skills in using a digital SLR camera and up-to-date software packages like adobe photoshop and In-design to gain a foundation in both photography and design. Students will learn how established designers and photographers have used different conventions in their work and how they might develop their own work. The rational for DAP101 is to give students the skills and tools to complete courses in either Design or Photography or both in Year 12.
Course Overview
Term 1 The first assessment focuses on comparing and contrasting personal treasures and those from different cultures.
We create a large A3 Visual sketchbook which shows students using photography conventions and design elements.
Term 2 We will be studying photomontage and looking at a variety of artists who have used this method in different ways. Students will extend upon their knowledge in using photography conventions whilst creating pastiches of their own. A final A3 piece is created using students own images and design skills.
Term 3 Our final assessment starts in Term 3 and extends into part of Term 4. A single folio board is used to produce a sustained body of related artworks in response to an art making proposition.
Completion of Year 10 art would be an advantage but not essential.
This course offers the same assessments to those in Level 1 Design and Photography, so it's important to note that students cannot take VAF101 and DAP101 This Level 1 Visual Arts course enables students to further develop their creativity and provides opportunities for them to extend their interests in painting and sculpture. Students will learn how to generate, develop, refine and modify their own ideas around a theme and teacher directed programmes. Artist models will be researched to understand processes and procedures to assist students in expanding ideas using a range of mixed media. Students will be able to explore a variety of cultural contexts and produce a portfolio of finished paintings and drawings. This course is recommended for students wishing to take Level 2 Painting and/or Level 2 Photography.
Course Overview
Term 1 The first assessment focuses on comparing and contrasting personal treasures and those from different cultures.
We create a large A3 Visual sketchbook which shows students using drawing, sketching and painting skills and conventions.
Term 2 We will be studying a variety of different sculptures. Students will design their own sculpture which reflects the culture of our school, creating small maquettes before creating a final sculpture.
Term 3 Our final assessment starts in Term 3 and extends into part of Term 4. A single folio board is used to produce a sustained body of related artworks in response to an art making proposition.
A.S. 91912 v4
Visual Arts 1.1 - Use practice-based visual inquiry to explore an Aotearoa New Zealand Māori context and another cultural context
Assessments:
Term: 2025-07-21, Week: 2025-07-21
1
I
5
A.S. 91913 v4
Visual Arts 1.2 - Produce a significant resolved artwork appropriate to established art making conventions
Assessments:
Term: 2025-07-21, Week: 2025-07-21
1
I
5
A.S. 91915 v3
Visual Arts 1.4 - Create a sustained body of related artworks in response to an art making proposition
Assessments:
Term: 2025-07-21, Week: 2025-07-21
Experience at Level 2 Painting is a distinct advantage but not essential. If students are keen to learn and willing to put in the extra effort to catch up this course is open to them.
Level 3 Painting is strongly focused on contemporary painting methods and ideas. A high level of creativity and personal investment is fostered as the course allows students to further explore their practical knowledge, ability to generate ideas, and their understanding of the conventions and constraints of several forms of painting through a variety of artworks. Students will generate an individually conceived theme and produce a significant body of original work. Critical, reflective and creative thinking skills, independent approaches to problem solving and self-directed learning, essential for tertiary study, are promoted and developed. Level 3 Painting is a University Entrance approved subject.
Course Overview
Term 1 To begin with we look at key conventions of painting. We use artist models to study a variety of ways of working. Students complete several drawings and paintings based on their chosen theme or topic and present this as the start of their folio board. These pieces make up the first internal assessment focusing on their understanding of conventions.
Term 2 In Term 2 we begin to clarify ideas on the folio board. Students use their selected artist models to assist them in developing and embedding their understanding of different ways of working. Paintings are extended and refined based on different aspects and work is presented in a series with clear evidence that ideas have moved forward systematically.
Term 3 Students continue to develop ideas and fluently extend their paintings. The second internal assessment is completed in the first few weeks which demonstrates the regeneration of ideas and a systematic approach. Several pieces of work will be used on the folio boards.
Term 4 Students work towards completing their folio boards to show a systematic flow of regenerated ideas.
$55 Art pack purchased through College
Required Equipment: BYOD (not Chromebook or iPad)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91446 v2
Painting 3.2 - Use drawing to demonstrate understanding of conventions appropriate to painting
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
A.S. 91451 v2
Painting 3.3 - Systematically clarify ideas using drawing informed by established painting practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
I
4
*
A.S. 91456 v2
Painting 3.4 - Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
3
E
14
*
A.S. 93306 v18
SCHL - Painting
3
E
0
Total Credits
Approved subject for University Entrance
Number of credits that can be used for overall endorsement: 22
* Only students engaged in learning and achievement derived from Te Marautanga o Aotearoa are eligible to be awarded these subjects as part of the requirement for 14 credits in each of three subjects.
It is an advantage if students have completed a course at Level 1. Either Design and Photography or Visual Art. This, however, is not essential.
Level 2 Painting will build on creative processes and techniques that were introduced in the Level 1 Visual Art courses. Students will explore a variety of media and visual elements to develop and express ideas and communicate these in a more personalized program of study. Two internal assessments allow students to identify and generate their own individual ideas. These ideas and themes are then further explored and developed for the submission of a two-panel external folio.
Course Overview
Term 1 In Term 1 students will be studying some of the conventions of painting. We will be looking at a variety of artists and their ways of working.
Students will focus on the first internal assessment and some of these pieces will be used at a later date for the folio board.
Term 2 In term 2 the focus shifts to developing ideas in a related series. Again students will use the work of established artists to help inspire and guide them as they extend and refine their work.
Students will work on the second internal assessment during this term which is specifically aimed at showing how they can move their work onwards with the aid of artist models.
Term 3 Term 3 is about continuing to develop ideas in a series which is related and linked. Students will spend time refining their work and planning for their folio boards.
Term 4 Students will finalise their folio board work and arrange their pieces for the external moderation.
A.S. 91311 v2
Visual Arts 2.2 - Use drawing methods to apply knowledge of conventions appropriate to painting
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91316 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established painting practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91321 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within painting
Assessments:
Term: 2025-07-21, Week: 2025-07-21
Completion of either Design and Photography or Visual Art would be an advantage but not essential.
In a technological-savvy generation that uses photography daily on social media it’s not surprising that the subject has become popular within the creative industries. Level 2 Photography will teach students the conventions of photography and how to develop a series of ideas influenced by established photographic artists as models of best practice. Students will experiment with processes and procedures and be guided through researching, exploring, generating and clarifying their own ideas. There will be two internal assessments based around photographic conventions and developing ideas and a two-panel external folio towards the end of the school year.
Course Overview
Term 1 In Term 1 students will be studying some of the conventions of photography. We will be looking at a variety of photographers and their styles or ways of working.
Students will focus on the first internal assessment and some of these images will be used at a later date for the folio board.
Term 2 In term 2 the focus shifts to developing ideas in a related series of images. Again students will use the work of established photographers to help inspire and guide them as they extend and refine their work.
Students will work on the second internal assessment during this term which is specifically aimed at showing how they can move their work onwards with the aid of photographic models.
Term 3 Term 3 is about continuing to develop ideas in a series which is related and linked. Students will spend time refining their work and planning for their folio boards.
Term 4 Students will finalise their folio board work and arrange their pieces for the external moderation.
Recommended access to a camera OR cellphone, $40 Art material contribution, $25 print credit
Required Equipment: BYOD (not Chromebook or iPad)
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91307 v2
Visual Arts 2.1 - Demonstrate an understanding of methods and ideas from established practice appropriate to photography
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91312 v2
Visual Arts 2.2 - Use drawing methods to apply knowledge of conventions appropriate to photography
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91317 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established photography practice
Assessments:
Term: 2025-07-21, Week: 2025-07-21
2
I
4
A.S. 91322 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within photography
Assessments:
Term: 2025-07-21, Week: 2025-07-21
Experience at Level 2 Photography is a distinct advantage but not essential. If students are keen to learn and willing to put in the extra effort to catch up this course is open to them.
Level 3 Photography will build on the skills and techniques gained at Level 2 and enable students to extend their knowledge of the conventions of photography and their practical knowledge. Students will be guided through generating an individually conceived theme and produce a body of original work based around key photographic artist models. A high level of creativity and personal investment is therefore required. Critical, reflective and creative thinking skills, independent approaches to problem solving and self-directed learning, essential for tertiary study, are promoted. Level 3 Photography is a University Entrance approved subject.
Course Overview
Term 1 To begin with we look at key conventions of photography. We use photographic models to study a variety of ways of working. Students complete several proof sheets based on their chosen theme or topic and select their best pieces to create the start of their folio board. These photographs and proof sheets make up the first internal assessment focusing on students understanding of photographic conventions.
Term 2 In Term 2 students begin to clarify ideas on their folio board. Students use their selected artist models to assist them in developing and embedding their understanding of different ways of working. Photographic ideas are extended and refined through a series of further proof sheets. Photographs are presented in a series with clear evidence that ideas have moved forward systematically.
Term 3 Students continue to develop ideas and fluently extend their photographs. The second internal assessment is completed in the first few weeks which demonstrates the regeneration of ideas and a systematic approach. Several pieces of work will be used on the folio boards.
Term 4 Students work towards completing their folio boards to show a systematic flow of regenerated ideas.
In Year 10 Physical Education and Health, students will be provided with the opportunity to build on their existing knowledge, while being exposed to new and different sports and activities in a context that is values driven. Students will have more autonomy of their own learning, designing their own games and developing their interpersonal skills to lead and support the participation of others in physical activity. Students will be given the opportunity to test their skills, learn something new and appreciate the importance of caring for their body, now and for the future.
Year 10 students will attend two Physical Education lessons and one Health Lesson per week.
PE topics:
Promoting whanaungatanga and kotahitanga through invasion games (netball, football, capture the flag, tough rugby, basketball and ultimate frisbee)
Developing rangatiratanga through designing your own games.
Whakapakari Tinana - Giving strength to the body.
Māori movement - ki o rahi.
Maramatanga - Working towards a purpose, participation in all aspects - Participating in and leading a sport for our year 10 sports day.
Health topics:
Mana
Promoting positive sexuality
Making healthy decisions around substances.
Healthy communities and environments.
Course Overview
Term 1 PE:
Whanaungatanga (Sense of belonging, getting to know each other) - Minor Games
Kotahitanga (Unity, teamwork) - Invasion Games
Health:
Mana
Term 2 PE:
Rangatiratanga (Self-Governance, taking the lead) - Designing Games
Whakapakari Tinana - (Giving strength to the body) - Principle's of Training
Health:
Promoting Positive Sexuality
Term 3 PE:
Māori Movement
Kaitiakitanga (Guardianship) - Ki o rahi
Health:
Making healthy decisions around substances
Term 4 PE:
Maramatanga (Working towards a purpose, participation in all aspects) - Sports Education (Big day out!)
Hākari (Celebratory feast)
This course moves through Level 5 of the curriculum and includes number, measurement, trigonometry, algebra, probability and statistics. Students will develop skills and problem solving techniques in preparation for NCEA Level 1 and will have the opportunity to sit the Numeracy co-requisite unit standard.
Course Overview
Term 1 Measurement
Number
Numeracy
Term 2 Statistics
Algebra
Numeracy
Term 3 Trigonometry
Pythagoras
Patterns and Graphs
Numeracy
The course develops a further understanding of the Nature of Science. The overall focus is Science in the Media: Information, Interpretation and Evaluation.
This course leads to senior sciences .
If Level 1 Science For Living is chosen the senior subject that can only be taken is Earth Space Science.
If Level 1 Science for the Future and Science for Aotearoa Citizens both lead to all senior sciences - Biology, Chemistry, Physics and Earth Space Science
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Year 9 English
DuringYear 10 English you will focus on the theme: Expand your Horizons. You will develop the skills of writing, reading, speaking and presenting.
You will read and study written (novels, poems, stories), oral (speeches) and visual (film) texts as well as taking part in our reading awards programme.
You will create texts like stories, speeches, poems, static and moving images.
Topics
Creative and Formal Writing
Novel Study
Short Stories
Poetry
Film Study
Speeches
Static Images
Course Overview
Term 1 This term introduced the theme of "expand your horizons". You will present a speech to the class and take part in the Year 10 speech competition. You will work on reading strategies and the junior reading awards programme.
Term 2 Novel or Film study leads into a critical analysis assessment.
Term 3 Novel or Film study leads into a writing assessment. The last part of the term has a language assessment.
Term 4 Short texts study. Preparation for the Year10 exam.
This course builds on what students have learnt at Year 9 and prepares them for NCEA Level 1 the following year.
Students begin the year by exploring the Teachings of Jesus and reflect on what those teachings might mean for us today. In Term 2, students will look at our new topic, Heros of Faith in Aotearoa in. We will look at those individuals who had a huge impact on our countries history and on our faith. Then in Term Three students will explore the concept of Sinfulness and reflect on ways Catholics have sought to improve their world through Catholic Social Teaching. Finally, students explore the concept of journey in relation to key religious individuals from a range of world religions, including Judaism, Buddhism and Islam.
Course Overview
Term 1 Hero's of Faith
End of term assessment, due last week of term
Term 2 Images of God
End of term assessment, due last week of term
Term 3 Sinfulness & Reconciliation
End of term assessment, due last week of term
Students will build on the skills and knowledge developed in Year 9 Social Studies by continuing to work towards progress outcomes expected by the end of Year 10 under the Social Sciences curriculum as well as Aotearoa New Zealand's Histories curriculum. Global Citizenship continues to be a central to our study of Social Studies with each theme having clear links to: the Universal Declaration of Human Rights, Te Tiriti o Waitangi, the Global Goals, the UN Rights of the the Child and the New Zealand Human Rights Act.
The course is taught across three broad themes which encompass past and present case studies and encourage students to think about the their future world.
The three themes: Fighting for Rights - Understanding what human rights are and how and why people and groups have sought them throughout history, including cases studies of the Stolen Generation in Australian, New Zealand's relationship with the Pacific, and social actions taken in response to climate change. The Movement of Many - Understanding why people and groups have moved form place to place and the impact this has on people and places, including looking at the settlement of Aoteoaroa/NZ and settlement in and around Te Awakairangi/the Hutt Valley. Conflict- Understanding how and why NZ's participation in and commemoration of international wars have changed over time, as well as looking at wars within New Zealand such as the Musket Wars, and the New Zealand Wars.
Skills developed include: mapping, current events, problem solving and critical thinking, research, essay and paragraph writing, precis sketching. These skills help to prepare students to continue with any Social Science course at Level 1 such as: Social Justice Studies, Geography, History, and Commerce.
Course Overview
Term 1 Movement of Many
Term 2 Conflict and Challenging Conversations
Term 3 Fighting for Rights
Term 4 Finish Fighting for Rights
Year 10 Examination preparation
Whilst not compulsory, we encourage students enrolled in this course to be taking itinerant or private music lessons as this allows them to gain the most from the learning opportunities provided in this subject.
This course provides students with the opportunity to explore everything that the Performing Arts have to offer!
In Term 1 students will develop an understanding of the purpose of the Performing Arts through exploring the power of storytelling in different contexts and cultures.
In Term 2 students learn how to develop their ideas around using different styles of music and drama by writing their own songs and creating their own scripts.
In Term 3 students grow their performance skills, in their choice of Dance, Music and/or Drama to prepare for an evening concert for whānau and friends.
In Term 4 students have the opportunity to explore a personal interest topic and develop their literacy skills.
Year 10 Performing Arts provides students with a broad introduction to the Performing Arts which allows students to access a number of pathways through Performing Arts in the senior school. It also provides opportunities for students to express their culture and learn about other cultures through the Performing Arts.
Course Overview
Term 1 Purpose & Meaning - In Term 1 students will develop an understanding of the purpose of the performing arts through exploring the power of storytelling in different cultures.
Term 2 Developing Ideas - In Term 2 students learn how to prepare and perform different styles of music and drama by writing their own songs and creating their own scripts.
Term 3 Prepare & Perform - In Term 3 students grow their performance skills, in their choice of Dance, Music and/or Drama to prepare for an evening concert for whānau and friends.
Term 4 Research & Present - Opportunity to explore a personal interest topic and develop music and drama literacy to ensure students are prepared for senior Performing Arts courses.
1 x 1B8 exercise book, 1 x Display Book (20 pages), 1x 14M5 Loose Refill Pad.
$5 course materials. Attendance at one professional performing arts event costs tbc.
Teacher in Charge:
Mrs A. Peszynski, Ms L. Davies.
Recommended Prior Learning
Open Entry -please talk to your Social Studies teacher or Mrs Peszynski (HOD Social Sciences) if you have any questions about this course.
10 Business Studies is designed to prepare students for participation in the New Zealand economy, and also to gain the skills needed to manage their personal means. The course includes an introduction to economics, financial literacy, business and consumer studies. An Enterprise Studies module is included where students develop their own small business enterprise and hold a market day.
Topics:
Term 1 in 10 Business Studies focuses on Financial Literacy with areas on Saving, borrowing and budgeting. There is an Assignment due at the end of the term and time during class time to work on it.
In Term 2, the focus is on NZ’s interaction with the rest of the world, as well as production, resources and the 2-sector model. Contracts, and employment contracts also are studied.
In Term 3, the focus is on Market Day, where students set up little businesses and create a product to sell.
In term 4, the focus is Demand, and the interaction between Technology and Economic Growth. There is also an exam covering the year’s work.
Topics include: Recounting activities with Family Friends and the Community, Maori Myths and Legends, Tetahi Haerenga, Marae Protocol. The students also have the opportunity to attend the Manu Korero Speech competitions.
Topics Oku Mahi i te Kainga Hakinakina tetahi Haerenga Te Marae Nga Korero Purakau Toku Haerenga
The course develops students’ abilities to communicate in interactive, dialogic Samoan through speaking, reading and writing. Therefore a key generic expectation for learners taking Gagana Samoa at year 10 level is the basic and shared understanding of what Samoan language is about and the basis of Samoan culture known as Faasamoa that encompasses this treasured gagana or language.
Learners at year 10 must at least have the basic knowledge of the following
Samoan alphabet
Samoan phonics and phonetics especially with syllables/syllabic sounds
differentiating between Samoan sounding of vowels as opposed to English.
basic counting in Samoan
O lēnei matā’upu e tatau ona aveina e alo ma fanau ua iai sina malamalamaaga ma se silafia i le uiga o le olaga o tagata Samoa aemaise i le gagana ma le aganuu. O le iloa lea e mafai ona faalauteleina i lenei tausaga. E aoaoina lenei gagana o se gagana lua ae le faatusatusaina i le gagana Samoa o loo aoaoina ai alo ma fanau o loo aooga ma aumau i Samoa.
Talofa lava! This course is for students who want to begin learning Samoan or who already speak Samoan.
The course develops students’ abilities to communicate in interactive, dialogic Samoan through speaking, reading and writing. The course revolves mainly around the language of songs, food preparation as well as daily nuances, both formal “t” and informal “k” used at home, school and or church.
O lēnei matā’upu e atia’e ai le tomai ma le iloa o le fānau e fa’asoa i le gagana tautala, o le gagana o aso uma e ala i le fa’alogo, tautala, faitau ma le tusitusi. E patino le taga’i i le gagana e fa’aaogā i pese ma fatuga, gasesega o taumafa, fa’apea ai le gagana ma vaogagana e aofia ai le tautala lelei i le “t” po’o le gagana o aso uma e fa’aogā ai le gagana “k”. O le ‘a su’esu’eina ai le gagana e fa’aaogā i le ‘āiga, ā’oga ma le lotu.
The topics are:
•Aiga - Family
•Describing People
•Celebrations
•Times and Daily Routines
•A'oga -School
•Mea'ai ma mea'inu taumafa - Food and Drink
Successful completion of this course will lead to NCEA Level 1,2,3 Gagana Samoa
.
Course Overview
Term 1 WHO AM I?
Students should be able to:
1. interpret meaning from spoken or written texts, identify key details, and respond appropriately;
2. interact in everyday conversation, using variations of learnt words and phrases;
3. apply their knowledge of vocabulary and structures to produce and manipulate learnt phrases and sentences;
4. make connections between visual features of gagana Sāmoa and cultural values;
5. make comparisons between language(s).
Term 2 CULTURAL EVENTS
Students should be able to:
1. use forms of language, gesture, and movement that are appropriate to special events and situations;
2. assist with preparations for particular cultural events;
3. understand family roles and relationships within wider contexts;
4. recognise and express fa‘aaloalo and tautua in a range of situations and contexts;
5. make comparisons between cultures.
Term 3 READING AND VOCAB BUILDING
Learning Outcomes:
Students should be able to:
1. recognise and respond to information and ideas in oral, written, and visual texts;
2. initiate and maintain short conversations;
3. interpret and create texts using appropriate language conventions;
4. respond to and present ideas, using visual and verbal features in a range of media and a variety of text types;
5. make comparisons between languages.
Term 4 LISTENING & SPEAKING SKILLS IN CONVERSATIONAL SAMOA
Students should be able to:
1. recognise and respond to information and ideas in oral, written, and visual texts;
2. initiate and maintain short conversations;
3. interpret and create texts using appropriate language conventions;
4. respond to and present ideas, using visual and verbal features in a range of media and a variety of text types;
5. make comparisons between languages.
Learning languages like Samoan will lead to many different career pathways including teaching, translating and interpreting which is a massive need in numerous workplaces and environments and opportunities to work in multi-ethnic workspaces where an understanding and openness to Pasifika cultures and languages are a requirement.
The Year 10 Japanese course builds on what you learnt in Year 9.
This year you will learn to read and write hiragana and katakana. You will develop all four language skills; reading, writing, listening and speaking. You will also learn about Japanese culture in relation to the topics covered during the year.
The topics are:
•Family
•Describing People
•Houses
•Times and Daily Routines
•School
•Food and Drink
•My Town
Successful completion of this course will lead to NCEA Level One Japanese.
Dive into the thrilling world of digital technologies and unleash your creativity every term! Whether you're a tech whiz or just starting out, this course is perfect for you. If you love telling stories, using social media, or creating artwork, digital technologies is the right place to be.
You'll embark on exciting projects like building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics. Along the way, you'll gain valuable skills in using the Microsoft Suite, including Word, PowerPoint, and Excel, which will be incredibly helpful in other subjects too. You'll master file management, presentation creation, and document formatting.
Course Highlights:
Interactive Lessons: Forget boring lectures. Our lessons are packed with interactive activities, cool projects, and real-world applications.
Relevant Skills: By the end of this course, you'll have skills that you can use in your other subjects.
Teamwork and Discussions: Collaborate with classmates, share ideas, and tackle challenges together. Learning is more fun when you're part of a team!
Access to Top Tools: Get access to a range of digital tools and resources that will support your learning journey and help you create amazing work.
Showcase Your Project: By the end of the course, you'll have the option to create a PowerPoint presentation or a website to showcase your projects and skills. Impress your friends, teachers, and even potential employers with a professional portfolio of your work.
By the end of this course, you'll be equipped with the skills to create stunning digital media and excel in NCEA Level 1. Plus, you'll build on everything you learned during the Year 9 taster courses. Get ready for a year of innovation and fun!
Course Overview
Term 1 Building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics
Term 2 Building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics
Term 3 Building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics
Term 4 Building websites, designing 3D models, creating games, crafting short animations, and even experimenting with robotics
This course includes aspects of both the Technology and Health Curricula. Practical work is an important part of the year's programme. Course fees cover the costs associated with practical work.
Topics include: Food Safety/ Introduction to the Foods Room Healthy Eating for Teenagers Sports Nutrition Culture and Food - The Food Truck
The Burger competition Festival foods
Course Overview
Term 1 Food Safety/ Introduction to the Foods Room
Healthy Eating for Teenagers
Term 2 Culture and Food - The Food Truck
Sports Nutrition
Year 9 Fashion and Design is recommended or an interview with Head of Department
Do you want to find out how to design clothes and other fabric items?
Do you want to screenprint or embroider your own designs onto fabric?
This is a practical course for students interested in all types of fabric and clothing design. The course includes developing creativity, learning about different fabrics, colour, making a pattern from measurements and improving sewing techniques. Students enjoy the freedom to create a range of products, and experiment with fabric decoration techniques such as screen printing, hand or machine embroidery, patchwork and applique. Each student has the opportunity to explore their own interest in fashion and to develop their own sense of style. Students will complete three practical projects with supporting design work.
Topics include:
Use screenprint and embroidery techniques to personalise your fabric and create your own hoodie.
Developing confidence and skills by designing and making an introductory item.
Make cushions to represent your own culture from fabrics designed by you.
Course Overview
Term 1 Developing confidence and skills by designing and making an introductory item.
Term 2 Make cushions to represent your own culture from fabrics designed by you.
Term 3 Use screenprint and embroidery techniques to personalise your fabric and create your own hoodie.
Year 10 Art develops creative and technical skills through experimentation with art ideas. Practical work will cover a variety of media, processes and procedures, including drawing, painting, print-making, sculpture and photography. A three-dimensional activity will be undertaken and basic camera skills and photography conventions will be covered. Year 10 Art enables students to learn how to communicate, interpret and understand the Visual Arts. This is vital preparation for NCEA Level 1 Visual Art and Photography or Painting courses which are offered in Year 12 and 13.
Topics Cubism Flax weaving Landscapes Portraits Sculptural forms Photography
Course Overview
Term 1 Cubism
Flax weaving
Landscapes
Portraits
Sculptural forms
Photography
Term 2 Cubism
Flax weaving
Landscapes
Portraits
Sculptural forms
Photography
Term 3 Cubism
Flax weaving
Landscapes
Portraits
Sculptural forms
Photography
Term 4 Cubism
Flax weaving
Landscapes
Portraits
Sculptural forms
Photography
This course is a whirlwind tour through key historical events, starting with Ancient Times and moving right through to the present and is suitable for any students who have an interest in the past. We will cover four broad themes of study:
Theme 1 Ancients Alive - looking at societies from the distant past including the Greeks, Romans, Egyptian and Mayans
Theme 2 History Mysteries - looking at conspiracies and mysteries from the past
Theme 3 Murder and mayhem - investigation into various rulers e.g. Genghis Khan, Henry VIII and how their rule impacted their subjects
Theme 4 Medical Adventures - looking at how the treatment of disease has changed over time specifically though invesitgating pandemics
Students will have the opportunity to develop skills that will be benefit all areas of future studying including: research skills, paragraph and essay writing, referencing, and will have the chance to be assessed in various ways including: portfolios, museum displays, creating artefacts and report writing.
Please talk to your Social Studies teacher, or Ms Jenkins (E14), or Mrs Peszynski (E11) if you have questions about this course.
Year 10 History ensures students have good research skill, and an understanding of the impact of past events, which will serve them well whatever subjects they choose to take in Year 11.
Contributions and Equipment/Stationery
2 x 1B8 exercise books, Museums Field Trip costs tbc
Year 9 Students will learn in an environment that is values driven, supporting the development of their social, emotional, intellectual, and cultural capabilities. Akonga will learn that through movement, there are diverse ways of participating in physical activities, and the many benefits this has on their hauora. Students will be exposed to many different sports and activities giving them the opportunity to test their skills, learn something new and appreciate the importance of caring for their body, now and for the future. The concept of Hauora or total wellbeing is a key focus of Health and PE and ākonga will learn how to make health enhancing decisions for themselves and others, developing self-esteem and resilience for now and the future.
Topics for PE:
Promoting Whanaungatanga through Large Ball Skills (basketball, netball, football, touch rugby)
Athletics
Promoting Manaakitanga through Net Games (volleyball, badminton, table tennis)
Hakinkina - Fitness and Exercise
Māori Movement and Cultural Games
Small Ball Skills (cricket, softball, floorball and lacrosse)
Topics for Health:
Enhancing Hauora, Healthy Relationships, Sexuality and Identity
Course Overview
Term 1 PE:
Whanaungatanga (sense of belonging, getting to know each other) - Large Ball Skills
Athletics - SHC 3 Star Award
Health:
Enhancing Hauora, Healthy Relationships and Sexuality and Identity
Term 2 PE:
Manaakitanga (helping each other) - Net Games
Hākinakina (Fitness/Exercise)
Health:
Enhancing Hauora, Healthy Relationships and Sexuality and Identity
Term 3 PE:
Māori Movement
Kotahitanga (unity, teamwork) - Cultural Games
Health:
Enhancing Hauora, Healthy Relationships and Sexuality and Identity
Term 4 PE:
Auahatanga (creativity, strive to improve) - Small Ball Skills
Health:
Enhancing Hauora, Healthy Relationships and Sexuality and Identity
Teacher in Charge:
Mr S. Blandford, Mrs B. Davies.
Recommended Prior Learning
Open Entry
During Year 9 English you will explore a range of texts. The theme for the year is My Identity. You will study novels, poetry and short stories and view films. You will also take part in the SHC Reading Awards programme. You will make static images, speeches and complete a range of writing tasks.
Topics
Creative Writing
Formal Writing'
Novel Study
Film Study
Speeches
Skills
Some of the possible text studies are shown below:
Religious Studies is at the heart of our school at Sacred Heart. Students are introduced to the meaning of the Catholic faith and its relevance for today. All students are invited to participate in the Religious Studies classroom, and students are not expected to have a thorough understanding of the Catholic faith already.
In Term 1, students are introduced to the history and values of their new school. They will then be introduced to the person of Jesus - his life and teachings.
In Term 2, students will learn about the early Church that developed following Jesus' death and resurrection, as well as the early Catholic Church in Aotearoa.
In Term 3, they will then learn about the seasons of the Church and about the concept of the sacred more generally in both the Catholic faith and across other religions.
In Term 4, students explore the Judeo-Christian creation story, as well as creation stories from a variety of cultures around the world.
Course Overview
Term 1 In Term 1, students are introduced to the history and values of their new school. They will then be introduced to the person of Jesus - his life and teachings.
Term 2 In Term 2, students will learn about the early Church that developed following Jesus' death and resurrection, as well as the early Catholic Church in Aotearoa.
Term 3 In Term 3, they will then learn about the seasons of the Church and about the concept of the sacred more generally in both the Catholic faith and across other religions.
This course moves through Level 4 and into Level 5 of the curriculum reinforcing and developing skills in Number, Geometry, Measurement, Algebra and Statistics. Students will work both individually and cooperatively.
Course Overview
Term 1 Number
Algebra Skills
Term 2 Measurement
Algebra Solving Equations
Graphing and Patterns
The course introduces students to the Nature of Science including investigation and reporting. A range of relevant contexts is used aimed at understanding the world around us.
The four Nature of Science strands - Investigating in Science, Participating and Contributing, Communicating in Science and Understanding About Science are covered in the following topics:
Introduction to Science
Particles and States of Matter
Energy
Space
Human Body
Plants
Course Overview
Term 1 Nature of Science Focus - Investigating in Science
The topics covered:
Introduction into Science
Particles and States of Matter
Term 2 Nature of Science Focus - Communicating in Science
The topics covered:
Energy Transfer and Transformations
Heat, Sound and Light
Term 3 Nature of Science Focus - Understanding About Science
The topics covered:
Space
Human Body
Term 4 Nature of Science Focus - Participating and Contributing
Plants
Term 1: Practical Investigation - Week 9/10
Term 2: Topic Test Energy Transformation and Heat- week 5
Topic Test Light and Sound - week 10
Term 3: Planet Project - week 4
Models Assessment - week 10
Term 4: Pollination poster - week 7
Junior Science leads to the senior sciences in year 12 and 13. The courses offered in year 12 and 13 are:
Biology
Chemistry
Earth Space Science
Physics
Students will investigate the diverse cultures of Aotearoa/New Zealand, consider their heritage as individuals in our society, the special place and values of Māori and other cultures, that give our country its unique character and national identity. We investigate decisions about resources and sustainability, how different systems of government are organised and impact people's lives, and how modern developments affect people and society . Students will gain an understanding of what it means to be a Global Citizen, and how they can take part in their own society as informed individuals. By the end of the year they will be considering their futures as individuals, as well as the futures of New Zealand and the world.
Themes cover material from the Social Sciences and the Aotearoa New Zealand's Histories curricula.
Theme One - Our Place in the World
Theme Two - Actions and Reactions
Theme Three - Preparing for the Future
Assessment tasks will take a variety of forms including tests, research projects, creative model making, pair activities and posters.
Social Sciences skills will be taught during the year such as essay writing, conducting research, creating timelines, interpreting political cartoons, creating maps, and understanding where places and landforms are found. Current Events quizzes will also take place on a regular basis.
A field trip to Koraunui Marae in Stokes Valley in Term 4 is a key part of the Social Studies Program.
Through listening to and playing simple music in a variety of styles, students develop their language of musical appreciation and their understanding of how to read and write music. They explore their creativity by composing and performing for each other. Students are encouraged to join music groups and learn an instrument at school.
Topics 1. Play keyboard and guitar and sing as a whole class 2. Perform as a soloist 3. Perform as a member of a group 4. Listen to a range of music styles 5. Develop musical language 6. Learn how to read and write simple music 7. Compose music by yourself and with others
Students will also have the opportunity to develop basic Drama skills, by learning how to use Voice, Body, Movement and Space to embody a character and present a scene with others.
Topics include: Recounting activities with Family Friends and the Community, Maori Myths and Legends, Tetahi Haerenga, Marae Protocol. The students also have the opportunity to attend the Manu Korero Speech competitions.
Topics Oku Mahi i te Kainga Hakinakina tetahi Haerenga Te Marae Nga Korero Purakau Toku Haerenga
The course is an opportunity to discover and appreciate Maori life and culture. The students learn how to produce the sounds of the Maori language from the Maori alphabet. They learn basic Mihimihi (basic Greetings), Whakapapa (genealogy), and Karakia (prayer). The students learn to talk about themselves, their family and friends. They will research a Myth or a Legend and learn basic tikanga on the marae.
Topics Toku Whanau Toku Kura Nga wahanga o te tinana He korero tuku iho Te marae
Students will apply a range of communicative skills in a variety of contexts that will enable them to express their thoughts in te reo Māori with accuracy, fluency, cultural integrity and gain an understanding of language revitalisation.
Students of Te Reo Māori will develop self-managing skills and strategies that will enable them to know when to lead or follow, and when and how to act independently or collectively for the benefit of te ao Māori.
Students of Te Reo Māori will apply creative and critical thinking, as well as metacognitive processes to make sense of information, experiences and ideas which will inspire them to be lifelong learners of te reo Māori.
Students of Te Reo Māori, in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation for them to create and nurture relationships with others and the environment.
The ideas, values and attitudes developed from a Māori worldview expressed through te reo Māori will enable students of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.
Pathways
Te Reo Māori provides students with a foundation of communicative skills and cultural knowledge to develop confidence through strong self-identity that will enable them to engage in quality bilingual/bicultural relationships with others.
Te Reo Māori supports further learning and promotes the normalisation of te reo Māori in the areas of: broadcasting, journalism, education, arts, entertainment, business, tourism, hospitality, local and central government, health, languages, sports administration, marketing, management, law, corrections, public speaking, iwi development, volunteering, community services, farming and agriculture, primary industries, Treaty settlements, translating and interpreting services.
Contributions and Equipment/Stationery
1 x 2B5 exercise book, 1 x Display Book (20 pages) (NB: This is a rotation class introducing three languages – only one exercise book is required for this course.)
1 x 2B5 exercise book, 1 x Display Book (20 pages) (NB: This is a rotation class introducing three languages – only one exercise book is required for this course.)
n/a - open mindedness to learn a new language and take on the challenge of speaking another language.
Year 9 Gagana Sāmoa is part of the languages rotation
In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Verbal Topics included but not limited to:
Samoan Alphabet - sounds and phonics
Sign of the Cross in Samoan
Basic Greetings
Self-introduction
Lord's Prayer recital
Basic counting from 1 - 100
Language to describe family members and friends
Course Overview
Term 1 In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Verbal Topics included but not limited to:
Samoan Alphabet - sounds and phonics
Sign of the Cross in Samoan
Basic Greetings
Self-introduction
Lord's Prayer recital
Basic counting from 1 - 100
Language to describe family members and friends
Term 2 In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Verbal Topics included but not limited to:
Samoan Alphabet - sounds and phonics
Sign of the Cross in Samoan
Basic Greetings
Self-introduction
Lord's Prayer recital
Basic counting from 1 - 100
Language to describe family members and friends
Term 3 In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Verbal Topics included but not limited to:
Samoan Alphabet - sounds and phonics
Sign of the Cross in Samoan
Basic Greetings
Self-introduction
Lord's Prayer recital
Basic counting from 1 - 100
Language to describe family members and friends
Term 4 In this crash course, students will learn basic Gagana Sāmoa. The focus is on learning about basic Samoan structures and oral features of the language.
Taking basic Samoan can lead to prospect jobs in the future including public relations, translating and interpreting services, teaching and counselling as well as working with Pasifika clientele.
Contributions and Equipment/Stationery
1 x 2B5 exercise book, 1 x Display book (20 pocket) - This is a rotation class introducing three languages – only one of each item is required for this course.
This 10-week course introduces students to developing ideas and practical knowledge using a variety of different Art media, processes and procedures. Practical work will cover a selection from: drawing, painting, printmaking, three dimensions and design. Students will also learn how to communicate, interpret and understand the Visual Arts in context.
Topics Abstract shapes Organic forms Still life Pasifika design
Are you ready to unlock the secrets of the digital world? Join us for an electrifying 10-week crash course that will transform you into a tech-savvy innovator! This course is designed for students who are curious, creative, and eager to dive into the world of digital technology. Whether you're a total newbie or have some experience, you'll find this course both fun and challenging.
Our taster courses:
-The History of Digital Technology: Ever wondered how we went from clunky old computers to sleek smartphones? Journey through time and uncover the fascinating evolution of digital technology. Discover the stories behind the gadgets and innovations that have changed our lives.
- Managing Files with Microsoft Suite: Tired of losing your homework files? Become a master of organization with Microsoft Office tools. Learn to handle Word, Excel, and PowerPoint like a pro, making your school projects smoother and more impressive.
- Creating Digital Art with Inkscape and Photoshop: Ready to unleash your inner artist? Dive into the world of digital art and design stunning graphics. Use powerful software like Inkscape and Photoshop to bring your creative visions to life.
- Introduction to Game Design with Scratch: Dreaming of creating your own video games? With Scratch, you can turn those dreams into reality. Learn how to design and build your own games, even if you’ve never coded before. It's all about creativity and imagination!
-Basic Programming with Micro:bits:Get hands-on with coding and make your own tech magic happen! Learn the basics of programming using Micro:bits, tiny devices that can do everything from creating games to controlling gadgets. It's coding made fun and easy!
Course Highlights:
- Interactive Lessons: Forget boring lectures. Our lessons are packed with interactive activities, cool projects, and real-world applications.
- Relevant skills: By the end of this course you should be able to pick up skills that you can use in your other subjects
- Teamwork and Discussions: Collaborate with classmates, share ideas, and tackle challenges together. Learning is more fun when you're part of a team!
- Access to Top Tools: Get access to a range of digital tools and resources that will support your learning journey and help you create amazing work.
- Showcase Your Project: By the end of the course, you'll have the option to create a PowerPoint presentation or a website to showcase your projects and skills. Impress your friends, teachers, and even potential employers with a professional portfolio of your work.
By the end of this course, you'll have a solid foundation in digital technology and a toolkit of skills that you can use in school and beyond. Get ready to impress your friends, teachers, and even yourself with what you can create. Join us and start your journey to becoming a digital tech superstar!
Course Overview
Term 1 Week 1: Welcome to DTC
Classroom tour and setting class rules
Poster competition and course outline
Objectives: Understand the learning space, create class rules, and learn basic design
Checklist: Know class rules, make a poster, complete a design quiz
Week 2: Poster Competition & Tech Tags
Learn the design process, finish posters, create name tags
Introduction to file management and AI/photo cards
Objectives: Apply design principles, become an independent learner, manage files
Checklist: Poster finished, name tag started, folders organized, portfolio started
Week 3: Tech Tags & My Portfolio
Edit photos for name tags and create a digital portfolio
Objectives: Edit images for digital use, start a portfolio (e.g., PowerPoint)
Checklist: Name tag completed
Week 4: Tech Icon – Vectors vs Raster
Learn about vector and raster images, intro to Inkscape, Lemon Challenge
Objectives: Understand image types, use Inkscape for simple design
Checklist: Lemon challenge completed, vector/raster quiz done
Week 5: Tech Icon – Shapes & Feedback
Explore shape theory, design characters in Inkscape, practice giving feedback
Objectives: Use shapes in design, create a character, give constructive feedback
Checklist: Character created, feedback given/received
Week 6: Into the Matrix – Computers & Binary
Learn computer history, understand binary, complete binary code challenge
Objectives: Understand how computers work and binary code
Checklist: Binary activity done, can explain binary basics
Week 7: Binary Code Keychains
Create binary keychains and apply binary to real-world objects
Objectives: Apply binary concepts creatively
Checklist: Keychain made, work shared
Week 8: Game Development Basics
Introduction to game development, decomposition (Cheeseburger Challenge), algorithms
Objectives: Understand game design, use decomposition and algorithms, intro to MakeCode Arcade
Checklist: Cheeseburger challenge done, started MakeCode Arcade
Week 9: Game Jam
Plan and build a simple game in teams
Objectives: Collaborate to design and build a basic game
Checklist: Game planned, game started/made
Week 10: Catch Up & Showcase
Finish projects, share work, reflect on learning
Objectives: Complete all work, present and reflect on projects
Checklist: All work finished, work presented
Term 2 Week 1: Welcome to DTC
Classroom tour and setting class rules
Poster competition and course outline
Objectives: Understand the learning space, create class rules, and learn basic design
Checklist: Know class rules, make a poster, complete a design quiz
Week 2: Poster Competition & Tech Tags
Learn the design process, finish posters, create name tags
Introduction to file management and AI/photo cards
Objectives: Apply design principles, become an independent learner, manage files
Checklist: Poster finished, name tag started, folders organized, portfolio started
Week 3: Tech Tags & My Portfolio
Edit photos for name tags and create a digital portfolio
Objectives: Edit images for digital use, start a portfolio (e.g., PowerPoint)
Checklist: Name tag completed
Week 4: Tech Icon – Vectors vs Raster
Learn about vector and raster images, intro to Inkscape, Lemon Challenge
Objectives: Understand image types, use Inkscape for simple design
Checklist: Lemon challenge completed, vector/raster quiz done
Week 5: Tech Icon – Shapes & Feedback
Explore shape theory, design characters in Inkscape, practice giving feedback
Objectives: Use shapes in design, create a character, give constructive feedback
Checklist: Character created, feedback given/received
Week 6: Into the Matrix – Computers & Binary
Learn computer history, understand binary, complete binary code challenge
Objectives: Understand how computers work and binary code
Checklist: Binary activity done, can explain binary basics
Week 7: Binary Code Keychains
Create binary keychains and apply binary to real-world objects
Objectives: Apply binary concepts creatively
Checklist: Keychain made, work shared
Week 8: Game Development Basics
Introduction to game development, decomposition (Cheeseburger Challenge), algorithms
Objectives: Understand game design, use decomposition and algorithms, intro to MakeCode Arcade
Checklist: Cheeseburger challenge done, started MakeCode Arcade
Week 9: Game Jam
Plan and build a simple game in teams
Objectives: Collaborate to design and build a basic game
Checklist: Game planned, game started/made
Week 10: Catch Up & Showcase
Finish projects, share work, reflect on learning
Objectives: Complete all work, present and reflect on projects
Checklist: All work finished, work presented
Term 3 Week 1: Welcome to DTC
Classroom tour and setting class rules
Poster competition and course outline
Objectives: Understand the learning space, create class rules, and learn basic design
Checklist: Know class rules, make a poster, complete a design quiz
Week 2: Poster Competition & Tech Tags
Learn the design process, finish posters, create name tags
Introduction to file management and AI/photo cards
Objectives: Apply design principles, become an independent learner, manage files
Checklist: Poster finished, name tag started, folders organized, portfolio started
Week 3: Tech Tags & My Portfolio
Edit photos for name tags and create a digital portfolio
Objectives: Edit images for digital use, start a portfolio (e.g., PowerPoint)
Checklist: Name tag completed
Week 4: Tech Icon – Vectors vs Raster
Learn about vector and raster images, intro to Inkscape, Lemon Challenge
Objectives: Understand image types, use Inkscape for simple design
Checklist: Lemon challenge completed, vector/raster quiz done
Week 5: Tech Icon – Shapes & Feedback
Explore shape theory, design characters in Inkscape, practice giving feedback
Objectives: Use shapes in design, create a character, give constructive feedback
Checklist: Character created, feedback given/received
Week 6: Into the Matrix – Computers & Binary
Learn computer history, understand binary, complete binary code challenge
Objectives: Understand how computers work and binary code
Checklist: Binary activity done, can explain binary basics
Week 7: Binary Code Keychains
Create binary keychains and apply binary to real-world objects
Objectives: Apply binary concepts creatively
Checklist: Keychain made, work shared
Week 8: Game Development Basics
Introduction to game development, decomposition (Cheeseburger Challenge), algorithms
Objectives: Understand game design, use decomposition and algorithms, intro to MakeCode Arcade
Checklist: Cheeseburger challenge done, started MakeCode Arcade
Week 9: Game Jam
Plan and build a simple game in teams
Objectives: Collaborate to design and build a basic game
Checklist: Game planned, game started/made
Week 10: Catch Up & Showcase
Finish projects, share work, reflect on learning
Objectives: Complete all work, present and reflect on projects
Checklist: All work finished, work presented
Term 4 Week 1: Welcome to DTC
Classroom tour and setting class rules
Poster competition and course outline
Objectives: Understand the learning space, create class rules, and learn basic design
Checklist: Know class rules, make a poster, complete a design quiz
Week 2: Poster Competition & Tech Tags
Learn the design process, finish posters, create name tags
Introduction to file management and AI/photo cards
Objectives: Apply design principles, become an independent learner, manage files
Checklist: Poster finished, name tag started, folders organized, portfolio started
Week 3: Tech Tags & My Portfolio
Edit photos for name tags and create a digital portfolio
Objectives: Edit images for digital use, start a portfolio (e.g., PowerPoint)
Checklist: Name tag completed
Week 4: Tech Icon – Vectors vs Raster
Learn about vector and raster images, intro to Inkscape, Lemon Challenge
Objectives: Understand image types, use Inkscape for simple design
Checklist: Lemon challenge completed, vector/raster quiz done
Week 5: Tech Icon – Shapes & Feedback
Explore shape theory, design characters in Inkscape, practice giving feedback
Objectives: Use shapes in design, create a character, give constructive feedback
Checklist: Character created, feedback given/received
Week 6: Into the Matrix – Computers & Binary
Learn computer history, understand binary, complete binary code challenge
Objectives: Understand how computers work and binary code
Checklist: Binary activity done, can explain binary basics
Week 7: Binary Code Keychains
Create binary keychains and apply binary to real-world objects
Objectives: Apply binary concepts creatively
Checklist: Keychain made, work shared
Week 8: Game Development Basics
Introduction to game development, decomposition (Cheeseburger Challenge), algorithms
Objectives: Understand game design, use decomposition and algorithms, intro to MakeCode Arcade
Checklist: Cheeseburger challenge done, started MakeCode Arcade
Week 9: Game Jam
Plan and build a simple game in teams
Objectives: Collaborate to design and build a basic game
Checklist: Game planned, game started/made
Week 10: Catch Up & Showcase
Finish projects, share work, reflect on learning
Objectives: Complete all work, present and reflect on projects
Checklist: All work finished, work presented
This is a 10 week practical course providing students with the opportunity to use the design process to design and create textile items. Students learn skills in simple fabric decoration techniques including screen-print, applique, hand and machine embroidery techniques.
Course Overview
Term 1 Sewing skills and Health and Safety for the first couple of weeks
Applique Koru heats and Pacifca flowers
Kete Bags
Term 2 Sewing skills and Health and Safety for the first couple of weeks
Applique Koru heats and Pacifca flowers
Kete Bags
Term 3 Sewing skills and Health and Safety for the first couple of weeks
Applique Koru heats and Pacifca flowers
Kete Bags
Term 4 Sewing skills and Health and Safety for the first couple of weeks
POLICY It is the policy of Sacred Heart College Lower Hutt to have school-wide policies that inform parents and students of the criteria for administering all Assessments for National Qualifications.
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