Curriculum Handbook 2026

2026 Curriculum Handbook

Contents Rangi Ruru Subjects and Pathways ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 4 The Curriculum Handbook �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 6 The New Zealand Curriculum �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 7 New Zealand Qualifications ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 8 Reports, Interviews, Assessments and Examinations ������������������������������������������������������������������������������������������������������������������������������������ 11 Rangi Ruru Special Programmes �������������������������������������������������������������������������������������������������������������������������������������������������������������������������12 Specialist Support Programmes ��������������������������������������������������������������������������������������������������������������������������������������������������������������������������13 Pathways and Careers �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������14 Years 7 and 8 �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������16 Years 7 and 8 Subjects ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������17 Year 9 ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 22 Year 9 Subjects ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 23 Year 10 ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 28 Year 10 Compulsory Subjects ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������30 Year 10 Subject Options – Full Year ������������������������������������������������������������������������������������������������������������������������������������������������������������������� 32 Year 10 Subject Options – Half Year ������������������������������������������������������������������������������������������������������������������������������������������������������������������ 33 Choosing Your Course Years 11 to 13 ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 38 Year 11 NCEA Level 1 ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������39 Year 11 (Level 1) Compulsory Subjects ���������������������������������������������������������������������������������������������������������������������������������������������������������������40 Year 11 (Level 1) Subject Options ������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 43 Year 12 NCEA Level 2 ����������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������50 Year 12 (Level 2) Compulsory Subjects ������������������������������������������������������������������������������������������������������������������������������������������������������������� 52 Year 12 (Level 2) Subject Options ����������������������������������������������������������������������������������������������������������������������������������������������������������������������� 52 Some Academic Goals for Year 13 Students �����������������������������������������������������������������������������������������������������������������������������������������������������������������66 Year 13 NCEA Level 3 ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� 67 Year 13 (Level 3) Subject Options �����������������������������������������������������������������������������������������������������������������������������������������������������������������������68 NCEA for Year 13 ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ 82

Useful contacts Year 9 Dean Julie Watkins j.watkins@rangiruru.school.nz

Acting Year 12 Dean Erin Fitzpatrick e.fitzpatrick@rangiruru.school.nz

Year 10 Dean Debbie Robertson d.robertson@rangiruru.school.nz

Year 13 Dean Jude Morgan j.morgan@rangiruru.school.nz

Year 11 Dean Leigh Allan l.allan@rangiruru.school.nz

International Students Louise Stanton l.stanton@rangiruru.school.nz

Rangi Hub www.hub.rangiruru.school.nz

New Zealand Qualifications Authority www.nzqa.govt.nz

Careers New Zealand www.careers.govt.nz

New Zealand Ministry of Education www.minedu.govt.nz

Te Kete Ipurangi www.tki.org.nz

Deputy Principal - Curriculum Juliet Collins j.collins@rangiruru.school.nz Phone +64 3 983 3716 Year 7 Dean Ashleigh Ward a.ward@rangiruru.school.nz Year 8 Dean Sally Fail s.fail@rangiruru.school.nz

Useful links

Cover artwork: Suzie Scales, Year 13, 2025

Rangi Ruru Subjects and Pathways YEARS 7 & 8

YEAR 9

Choose either two full year options, one full and two half years, or four half years

Option full year Option half year only Option for select students Subject starts at this level

»

Subject continues (prior study required)

YEAR 11

YEAR 12

YEAR 13

Choose three options

Choose four or five options

Choose five options (it may also be possible to begin some Level 2 subjects)

ENGLISH

Compulsory at this level Option full year Option half year only Option for select students

›

Subject starts at this level

»

Subject continues (prior study required)

» ›

›

›

›

›

Literacy/Learning Centre

›

›

EQUINE STUDIES

YEAR 10

YEAR 11

YEAR 12

YEAR 13

In addition to compulsory subjects Choose either two full year options, one full and two half years, or four half years

Choose three options

Choose four or five options

Choose five options (it may also be possible to begin some Level 2 subjects)

Social Studies

›

›

Geography

›

›

›

History

›

›

›

Accounting

›

›

»

Economics

›

›

›

Business Awareness

›

Equine Studies

›

HEALTH AND PHYSICAL EDUCATION Sport

›

Primary Industries

Physical Education & Health

Applied

Physical Education (NCEA)

›

›

›

Creative Technology

Health (NCEA)

›

›

›

Digital Technology

›

›

›

›

Product and Spatial Design Textile Technology

1

Food and Nutrition

TECHNOLOGY (DIGITAL AND MATERIAL)

LANGUAGES French

›

›

»

»

»

1

»

Media Studies

Spanish

›

›

»

»

»

1

»

VISUAL ARTS

Te Reo

›

›

»

»

»

1

»

Art

1 1

MATHEMATICS »

Mathematics

»

Calculus

»

Mathematics with Statistics

»

Statistics

»

»

»

»

›

›

›

»

Chemistry

›

»

Physics

›

»

»

›

›

›

›

›

›

›

›

›

›

» ›

Paint/Print

»

Design

»

» »

Painting

Printmaking

›

›

›

Dance

›

›

Design/Photography

Photography

›

This course leads to Digital Technology in Years 11-13

Art - Paint/Print

PERFORMING ARTS

Music

YEAR 9

Classical Studies

›

(EAS) English for Academic Studies

Drama

YEARS 7 & 8

SOCIAL SCIENCES AND COMMERCE

English ESOL (English for Speakers of Other Languages)

KEY

In addition to compulsory subjects

Compulsory at this level

›

YEAR 10

»

» »

SCIENCE Science

1

Science for Citizenship Physical and Biological Science (2 subjects at Y11)

›1

Biology

›1

1. At Year 11 the compulsory Science programme consists of either Year 11 Science (one course), Biology (one course), Health Studies (one course) or Physical and Biological Science (two courses).

Classes at Years 12 and 13 are dependent on sufficient numbers of students. Classes may be combined or girls may study Levels 2 and 3 by correspondence with extra assistance from the school. Note: There is a significant fee for study by correspondence (with Te Kura Pounamu).

CURRICULUM INFORMATION | 4

CURRICULUM HANDBOOK | 5

SUBJECT PATHWAYS

SUBJECT PATHWAYS

KEY

The Curriculum Handbook

The New Zealand Curriculum

The Curriculum Handbook is a guide to subjects and options available in Years 7 to 13 at Rangi Ruru.

Important for a broad, general education

Course selection is an important time of the year. It is particularly important for students in Years 10 to 12 as subject selection should also take into consideration pathways for future studies and career choices. For students in Years 7 to 9, courses give the opportunity to experience a wide variety of subjects and options without choosing a particular area of focus. Consultation and advice on courses will be given to all students as they make their decisions.

At each year level the course selection is made up of compulsory subjects such as Te Ara and physical education and elective options. Every effort will be made to provide a course of study that meets the needs of each student. There is no choice in Years 7 and 8.

Please read this handbook carefully and use it as a reference. It is reviewed annually and updated in line with curricular and regulatory changes.

At Years 12 and 13, students wishing to study six subjects should consult teaching staff such as the Pathways and Careers Strategist, Deans and Heads of Subjects on the advisability of this. Such a course requires ability, motivation and commitment.

Option classes will be carried on only if they maintain a suitable class size.

To encourage an optimum learning environment, the school has a class size policy. Once a class reaches the maximum number we may not be able to include additional students. If there are sufficient numbers of additional students, another class will be offered in a relevant subject area, providing the timetable structure permits.

If a student changes their mind about their options after the completion of the timetable, it may not be possible to accommodate those changes.

Care should be taken with selection of subjects as changing subjects once courses are underway is discouraged.

The majority of Years 12 and 13 students will study five subjects. It is better to work towards a Merit or Excellence endorsement with five subjects rather than jeopardise this by studying six subjects.

Criteria for studying six subjects at Years 12 or 13:

• High motivation and very good time management skills

The learning associated with each area is part of a broad, general education and lays a foundation for later specialisation. Like the key competencies, this learning is both end and means: valuable in itself and valuable for the pathways it opens to other learning.

While the learning areas are presented as distinct, this does not limit the ways in which we structure the learning experiences offered to students. All learning makes use of the natural connections that exist between learning areas and links to the values and key competencies.

Learning areas Each learning area has its own language or languages. As students discover how to use them, they find they can think in different ways, access new areas of knowledge, and see their world from new perspectives.

Notes on subject choice at Rangi Ruru

• Minimum of an overall Merit endorsement from the previous year of study

Rangi Ruru follows the general framework of the New Zealand Curriculum. The New Zealand Curriculum specifies eight learning areas: English, the Arts, Health and Physical Education, Learning Languages, Mathematics and Statistics, Science, Social Sciences and Technology.

• Sufficient time out of school hours to commit to study. Studying six subjects at Years 12 or 13 is not recommended for students who have a heavy co-curricular commitment.

Bring Your Own Device (BYOD) The preferred device to cover learning requirements across all levels is a laptop running either Windows 11 or the latest version of Mac OS. Please refer to individual subject descriptions throughout this book for more specific guidance. Please consider the lifespan of a device and be aware that older devices may not operate as needed.

As we embrace innovative approaches to assessment, it is essential for students to be equipped with the right tools.

Each student may be required to purchase a pair of noise-cancelling, wired (non-Bluetooth) headphones with a built-in microphone. These headphones are crucial for supporting various assistive technologies, including voice-totext and text-to-speech applications, ensuring a focused and accessible assessment environment.

For each area, students need specific help from their teachers as they learn: • The specialist vocabulary associated with that area • How to read and understand its texts

• How to listen and read critically, assessing the value of what they hear and read.

• How to communicate knowledge and ideas in appropriate ways In addition to such help, students who are learning English or coming into an English-speaking environment for the first time need explicit and extensive teaching of English vocabulary and word forms.

As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy cannot be overstated. Literacy skills are evident and emphasised in all learning areas.

In English, students study, use and enjoy language and literature communicated orally, visually or in writing.

In the Arts, students explore, refine and communicate ideas as they connect thinking, imagination, senses and feelings to create works and respond to the works of others.

In Health and Physical Education, students learn about their own well-being and that of others and society, in healthrelated and movement contexts.

In Learning Languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own.

In Mathematics and Statistics, students explore relationships in quantities, space and data and learn to express these relationships in ways that help them to make sense of the world around them.

In Science, students explore how both the natural physical world and science itself work so they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role.

In the Social Sciences, students explore how societies work and how they themselves can participate and take action as critical, informed and responsible citizens.

In Technology, students learn to be innovative developers of products and systems, and discerning consumers who will make a difference in the world.

Please note that Mac users may require an appropriate adapter to connect these headphones to their devices. Our recommended models can be found on the Cyclone website.

CURRICULUM INFORMATION | 6

CURRICULUM HANDBOOK | 7

CURRICULUM

CURRICULUM

On pages 1 and 2 you will find the Subjects and Pathways Chart which is a quick reference tool listing all subjects and options for each year level.

Key Competencies - Capabilities for Living and Lifelong Learning

Level 2 NCEA

The New Zealand Curriculum identifies five key competencies:

In Year 12 most students study Level 2 subjects.

• Thinking

• Participating and contributing

To be awarded Level 2 NCEA students need 60 credits at Level 2 or higher.

• Using language, symbols and texts

• People use these competencies to live, learn, work, and contribute as active members of their communities.

They should also plan to gain 10 literacy credits (five in reading and five in writing) in Level 2 English for their University Entrance the following year.

• Relating to others

More complex than skills, the competencies draw also on knowledge, attitudes, and values in ways that lead to action. They are not separate or stand-alone. They are the key to learning in every learning area.

Successful learners make use of the competencies in combination with all the other resources available to them.

These include personal goals, other people, community knowledge and values, cultural tools (language, symbols, and texts), and the knowledge and skills found in different learning areas. As they develop the competencies, successful learners are also motivated to use them, recognising when and how to do so and why.

The competencies continue to develop over time, shaped by interactions with people, places, ideas, and things.

Students need to be challenged and supported to develop them in contexts that are increasingly wide-ranging and complex.

Level 3 NCEA In Year 13 most students study Level 3 subjects but they may also study some subjects at Levels 1 or 2 if they wish.

To be awarded Level 3 NCEA students need 60 credits at Level 3.

Endorsement of NCEA certificates Students’ NCEA results can be endorsed at Merit or Excellence level, depending on the number of credits they have gained at these levels. Their Record of Achievement will show them if they have been awarded an Endorsement.

If students gain 50 credits at Excellence, their NCEA will be endorsed with Excellence. Likewise, if they gain 50 credits at Merit (or Merit and Excellence) their NCEA will be endorsed with Merit.

New Zealand Qualifications

Students can earn credits counting towards endorsement over more than one year and more than one level.

The National Certificate of Educational Achievement in 2026/2027 (NCEA)

Endorsement of NCEA courses

The National Certificate of Educational Achievement (NCEA) is New Zealand’s national qualification for senior secondary students. NCEA is part of the National Qualifications Framework.

Students will have their strengths in individual courses (subjects) recognised with a course endorsement at Merit or Excellence.

NCEA Assessment is based on standards

However, these credits must be gained at the level of the certificate or above. For example, Level 2 credits will count towards endorsement of a Level 1 NCEA, but Level 1 credits will not count towards endorsement of a Level 2 NCEA.

Courses at all levels of NCEA are eligible.

A course endorsement is awarded where students achieve:

NCEA uses standards to describe the level of work students have produced and how well they have done.

• 14 or more credits at Merit or Excellence at the lower level that supports the endorsement

The standards have been set to challenge and reward students. Every standard is worth a set number of credits.

These are like points towards a qualification.

• At least three credits from externally assessed standards and three credits from internally assessed standards (except Physical Education and Level 3 Visual Arts) • Sufficient credits in a single school year.

Literacy and Numeracy co-requisites To gain an NCEA qualification, students must gain the 20 credit co-requisite. This is in the form of three Common Assessment Activities (CAAs).

• Literacy - writing 5 credits • Literacy – reading 5 credits • Numeracy – 10 credits All learners will need to achieve the co-requisite in order to be awarded their NCEA qualification at any level. It can be achieved at any time from Year 10 – we will help learners to know when they are ready to be assessed against the standards.

Level 1 NCEA To be awarded Level 1 NCEA students need 60 credits at Level 1 or higher.

Although most students study for Level 1 in Year 11, some Year 10 students gain credits in one or more subjects and these can be included in their Level 1 Certificate the following year.

CURRICULUM INFORMATION | 8

CURRICULUM HANDBOOK | 9

CURRICULUM

CURRICULUM

• Managing self

University Entrance Most students aim to achieve University Entrance in Year 13.

University Entrance (UE) will continue to be the minimum requirement to go to a New Zealand university. To be awarded UE you will need:

Reports Literacy - 10 credits at Level 2 or above, made up of:

• 14 credits each, in three approved subjects

• 5 credits in reading, five credits in writing Numeracy - 10 credits at Level 1 or above

Once you have met the requirements for University Entrance it will appear on your Record of Achievement.

Good grades such as Excellence or Merit in achievement standards will be advantageous, particularly in selection for limited entry courses.

To qualify for university admission, students should have: • Been awarded University Entrance • Achieved the Guaranteed Entry Ranked Score (based on best 80 credits at Level 3 from all Level three subjects, and rank score calculated by Excellence = 4, Merit = 3, Achieved = 2) • Fulfilled any other degree specific requirements such as portfolio or audition.

Furthermore, to be assured of university admission, students should aim to gain good NCEA grades, 18 credits or more in their top subjects and more than 80 Level 3 credits.

New Zealand Scholarship The top students in the country are identified and acknowledged through additional Scholarship examinations.

Scholarship neither attract credits nor contributes towards a qualification but the fact that a student has gained a Scholarship or Outstanding Scholarship will appear on the Record of Achievement. There is also a monetary reward associated with attaining a Scholarship. The content assessed for New Zealand Scholarship is based on that covered for Level 3 achievement standards.

NCEA and admission to tertiary courses overseas Internationally, universities require foreign students applying for admission to have achieved the university entrance standard set by their own countries. The same principle generally applies to other tertiary providers overseas.

• NCEA Level 1 is broadly equivalent to the English General Certificate of Education (GCE)

• Entry to most Australian universities requires 18 credits in Level 3 English.

• Level 3 is equivalent to English A Levels and Australia’s Higher School Certificate See also ‘Can NCEA be used for tertiary courses overseas?’ on page 82 or visit the NZQA website at www.nzqa.govt.nz.

Students and their parents receive both written and oral reports during the year. Reports are available to parents through the parent portal on RangiLife.

• We provide snapshot updates on progress with Learning Habits and Attitude • We also provide written report updates on learning which highlight progress with understanding, skill development, character development and identify areas for improvement by providing key feedback for learners and whānau.

NCEA internal assessment and school exam results will be available in Term 3 for students studying at Levels 1, 2 and 3. Internal assessment is finalised in Term 4. Parents and students will be able to access the attainment information online via the parent portal on Rangi Hub. NCEA students can use their Learner Login to check their internal results on the NZQA site from the end of Term 2 using their NSN (National Student Number). Their NSN is unique to them and they should note the number as it allows them access to useful information from NZQA as they continue their learning pathways in the future.

Interviews Early in Term 1, tutors meet with students and their parents to discuss the student’s individual educational and co-curricular needs, develop and refine their Tōku Ara: My Pathway and set goals for the year for each student from Years 7 to 13.

Tōku Ara: My Pathway is a document formulated in a three-way discussion involving the student, their parent(s) and their tutor. For more information on Tōku Ara: My Pathway see the Family Handbook or contact your daughter’s tutor.

During the year the goals are regularly reviewed by the students and their tutors. Parents are welcome to attend a review if they wish. All interviews are appropriate to students’ year levels. In addition, parents of students new to the school in Years 7 and 8 are welcome to request starter interviews with the tutors.

Years 7 to 13 Learning Progress Conference evenings are held at the end of Term 1 to enable parents to discuss aspects of their daughter’s academic progress with subject teachers. Students are encouraged to attend these interviews.

Learning Progress Conferences for Years 7 to 10 are held in Term 3, in approximately week 6. This gives parents an opportunity to meet module teachers for subjects students may have recently commenced and is also a useful milestone report for all subjects.

A further Learning Progress Conference is held later in Term 3. One session for Juniors and another after Senior School Exams for Years 11 to 13 students and their parents. This is to provide detail on students’ examination outcomes and plan ahead towards the external NCEA examinations in November.

A course information session is held in Term 3 to enable parents and students to consult staff over the following year’s subject choices and to gain advice on courses.

Assessments and examinations Years 7, 8 and 9 have class assessments, common assessments across the year group, and other forms of assessment regularly throughout the year. Year 10 have class assessments and common assessments regularly throughout the year, and examinations in some subjects in November.

Years 11, 12 and 13 (and other students studying for NCEA1) have internal assessments in Terms 1, 2 and 3. External standards are practiced throughout the year and the results are used to provide indicative feedback for students and derived grade data for NZQA. Some subjects have longer school practice exams early in September, and external examinations for NCEA Levels 1 to 3 and Scholarship in November.

All the derived grade data is used as evidence if students need to apply for Derived or Emergency Grades at the time of the NCEA externals.

CURRICULUM INFORMATION | 10

1. Students who are multi-levelling will have a mix of NCEA and school assessment at the end of the year

CURRICULUM HANDBOOK | 11

CURRICULUM

CURRICULUM

NCEA Level 3 Three subjects at Level 3 or above, made up of:

Reports, Interviews, Assessments and Examinations

Rangi Ruru Special Programmes

Specialist Support Programmes

These subjects are fundamental to learning at Rangi Ruru and all students participate in these every year.

At Rangi Ruru we help students achieve their learning goals in a range of ways. These include:

Te Ara (The Pathway/The Journey) Mā te kimi ka kite, Mā te kite ka mōhio, Mā te mōhio ka mārama Seek & discover, discover & know, know & become enlightened Our Te Ara programme is underpinned by four strands: hauora, citizenship, te ao Māori and pathways. Te Ara forms part of the students’ weekly timetable, and evolves with them through Years 7 to 13. Te Ara aims to provide a pathway for students which will enable them to participate fully in their life at Rangi Ruru, and in the world beyond. From Years 7 to 13 students will develop our 4 Pillars of the Rangi Graduate Profile: Belong, Be You, Be Your Best and Be the Change. They will become people who know themselves and their place in the world, locally, nationally and globally.

Te Ara is an aspirational area of learning where the focus is to enable our ākonga to develop the Rangi Graduate skills and dispositions in order to feel equipped for their future.

The Te Ara programme provides a range of courses from Years 7 to 13 • Citizenship

• Christian Education

• Cultural responsiveness

• Self-awareness

• Health and wellbeing

• Service

• Leadership

• Sustainability

• Life Skills

• Te Ao Māori

• Beyond the gates

Outdoor Education Outdoor Education in an important aspect of the Rangi Ruru programme. All students in Years 7 to 10 are involved in this programme which includes overnight camps. This programme provides meaningful learning experiences beyond the classroom. These programmes foster resilience, independence, teamwork, and leadership by immersing students in nature-based challenges and collaborative activities. Students develop whanaungatanga and connection with the outdoor environment.

At Year 12, all students participate in a three-day camp based at Hanmer Springs. Professional instructors lead a range of adventure-based activities, environmental projects and discussions to develop cooperative solutions to challenges. All of year 12 attend camp at the same time and work collaboratively in their clans.

The Learning Centre offers a range of services to support students to access the curriculum, to improve their ability to learn and as a result, achieve better results with more efficiency.

Specialist teachers work closely with individual students or small groups of students to support their learning needs.

Years 7 to 10 Literacy skills development includes phonics, comprehension, spelling activities and writing. Students have access to online resources and high interest reading material. Students who require support are identified through whole school testing in Years 9 and 10. Further diagnostic testing is then undertaken by the Learning Centre to determine literacy gaps.

Years 7 to 10 Numeracy skill development includes initial diagnostic testing. Identified students requiring extra support will receive tuition focused on skill development and assistance with classroom topics. Extra home practise is encouraged through access to on-line sites.

Learning Coaching is provided in Years 9 to 13 to support students in becoming more effective and efficient learners.

All students can request and receive coaching in all areas of learning relating to their curriculum topics and includes study skills, time management, memory strategies, essay writing and examination techniques.

Any student identified as needing special assistance in English, reading and/or mathematics will, after consultation with their parents, be offered some specialist support.

The Learning Centre manages the ‘Special Exam Conditions’ for NCEA internal and external assessments.

Peer tutoring in a wide range of subjects can be arranged.

Enrichment Strategies (High Performance Learning) This HPL Mentoring and Support Service offers a personalised approach to provide continued support for our most highly able students as they develop. The school accepts that some students have different learning needs and that as a school and as teachers, we must respond to these needs.

Areas where particular help is available include: • Personal Development Plans (PDPs) with the Enrichment Strategies who works closely with Deans • Guidance and Careers Counsellors • Acceleration / multi-levelling • Subject choice assistance • Workshops / field trips / lectures, community activities such as Model United Nations and Ethics

Olympiad • Clubs – chess, creative writing, robotics and Future Problem Solving, debating, coding, art club • Mentoring / Pastoral Care / Acting as an advocate for students • This service offering is relaxed, supportive and inclusive.

ESOL (English for Speakers of Other Languages) ESOL is a flexible language programme, structured according to individual needs. It focuses on helping students gain confidence and competence in English and also provides subject support, in close cooperation with subject teachers.

Classes may be on an individual or small group basis.

Students who do not have English as their first language, and who need to improve their language skills for mainstream classes, should choose a full year ESOL or EAS (English for Academic Studies) course. A half year ESOL option is also available in Year 10. The senior EAS course works on the skills needed to achieve in the senior school, and prepares students for the academic English required to succeed in tertiary study.

Peer Support A structured student to student programme building relationship skills and self-awareness, Peer Support encourages positive connections within and across year levels. Small groups of Year 9 students meet regularly under the guidance and leadership of trained Year 12 Peer Support Leaders. The programme provides a safe space to develop skills, share ideas, form friendships and connect with older students within the school community.

CURRICULUM INFORMATION | 12

CURRICULUM HANDBOOK | 13

CURRICULUM

CURRICULUM

The Learning Centre

Pathways and Careers

CURRICULUM

CURRICULUM

Pathways and career planning is vital for students and their parents. There is a vast amount of information available about tertiary education, job opportunities, training courses, gap year options, and more. As the sources of information rapidly change, and become increasingly complex, knowing what is best suited to individual needs can be challenging.

Pathways and careers education and strategies, along with individual interviews (including practice interviews, resume workshops, tertiary information, and other training sessions), provides students with the necessary information and confidence to face the multitude of options and decisions they will encounter in the future.

The Careers Centre is open to all students and their parents. Appointments with the Pathways & Careers Strategist can be made by email at a.rose@rangiruru.school.nz. Times are available during interval, before and after school, as well as during the school day.

Rangi Graduate skills and dispositions: • Written and oral communication skills

• Coordinating with others (teamwork)

• Understanding and leveraging technology

• Emotional Intelligence

• Reading intelligently

• Judgement and decision making

• Complex problem solving

• Service orientation

• Critical thinking

• Negotiation

• Cultural awareness & sensitivity

• Cognitive flexibility

• Creativity

• Ability to learn, unlearn, relearn

• Active life-long learning with a growth mindset

• Embrace change

• People management (leadership)

CURRICULUM INFORMATION | 14

CURRICULUM HANDBOOK | 15

Years 7 & 8 Specialist Intervention

Years 7 and 8 It is our goal to empower our students to identify their individual strengths and to challenge them to develop a growth mindset whilst working towards being the best that they can be. We strive to inspire, challenge and empower them through a variety of mediums and learning experiences.

In Years 7 and 8 learning is personalised. This is achieved through differentiated learning in the classroom and beyond according to student readiness, interest and learning profile. The curriculum is delivered within subjects by specialist teachers.

Curriculum • Art

• Mathematics

• Dance

• Music

• Drama

• Science

• Digital Technology

• Social Studies

• English

• Sport

• Food and Nutrition

• Te Ara

• Health and Physical Education

• Textile Technology

• Languages

Outdoor Education The three day programme encourages students to work co-operatively with others, develop their self-confidence and learn to try new challenges in an outdoor environment. Activities are run by professional instructors and the form tutor accompanies their class. A major focus of the camp is for students to strengthen their relationships/ whanaungatanga across their year level and to have fun in a series of different activities.

Enhancement, Extension, Enrichment Including Learning Support Each student is encouraged to develop and extend their own abilities in all areas - academic, sporting and cultural.

For example, selected Year 7 and 8 Music students may be offered extension through being auditioned members of Rangi Sinfonia, Jazz Band or smaller ensembles such as percussion, rock band and chamber music, or through the Artist in Residence Programmes in Music and Art. Students can also participate in Future Problem Solving and have other opportunities provided during the year through our HPL service.

Others may be offered roles in major drama and dance productions, where appropriate.

Participation is encouraged in Science Fairs, regional and national competitions as well as Cantamath activities. It is optional for students to perform at the Primary Schools’ Music Festival. All students participate in the annual Cultural Festival and a Stage Art Performance.

ESOL (English for Speakers of Other Languages) ESOL is available as appropriate for students from other language backgrounds. See page 10.

Years 7 and 8 Subjects

YEARS 7 & 8

YEARS 7 & 8

The tutor takes pride in establishing a safe, respectful and nurturing environment for all students focusing on wellbeing, the key competencies and inquiry-based learning. Periodically, the timetable is collapsed for a week giving the girls a unique opportunity to experience challenge-based learning in an authentic context with support and guidance from specialist mentors.

Literacy intervention is offered to students in a 1:1 or small group setting at Years 7 & 8. These weekly tutorial sessions follow a structured literacy approach, occur during the school day, and are run by trained specialists.

Limited before or after school sessions are available depending on teacher availability. There is a small charge for resources needed, which remain with the student at the conclusion of tutoring.

Art Toi Strong observational drawing skills are developed and applied to a series of works in a range of disciplines. These may include painting, printmaking, design, photography, sculpture and moving image. Ākonga develop a body of work exploring practical and conceptual ideas.

Students will learn to discuss their work and that of others through critiques, creating an environment where students learn from each other. They will become independent thinkers and confident in their own decision making.

A charge for workbooks will be gold sheeted.

Dance Kanikani Dance in Year 8 encourages ākonga to explore movement in a range of ways, including choreography, cultural dance, ensemble work and performance. As part of the course, the Year 8 cohort works together on a performance for the annual competition, Showquest. This allows students to practise whakawhanaungatanga, as they are a part of the whole creative process, from concept to performance, meaning ākonga get to build upon the foundations of whakawhanaungatanga and manaakitanga which they are introduced to in Year 7 Drama.

Digital Technology Hangarau Matihiko

ICAS science, digital technology, writing, spelling, English and mathematics are offered to all students.

Many enhancement groups are offered to the students including Future Problem Solving and Creative Writing.

Students are encouraged to follow specific and compelling interests to further their knowledge, understanding and creativity.

Tōku Ara: My Pathway provides an opportunity for each student to establish learning goals. Support and guidance structures including the Psychologist and Careers Strategist are also available to all students.

Individual and small group learning support is arranged and given as required either within the class programme or supplementary to it.

The focus of this course is to keep developing students’ practical-based computer skills, sparking students’ creative talents through digital illustration, and expanding their horizons in confidently selecting and using a range of Adobe Creative Cloud applications to develop digital solutions.

Students continue to build their logical thinking skills through learning key programming concepts and coding simple computer games. In addition, students will be involved in project-based learning in which collaboration and teamwork are encouraged. The problem-solving skills and creativity ignited will provide a foundation for further use and study.

Financial Literacy to Years 7 and 8 students for one hour a week for a term.

YEARS 7 & 8 | 16

CURRICULUM HANDBOOK | 17

Te Reo Māori Te Reo

Year 7 Drama works to build the creative confidence of ākonga they begin their learning journeys at Rangi Ruru.

Whakawhanaungatanga is a main focus for our students, so that they can develop and maintain relationships with their peers by building on their communication and teamwork skills. Ākonga are encouraged to be brave, perform and reflect in order to get the most out of their time in class. Manaakitanga is upheld to ensure that students can be their best and feel safe and supported when performing or sharing ideas with their peers.

“Whaowhia te kete mātauranga”

English Te Reo Pakeha Year 7 & 8 English provides an evidence-based programme of teaching and learning with a focus on structured literacy. Students are provided with a differentiated support system where they gain and develop both phonemic and morphological awareness along with their knowledge of complex spelling patterns in the English language.

The students are encouraged to develop their learning pathway in all aspects of English and are encouraged to build their reading stamina through personal reading, in-depth study of novels, and regular use of the library.

The teaching of writing involves the analysis of a variety of text types and the production of different forms of writing, such as descriptive, narrative, and persuasive writing.

Oral language skills are developed through a dramatic monologue presentation in Year 7 and the Ted Talk conference in Year 8.

Food and Nutrition Kai Tōtika Through the processes of selecting, preparing, cooking and serving food, students develop their creativity and experience a sense of accomplishment. They explore food choices that can improve the well-being of themselves and others.

The charge for class materials will be gold sheeted.

Languages Students will study two terms of Te Reo Māori in Year 7 and two terms each of Spanish and French in Year 8.

Spanish, French Pāniora, Wīwī

Fill the basket of knowledge This half year course looks into the fundamentals of Te Reo Māori starting with pronunciation and ensuring students feel successful as they learn to navigate double vowel blends. Building confidence and being champions of Te Reo Māori is embraced. Students will practise a variety of Māori karakia and waiata.

Opportunities to regularly welcome and greet classroom or school visitors with their mihi or pepeha will be encouraged. Language activities will aid in the learning of basic vocabulary, sentences and questions. With mana wāhine at the core each student will select a Māori wahine to research, presenting their findings to the class. There will be a balance between written, spoken, listening and practical learning.

YEARS 7 & 8

YEARS 7 & 8

Drama Whakaari

Mathematics Pangarau The New Zealand Curriculum is followed to ensure students learn and maintain skills, knowledge and understanding of mathematical processes. Classes are organised to ensure that, irrespective of year level, each student is in a learning group that is appropriate for their learning needs. A mathematics support teacher works with the classroom teacher in some classes.

Further extension opportunities are available for highly able students. Students may participate in local and international competitions such as ICAS, Cantamath and Otago Problem Solving.

Music Puoro Year 7 Music offers students opportunities to perform, create and understand music. The course builds on musical experiences students have on entering Rangi Ruru, with a focus on fostering the development of creativity and performance, as well as developing skills in musical literacy and listening.

Students will use a range of current music technologies to assist them to develop their musicality. As part of the curriculum programme for Year 7 Music, all students will take part in the annual Christchurch Schools’ Music Festival.

The nominal cost of the song book and bus trips to two rehearsals will be gold sheeted.

Those who play instruments are encouraged to join Rangi Players, which rehearses on Monday before school.

Students interested in singing may audition for Rangi Voices, which rehearses on Friday before school.

Extension opportunities exist for advanced musicians through the formation of smaller ensembles, who may also be invited to audition for senior co-curricular groups, such as Rangi Sinfonia and Jazz Band, after consultation with the Director of Music.

These are introductory language courses. Students learn greetings and how to introduce themselves and exchange personal information. All the skills (listening, speaking, reading and writing) are practised but there is a strong emphasis on spoken interactions and role plays with partners in the class. Students will begin to build up their vocabulary using online programmes. For all aspects of these courses, language and culture will be intertwined.

YEARS 7 & 8 | 18

CURRICULUM HANDBOOK | 19

Sport Hākinakina

Physical Education and Health in Years 7 and 8 involves an introduction to movement and physical education concepts, with an emphasis on developing health enhancing attitudes. The emphasis is on involvement, enjoyment, and cooperative learning activities, whilst developing social responsibility and interpersonal skills. Three main aspects of health are examined: personal health and physical development, relationships and healthy communities, cyber safety and our environment.

The Years 7 and 8 sports programme is facilitated by a specialist Sport Co-ordinator with support from PE staff, the sports department, and external coaches.

Science Pūtaiao Science is a way of investigating and understanding the universe we live in. Students are encouraged to ask questions about the world around them. They carry out practical experiments to collect data, support their understanding with research and share their learning with their peers using presentations and practical demonstrations. Students are taught by science teachers in specialist laboratories, and during the year the lessons are enhanced with field trips and visits from guest scientists.

During the science course students gain knowledge of the world, how science is important to society, and how the scientific process works. The units of work cover the five strands of the science curriculum: The Nature of Science, The Living World, The Material World, The Physical World and Planet Earth and Beyond.

Keen science students have the opportunity to gain science badges and complete ICAS assessments.

Year 7 extend their understanding of the scientific concepts covered with trips to the Antarctic Centre, Wigram Airforce Museum and Willowbank the cost of which is gold sheeted (approximately $55).

Year 8 students support their studies into marine biodiversity using virtual reality googles provided by Blake-NZ educators, the cost (approximately $9) is gold sheeted.

Social Studies Akoranga Hapori Social Studies focuses on the development of conceptual understandings looking at identity, culture and organisation, place and environment, continuity and change, and the economic world through an inquiry-learning based model. The Rangi Ruru values are incorporated within these learning programmes. The development of lifelong learning qualities are valued highly at this level and integrated across all learning areas. These understandings are gained over the two years of study.

YEARS 7 & 8 | 20

In Term 1, our programme is an internal skill-based programme and for the remainder of the year the students go off-site and participate in Tuesday afternoon sport as part of the CAIMS – the Canterbury Association of Intermediate and Middle Schools.

Opportunities to compete in events organised by Primary Sports Canterbury are also available and include athletics, cross country, duathlon, gymnastics, swimming and triathlon.

Throughout the year, students will work with experienced coaches across a range of sports including, basketball, cricket, football, hockey, netball, volleyball & water polo. In addition to the weekly sports, students have the opportunity to play water polo, basketball or touch competitions after school. Strength and conditioning is also offered and is facilitated by an experienced conditioning coach.

Te Ara The Pathway/The Journey At Years 7 and 8 the focus is on the 'Belong; Be You; Be Your Best' pillars. All students complete cycles of citizenship, hauora (KIVA anti-bullying programme), service and leadership, and Christian Education.

Textiles Technology Kakano In the first term of this one semester course, students will have opportunities to learn and practice a variety of hand sewing and fabric embellishment techniques to complete a small bag using these new skills.

In the second term, students will learn how to safely and confidently use the domestic sewing machines to create a small project using a combination of machine and hand sewing techniques.

This two-term course allows students to experiment with hand and machine sewing techniques, along with learning the basics of the technological process of planning, testing, evaluating and revising.

These key skills lay the foundation for future work in this subject, including fashion design and wearable art.

CURRICULUM HANDBOOK | 21

YEARS 7 & 8

YEARS 7 & 8

Physical Education & Health Te Ao Kori/Hauora

Year 9 Subjects

Year 9 All students follow the same course at Year 9 with the exception of their language choice. This allows each student to experience the widest possible range of subjects.

Subject Options Students are offered the choice of a language studied all year An information sheet on making a choice of Year 9 language will be sent home prior to the Entrance Testing Day. Classes are dependent on sufficient numbers of students choosing to take particular languages.

Students choose ONE subject from the list of subjects below.

• French

• Spanish

• Te Reo Māori

OR • Literacy

Art Toi Students will develop observational drawing skills and apply these to a series of works in a range of disciplines based on their individual stylistic strengths. They will be asked philosophical questions and will be dealing with social and political issues. Art making will be viewed in a wider context and will consider conceptual ideas.

Students will learn to discuss their work and that of others through critiques in a collaborative environment where they learn from each other and from established artists. Throughout the course they will work individually and collaboratively to achieve their outcomes. Ākonga will examine the work of contemporary artists from Aotearoa. The purpose is for ākonga to develop skills in a range of media and to become independent thinkers, confident in their own decision making.

A charge for workbooks will be gold sheeted.

If you would like to be considered for this class, please contact the Head of the Learning Centre or Ms Juliet Collins, Deputy Principal, Curriculum.

At the end of Term 2, students in this class will be considered for a specified language class. This would provide them with the opportunity to understand how a language is learned and participate as global citizens.

Outdoor Education Year 9 camp is held early in Term 1 with the intention of building relationships/whanaungatanga. The two day camp gives ākonga the opportunity to grow their independence and connections with other students outside their tutor group. Complementing our desire for students to Belong.

Activities are designed to encourage ākonga to communicate and support each other, as they take on challenges in an outdoor environment.

The camp provides an excellent opportunity for tutors and the year level dean to work with the students outside of the classroom and get a greater understanding of them as individuals – encouraging them to embrace the pillar of Be You.

ESOL (English for Speakers of Other Languages) ESOL is available as appropriate for students from other language backgrounds. See page 13.

Dance Kanikani

YEAR 9

YEAR 9

This is multisensory structured literacy intervention that supports literacy acquisition, decoding and phonics.

Year 9 Dance builds on the creativity and curiosity of dance practise. They are introduced to safe dance practise to ensure they can self-manage their technique and recognise their own ability. Students explore collaborative creation through choreography and performance using tikanga, manaakitanga, whanaungatanga and akoranga which allows them to understand how identity, culture and perspectives are expressed through movement.

Drama Whakaari Year 9 Drama focusses on giving ākonga an overarching experience of the creative and interactive art form. This course is mainly practical, allowing students to embody the techniques of drama whilst building on their selfconfidence and communication skills.

Whakawhanaungatanga continues to be a main focus for our students, so that they can develop relationships with their peers and feel supported by one another to perform, and receive and apply feedback on their work. Selfreflection is integral so that students are aware of their own personal growth throughout the course.

Peer Support programme All Year 9 students participate in a Peer Support programme. See page 13.

Sports and Clubs In addition to prescribed courses, each Year 9 student is expected to participate in at least one of the varied sports and clubs offered during the year.

Digital Technology Hangarau Matihiko This 9-week Digital Technology course provides a comprehensive introduction to various aspects of digital technology, including 3D modelling and printing, graphic design, and Python programming. Students learn and apply digital design and development tools, as well as computational thinking techniques, to produce a range of digital products and create simple visual computer programs.

The course emphasises foundational programming concepts and fosters the continuous development of digital technology awareness through collaborative, solution-based projects. Students will enjoy a dynamic and interactive learning experience that encourages creativity, innovation, and practical application of digital skills.

YEAR 9 | 22

CURRICULUM HANDBOOK | 23

Literacy Matatini

Our programme will be rich with opportunities to explore all areas of the English language and to gain valuable literacy skills. Our goal is to inspire a love of English, to challenge and empower you, to equip you with critical analysis skills, and most importantly, to have fun. You will encounter stories from Aotearoa New Zealand and beyond our shores. You will be able to see your progress through formative feedback from your teacher and summative assessment tasks you complete during the year.

This course lays the foundation for your academic success at Rangi Ruru. Based on current evidence from the Science of Reading and the Science of Learning, it takes a Structured Literacy approach to help support students accelerate their reading fluency and enhance their writing. Students will gain a clear understanding of how word patterns work together in a range of complex situations and spend time reading and writing about diverse topics and texts. This is a half-year course available to selected students and is offered twice a year on the language line.

Term 1

Foundational Language Study: Close reading, visual language

Term 2

Response to Text: Literature study and introduction to essay writing skills

Term 3

Written Communication: Anthology of creative writing

Term 4

Oral Communication: Speech

Food and Nutrition Kai Tōtika The aim of this course is to equip students with sound nutritional knowledge about healthy adolescent eating patterns. Through the processes of selecting, preparing, cooking and serving food, students develop their creativity and experience a sense of accomplishment.

Mathematics Pangarau The course aims to bring every student up to a competent standard in basic skills, and to develop confidence in mathematical problem solving, with an emphasis on thinking skills and logical reasoning.

The course follows the guidelines of the New Zealand Curriculum. The major emphasis is on numeracy and on finding patterns through studying Algebra and Geometry. The skills needed for a continued study of mathematics are developed.

All students need a scientific calculator.

Extension assignments, projects and competitions are available for interested students. Some students may be offered acceleration to Year 10 halfway through the year.

The charge for class materials will be gold sheeted.

French Wīwī This is a course designed for complete beginners as well as those who have some basic knowledge of French. The emphasis is on developing authentic communication skills and in particular learning how to listen to and speak the language in real situations. Extension work is available for those who wish to build on their previous knowledge of the language.

Substantial online material, which includes tracking software to record progress will be used. All students have the opportunity to practise their oral skills with a native speaker of French.

Using carefully paced and differentiated tasks, the main topics studied include introductions, talking about families, school, hobbies and food. Language work is closely linked to learning about the culture and customs of French speaking countries.

Health and Physical Education Hauora/Te Ao Kori Students learn to understand, appreciate and move their bodies, relate positively to others, and explore wellbeing/ hauora through the model of te whare tapa (physical, mental/emotional, social and spiritual well-being). They learn about effective communication, problem solving, managing conflict and strategies to deal with peer pressure.

Students explore what it means to be socially responsible both in physical education and online spaces and how positive interactions impact the wellbeing of self and others. They discover how accepting challenge and working in unfamiliar movement contexts can develop skills of perseverance and resilience. Through relationships and sexuality education they will understand themselves and develop the knowledge, skills and attitudes to think about and engage in positive and healthy relationships.

YEAR 9 | 24

Music Puoro Year 9 Music offers students opportunities to perform, create and understand music. Using a variety of contexts, and students' own musical knowledge and background, the course builds on experiences students have from Years 7 and 8, and utilises a range of current music technologies to assist students in developing their musicality.

Those who play instruments are encouraged to join Rangi Players. More advanced students may audition for Rangi Sinfonia and/or the Jazz Band. Students interested in singing can audition for Rangi Voices. Extension opportunities exist for advanced musicians in the classroom programme and through other co-curricular groups. Further information is available from Music staff.

Product and Spatial Design Whakairoiro The Year 9 Product and Spatial Design course spans a term and is designed to introduce students to the essential skills of spatial design. This course will engage students in ideation, physical and digital modelling, 2D floor planning, and 3D perspective sketching. The program emphaises creativity, problem solving and visual communication.

Students will compile a portfolio showcasing their understanding of the design process and their proficiency in visual communication techniques.

A charge for materials will be gold sheeted.

CURRICULUM HANDBOOK | 25

YEAR 9

YEAR 9

English Te Reo Pakeha

Science Pūtaiao

Textile Technology Kakano

The focus is to enjoy and be interested in science and learn ‘what science is’ and ‘how scientists work’.

“Style is a way to say who you are without having to speak,” says American fashion designer and businesswoman, Rachel Zoe.

As well as developing a broad knowledge of scientific theory and practical skills, students will develop ‘scientific literacy’ with the aim of becoming creative and open minded in their thinking. This will allow them to appreciate that understanding of science is essential to decision making in our daily lives.

The units of work cover the five strands of the science curriculum: The Nature of Science, The Living World, The Material World, The Physical World and Planet Earth and Beyond.

Assessment involves class and common investigations, practical tests and projects. Knowledge and understanding will be assessed, as well as the ability to process, interpret and report on scientific information.

Students will begin to make connections between materials, form and function by learning to follow basic pattern instructions to create a pair of shorts or pants in their size. Through this project they will use a variety of sewing techniques and explore fabric embellishments to personalise this garment to reflect their growing sense of unique identity.

Students will begin to explore concepts of sustainability within the context of fashion, creating a small upcycled/ repurposed project of their own design.

A charge for materials (workbook and online education platform) will be gold sheeted.

This course lays the foundation for Year 10 Textiles and builds student confidence in their sense of self and in their ability to see a project through from vision to prototype.

Social Studies Akoranga Hapori

Te Ara The Pathway/The Journey

The 2026 Social Studies course will introduce our Year 9 students to the key concepts of Te Ao Tangata | Social Sciences. We encourage students to observe, wonder and be curious about people, places, and society, and to take an interest and engage in social issues and ideas. Opportunities to discuss, hear and understand a range of differing perspectives are built into each terms unit of work. Strengthening critical thinking skills and building foundational skills in research and written communication are embedded throughout.

At Year 9 the focus is on the 'Belong' pillar. All students might complete cycles of citizenship, Christian Education, leadership, service and Te Ao Māori.

In 2026, our Year 9 programme of work connects to the school pillar of 'Belong'. We begin by understanding the history and legacy of Rangi Ruru, migration to New Zealand, citizenship, government and the environment. Current issues are frequently discussed and building general knowledge of the world is a key focus.

As part of our learning experiences trips and speakers may be added to our programme which will be gold sheeted.

YEAR 9

YEAR 9

We encourage students to participate in science competitions and in the wide variety of activities offered in the HPL programme.

A growing sense of identity and individuality is encouraged through this one term course, including exploring the elements and principles of fashion design.

Te Reo Māori Te Reo “Ko taku reo taku ohooho, ko taku reo taku mapihi mauria”

Spanish Paniora This is a course designed for complete beginners as well as those who have some basic knowledge of Spanish. The emphasis is on developing authentic communication skills and in particular learning how to listen to and speak the language in real situations. Extension work is available for those who wish to build on their previous knowledge of the language. Students with extensive prior knowledge of Spanish will be able to work at a more advanced level.

Substantial online material, which includes tracking software to record progress, is also available. All students have the opportunity to practise their oral skills with a native speaker of Spanish.

My language is my awakening, my language is the window to my soul This course builds a foundation for all students in Te Reo Māori. Opportunities to reinforce pronunciation and practice reading will be evident in the daily routine of karakia, waiata and mihi or pepeha. The continued encouragement to greet and mihi to classroom visitors will be supported and expected. By the end of the course students will have used Education Perfect to practice and learn vocabulary, 'Māori to go' is the exercise book for written practice. Ākonga will have completed a variety of speaking and reading tasks. By the end of the course ākonga/students will have established a clear vocabulary for each topic and be able to answer or ask questions related to each topic. Topics covered may include greetings and introductions, my home, my family, my birthday, my school, personal descriptions and weather. Additional topics include the marae and Matariki.

A marae trip may be arranged.

Using carefully paced and differentiated tasks, the main topics studied include introductions, likes and dislikes, family, school, hobbies and holidays. Language work is closely linked to learning about the culture and customs of Spanish speaking countries.

YEAR 9 | 26

CURRICULUM HANDBOOK | 27

Outdoor Education

Year 10

Ākonga will participate in a four day Outdoor Education Course based at the unique and beautiful setting of the Castle Hill Outdoor Centre. The course is run by an experienced Outdoor Education team who expose students' to a variety of activities, enabling them to build skills, strengthen whanaungatanga/relationships with their peers and grow as individuals. Due to its challenging and enriching nature, the time spent at this camp is often a highlight of their time at Rangi Ruru. This camp takes place early to mid Term 2, meaning that weather conditions can be variable.

All Year 10 students will study the following:

Compulsory subjects • Digital Technology

• Science

• English

• Social Studies

• Mathematics

• Te Ara

• Health and Physical Education

ESOL (English for Speakers of Other Languages) ESOL is available as appropriate for students from other language backgrounds. See page 10.

Subject options

Looking to the future

In addition, students choose from the list of subjects below. All are three periods per week but some are full year courses (of which they may choose a maximum of two) and some are half year courses.

Students should consider which Year 10 options they would most like to study and also where these subjects will lead in following years. By Year 11 students are starting to specialise in subject areas and it is essential that they have considered the pathway they are taking and that this provides them with the future options they require.

Students may choose:

By Term 3 in Year 10, students are asked to consider their subject choices for Years 11 to 13 and select their subjects for NCEA Level 1 at Year 11.

either two full year subjects or one full year subject and two half year subjects

The full year subjects are: • ESOL

• Spanish

• French

• Te Reo Māori

YEAR 10

YEAR 10

or four half year subjects

Please note: 1. Students studying a full year subject are generally not permitted to change to a half year subject during the year.

2. Either French or Spanish may be picked up for the first time in a course that will lead to Level 1 NCEA in consultation with the Head of Languages.

The half year subjects are: • Art - Painting and Printmaking

• ESOL

• Art - Photography and Design

• Food and Nutrition

• Business Awareness

• Literacy

• Creative Technology

• Music

• Dance

• Product and Spatial Design

• Drama

• Textile Technology

To take certain subjects at Year 11, you need to study them at Year 10 level.

These subjects are: • Art - Painting and Printmaking and/or Art Photography and Design

• Music (consult Head of Curriculum Music)

• French

• Te Reo Māori

• Spanish

It must be remembered that not all combinations of these choices are possible, but the groupings will be arranged to satisfy the request of the majority.

YEAR 10 | 28

CURRICULUM HANDBOOK | 29

Year 10 Compulsory Subjects Digital Technology Hangarau Matihiko COMPULSORY HALF YEAR Digital Technology expands on the previous year’s focus on multi-disciplinary learning opportunities for students.

Students further develop their computational thinking skills and digital toolbox through projects with programming and multiple digital media forms.

Students develop a basic understanding of algorithms and programming, taking them beyond the realm of block programming into a text-based programming language, Python. Students design and develop suitable digital solutions for end users by working with a range of software in the Adobe Creative Cloud suite, to produce vector graphics, raster images, edited videos, and creative projects of their choice. Students learn the practical tools and the design thinking process to identify opportunities and solve real-world problems.

English Te Reo Pakeha

COMPULSORY FULL YEAR Year 10 Mathematics continues from the Year 9 course, with a consolidation of number, Algebra, Measurement, Geometry and Statistics skills leading to NCEA Level 1 in Year 11.

There will be a focus on the NCEA Level 1 numeracy co-requisite which students will have an opportunity to sit at the end of the year.

Students need a scientific calculator.

Science Pūtaiao COMPULSORY FULL YEAR Year 10 Science continues to develop students’ broad knowledge of scientific theory and practical skills. Topics are based around socio-scientific issues, allowing students to appreciate that understanding of science is essential to decision making in their daily lives. In addition we aim to build a sound foundation for Year 11, when students will sit NCEA Level 1 Science.

The units of work cover the five strands of the science curriculum: The Nature of Science, The Living World, The Material World, The Physical World, and Planet Earth and Beyond.

COMPULSORY FULL YEAR

Assessment involves class and common tests, practical investigations and projects. Knowledge and understanding will be assessed, as well as the ability to process, interpret and report on scientific information.

Our programme will continue to be rich with opportunities to explore all areas of the English language and to gain valuable literacy skills. Our goal is to inspire a love of English, to challenge and empower you, to equip you with critical analysis skills, and most importantly, to have fun. You will encounter stories from Aotearoa New Zealand and beyond our shores. You will be able to see your progress through formative feedback from your teacher and summative assessment tasks you complete during the year.

We encourage students to participate in science competitions and in the wide variety of activities offered in the HPL programme.

Term 1

Language study: Close reading, visual study: close viewing

Term 2

Response to Text: Literature essays in two contexts

Term 3

Written communication and accuracy skills

Term 4

Oral communication: Speech

Health and Physical Education Hauora/Te Ao Kori COMPULSORY FULL YEAR Physical Education and Health in Year 10 continues to build on the key learning areas that have taken place in Year 9.

By learning in, through and about movement, students gain a more in-depth understanding of teamwork and leadership skills. Focus is also placed on assertive communication including how to have tricky and brave conversations. Students will explore power imbalance, learn to recognise when things are not right and act positively, and how to access support. This learning incorporates a series of self-defence lessons – the cost of which is charged to student accounts. Additionally, students will learn about drugs and alcohol, sexuality and relationships, and how to make health enhancing decisions.

A charge for materials (workbook and online education platform) will be gold sheeted.

Social Studies Akoranga Hapori COMPULSORY FULL YEAR Social Studies in Year 10 aims to continue to inspire, and build knowledge, understanding, and curiosity of the world we live in. In 2026 the Year 10 Social Studies programme connects to the school pillar 'Be the Change'.

The three main units of learning focus on understanding the concepts of human rights and responsibilities. We look at historical and present contexts to help students make sense of the world. Topics include 'The Holocaust', global and relative poverty and protest. Within the three units of learning, students expand their knowledge and skills and are encouraged to develop opinions and make decisions about issues in a local, national and global context. There is an emphasis on current issues, values exploration and understanding perspectives. Students are encouraged to identify and participate in social action. The aim is to have students well equipped by the end of the year with the necessary skills to undertake Geography and/or History at Year 11.

Te Ara The Pathway/The Journey COMPULSORY FULL YEAR At Year 10 the focus is on the 'Be You' pillar. All students complete cycles of leadership, service & Te Ao Māori and hauora (mental health and body image). In addition, rotations of Christian Education, pathways and learning skills will be undertaken by specialist teachers.

YEAR 10 | 30

CURRICULUM HANDBOOK | 31

YEAR 10

YEAR 10

Artificial Intelligence will be an integral part of this course, where students explore its applications, ethical implications, and how AI can be leveraged to enhance digital solutions. They will engage in hands-on projects that incorporate machine learning concepts, gaining insight into how AI is shaping the future of technology and society.

Mathematics Pangarau

Year 10 Subject Options – Full Year ESOL

OPTION FULL YEAR

OPTION FULL YEAR

Prerequisite: Year 9 Te Reo Māori or at the discretion of Head of Subject.

(English for Speakers of Other Languages)

“He aha te kai a te rangatira? He kōrero, he kōrero, he kōrero.

There is also a half year option. Students may choose either a full year or half year ESOL course. Each course is carefully structured according to individual student needs and there is a strong emphasis on subject support and preparation for NCEA Level 1 English. Classes are on an individual or small group basis.

What is the food of the leader? It is knowledge. It is communication.

French Wīwī OPTION FULL YEAR The French course builds on the work and topics covered in Year 9. This is the second year of a three year course which practises skills leading to NCEA Level 1 French. Substantial time is spent guiding students to a level of confidence so that they can use authentic French, which will be useful in a variety of real situations.

Substantial online material, which includes tracking software to record progress, is also available. All students have the opportunity to practise their oral skills with a native speaker of French.

Topics this year include routines, entertainment and sport, ordering in a restaurant, shopping, fashion, travel and holidays.

Students work collaboratively to produce writing and speaking portfolios. Emphasis is placed on creating a growing awareness of the huge diversity of the French language and the impact it has had on the world.

A trip to Europe is generally offered every three years for French students in their senior years.

Spanish Pāniora OPTION FULL YEAR The Spanish course builds on the work and topics covered in Year 9. This is the second year of a three year course which practises skills leading to NCEA Level 1 Spanish. Substantial time is spent guiding students to a level of confidence so that they can use authentic Spanish, which will be useful in a variety of real situations.

Online material, which includes tracking software to record progress will be used.

Topics this year include routines, travel and holidays, entertainment, ordering in a restaurant, healthy food, shopping and fashion.

Students work collaboratively to produce writing and speaking portfolios. All students have the opportunity to practise their oral skills with a native speaker of Spanish. Emphasis is placed on creating a growing awareness of the huge diversity of the Spanish language and the impact it has had on the world.

Extension work is available for those who wish to build on their previous knowledge of the language.

A trip to Europe is generally offered every three years for Spanish students in their senior years.

The Te Reo Māori course in Year 10 builds on the work covered in Year 9. Time is spent guiding and encouraging each ākonga to speak Te Reo as much as possible, providing opportunities for students to communicate information for use in a variety of real situations. Grammar and sentence structures will form a large part of the content within each topic. Kōrero/speaking and tuhi/written tasks will give ākonga the opportunity to create, edit, and proofread before submitting each task. 'Māori to go' will be the exercise book used, the units within cover going to town, sports and leisure activities, daily routines, my class, planning a holiday and hospitality. The online tool of Education Perfect will assist the revision of vocabulary and new words or phrases. An overnight trip to a local marae may occur.

Year 10 Subject Options – Half Year Art - Painting and Printmaking Toi - Pikitia & Mahi-ta OPTION HALF YEAR Students will develop a body of learning based on concepts around identity, whakapapa or turangawaewae. They will learn the fundamental principles of observational drawing, printmaking and painting. Ākogna will develop independent thinking skills and confidence in their own decision making. Students have the option to apply their learning to a personalised artist’s book assessed under NCEA Level 1.

Students will learn to discuss their work and that of others through critiques in a collaborative environment where students learn from each other and from established artists. Throughout the course they will work individually and collaboratively to achieve their outcomes. Ākonga will examine the work of contemporary artists from Aotearoa.

Charges for materials will be gold sheeted.

Students must take Art - Painting and Printmaking or Art - Photography and Design or both of these Year 10 Art options. This course is a prerequisite to all senior art courses.

Art - Photography and Design Toi - Hopu Whakaahua & Hoahoa OPTION HALF YEAR Students will develop a body of learning based on a strong foundation of thinking and practical skills, building on drawing skills into a digital context, in relation to photography, design and moving image. Ākonga will develop independence and confidence in their own decision making. Students have the option to apply their learning to a graphic novel and animation that assessed under NCEA Level 1.

Students will learn to discuss their work and that of others through critiques in a collaborative environment where students learn from each other and from established artists. Throughout the course they will work individually and collaboratively to achieve their outcomes. Ākonga will examine the work of contemporary artists from Aotearoa.

Charges for materials will be gold sheeted.

Students must take Art - Photography and Design or Art - Painting and Printmaking or both of these Year 10 Art options. This course is a prerequisite to all senior art courses.

YEAR 10 | 32

CURRICULUM HANDBOOK | 33

YEAR 10

YEAR 10

Te Reo Māori Te Reo

Business Awareness Pakihi

Drama Whakaari

OPTION HALF YEAR

OPTION HALF YEAR

This course will grow learners’ understanding of business principles and motivation in Aotearoa. This will include financial and non-financial decision making. Learners will develop skills in using accounting and economic models to analyse and interpret business performance.

Drama in Year 10 encourages students to extend their knowledge of the basic elements, techniques and conventions of drama while encouraging critical thinking, innovation and confident self-expression. We focus on manaakitanga to create classroom relationships where ākonga feel confident in their contributions being valued. This is done to prepare students for drama in the senior school.

Learners will understand how a business fits within an industry, its place in the economy and the interdependence of economic sectors.

Learners will prepare and present financial reports to measure business viability.

Case studies will be explored and allow learners to apply their understanding in varied contexts.

Creative Technology Hangarau Auaha

There is the potential to be assessed against one of the level one drama standards with a focus on performing and reflecting on an exploration of Theatre Aotearoa.

Students will need to purchase performance blacks – a plain long-sleeved black top and full-length black leggings that they feel confident moving in.

OPTION HALF YEAR A course for the future! This Year 10 two-term optional course provides students with a distinctive and unique digital learning experience. It is 100% tailored to students’ interests, updates frequently, and is set completely apart from the compulsory course. It offers opportunities to explore and embrace a broad range of modern technologies. A full-day field trip allows students to work with more emerging technologies and tools that are available in the wider educational community.

Food and Nutrition Kai Tōtika OPTION HALF YEAR

•

Game design

•

Digital animation

Practical experiences are designed to help develop health enhancing attitudes towards selecting, preparing, cooking and serving food. Students will increase their range of skills and display greater independence when preparing food for themselves and others. They will investigate food products and analyse how to use the packaging information to make good food choices. They will investigate the diverse cultures that contribute to New Zealand’s unique food heritage.

•

Website creation

•

3D modelling and printing

•

App development

•

Robotics

The charge for class materials will be gold sheeted.

•

Digital marketing/merchandising

The course aims to broaden students’ horizons in the fast-changing digital and technological world. Students will be exposed and introduced to numerous different areas of digital technology and this course will be tailored to students’ interests. Learning areas may include:

This course is not only about bringing out the creativity of the students but also keeps strengthening and combining their problem-solving and digital design skills by developing fit-for-purpose solutions for real-world context. The knowledge of current controversial topics in the digital world will also be discussed, topics may include: •

Artificial intelligence

•

Virtual reality

•

The power of algorithms and big data

It is a practical, hands-on subject and it will open many doors for future pathways.

Dance Kanikani

Literacy Matatini OPTION HALF YEAR This course is designed to complement the foundation built at Year 9 for your academic success at Rangi Ruru. It is divided into two components (reading and writing) and uses current evidence from both the Science of Reading and the Science of Learning to ensure the best course for you. It follows on from the Literacy courses offered at Year 9 but is also appropriate for any student hoping to develop their reading and writing skills. This course helps support you as you work towards the NCEA Literacy Common Assessment Activity (CAA).

OPTION HALF YEAR Year 10 Dance continues to build on the important work students have completed in Year 9 dance. An important concept for kanikani/dance at year 10 is the Samoan concept of Vā which, when translated literally, is the physical or the relational space between people and or groups. Ākonga work throughout the semester on learning various dances from different genres/cultures, as well as choreographing their own work based on concepts such as connections and raranga/weaving.

Please note: This course does not continue to higher levels in timetabled classes. NCEA dance standards are available for senior students as members of school dance companies.

YEAR 10 | 34

CURRICULUM HANDBOOK | 35

YEAR 10

YEAR 10

Learning covered can include improvisation and theatre sports to build confidence and an appreciation for the value of making mistakes; introduction to text analysis and theatre Aotearoa; using drama techniques (voice, body, movement and space) to create characters; Creating original drama through devising.

Music Puoro OPTION HALF YEAR The Year 10 Music course provides opportunities for students to perform, create and understand music while also preparing them to study it at a higher level. This is done through a variety of contexts, with opportunities to focus on their own musical interests, background, and experience, while also gaining a broad understanding of music as a whole. Students who take music will further develop skills in self-expression, creative thinking, problem solving and self-management through using a range of current music technologies and devices.

There are three main strands that run through the music course: 1. Performing music: preparing, presenting and reflecting upon solo and group performances.

2. Creating music: developing compositional techniques through creating original instrumental and vocal music.

3. Studying music: continuing to develop skills in musical literacy, as well as enhancing and deepening understanding of music from a wide range of genres.

Aspects of all three strands will be drawn on to present a class concert at the end of Term 4.

OPTION HALF YEAR “Don’t be into trends. Don’t make fashion own you, but you decide what you are, what you want to express by the way you dress and the way you live,” - Iconic fashion designer Gianni Versace.

Students will develop their sense of identity and explore creative ways to communicate their values and world view through exploring the elements and principles of basic fashion design.

Students will explore pattern drafting, begin to gain experience on industrial machinery used within the fashion industry, experiment with cutting edge technology, increase their knowledge of embellishment techniques and build confidence in their own sewing ability. Students will design and create a hoodie of their own choice, using pattern alterations and a variety of embellishment techniques including screen printing and machine embroidery.

Students will also begin to explore the existing problems as well as the exciting opportunities to solve these problems around sustainability in the fashion industry, making their own contribution through upcycling/repurposing an old garment into something new. Students will use Te Tukanga Hoahoa Whakaaro, the Design Thinking Process to create and prototype their designs.

Please note: If you are considering taking textile technology at a senior level it is strongly recommended that you take this course as it provides a solid grounding in the technological process of creative design in materials processing.

Students will need to purchase a music theory workbook, which will be goldsheeted.

YEAR 10

YEAR 10

Students who elect to take Year 10 Music must have tuition on an instrument(s) and/or voice for the entire year, either through school or privately. They must also be working at the equivalent of Grade 1 theory by the time the course starts (usually in the middle of the year), and support with this is available for those who require it. Students should also be involved in a school co-curricular music group for the full year.

Textile Technology Kakano

Students are strongly encouraged to take Music as an option in Year 10 if they are considering studying Music for NCEA Level 1. For further details, please consult the Head of Curriculum Music.

Product and Spatial Design Whakairoiro OPTION HALF YEAR The Year 10 course builds on the foundations established in Year 9, introducing students to both Product and Spatial Design. The program emphasizes creativity, problem-solving, and the development of visual communication skills through two- and three-dimensional sketching techniques. Students will refine and advance their 2D and 3D sketching abilities, explore design concepts in greater depth, and learn to present their ideas effectively.

This course is designed to boost students’ confidence in a range of visual communication methods, providing a strong foundation for future design studies. Please note that specialist software applications will need to be downloaded, and there will be a materials charge, which will be gold-sheeted.

YEAR 10 | 36

CURRICULUM HANDBOOK | 37

Choosing Your Course Years 11 to 13 Interest + Ability + Future Career Pathway = Subject Choice

YEARS 11 - 13

General Guidelines

Year 11 NCEA Level 1 All Year 11 students study the following subjects: Compulsory subjects

In selecting subjects at each level, we recommend that students keep in mind the following guidelines: • Avoid specialising too early – maintain a broad range of subjects for as long as possible throughout your school career • Carefully assess your interests, skills and areas of expertise – choose subjects that build on these • Plan your possible option choices, not just for the next year, but for the years following • If you have a future career in mind, you may need to study some specified subjects • Look closely at your present subjects – avoid dropping a subject that you may need in later years • Ms Collins (Deputy Principal-Curriculum) is available for any questions • Think about a portfolio of subjects completed across your senior years. If the subject does not require a prerequisite you could do a range of subjects across the three years • Seek advice. There are many people at Rangi Ruru who are able to provide advice on subjects and career planning. In addition to subject teachers, these include the Leaders of Faculties and Careers and Pathways Strategist. Visit the Careers and Pathways Centre in Mana Wahine.

• Applied Physical Education and Health

• Te Ara

• English

• Mathematics and Statistics

At least one Science subject or Health Studies is compulsory. Students may choose from: Either General Science (one subject) plus three additional subject options from the list below or Biology (one subject) plus three additional subject options from the list below or Physical and Biological Science (two subjects) plus two additional subject options from the list below (information about these science courses is on page 42) or Health Studies (one subject) plus three additional subject options from the list below.

Subject options • Equine Studies

• Geography

• Music

• Art4

• ESOL5

• Product and Spatial Design

• Physical Education (NCEA)

• Digital Technology

• Food and Nutrition

• Health Studies

• Spanish4

• History

• French4

• Drama

• Te Reo Māori4

• Economics

• Textile Technology

YEAR 11

• Accounting

Subjects have a maximum of three Achievement Standards available. Learning in each subject will be expected to encompass more than is assessed in the Achievement Standards. Students should see the learning in Level 1 subjects as preparation for Level 2 both in terms of content and learning attributes.

Use this handbook to find out which Year 11 options you would most like to study and also where these subjects will lead in following years.

All subjects and their time allocations are described on pages 40 to 51. The majority of Year 11 students study six subjects, except as otherwise negotiated for study of ESOL or Learning Support Programmes.

Not all combinations of subjects are possible, but the groupings will be arranged to satisfy the request of the majority.

Please note that in some subjects, class outings to enhance curriculum study may incur small additional charges (e.g. visits to art galleries or field trips).

YEAR 11 | 38

4

Subjects must have been studied previously, usually in Years 9 and 10

5

For further information on ESOL see page 10

CURRICULUM HANDBOOK | 39

Year 11 (Level 1) Compulsory Subjects Applied Physical Education Te Ao Kori COMPULSORY

COMPULSORY Students choose one of the following Science courses: • General Science • Biology • Physical AND Biological Science (two complementary courses which count as two subjects) OR Health Studies If Biology is chosen, students can only continue with Biology or Science for Citizenship in Years 12 and 13, not Chemistry or Physics. If Health Studies is chosen, students can only continue with Science for Citizenship in Years 12 and 13, not Biology, Chemistry or Physics. Both the General Science course and the Physical and Biological double Science course will permit the study of Biology, Chemistry and Physics in Years 12 and 13.

English Te Reo Pakeha

General Science Pūtaiao

COMPULSORY

This science course will give students the knowledge they need for Year 12 Physics, Chemistry and Biology.

Year 11 English builds the foundation for confident, capable communication across written, visual, and oral forms.

Through a range of creative and critical tasks, ākonga explore how language shapes identity, expresses ideas, and connects us to others. Students will read and respond to texts from a variety of contexts, develop their own voice in writing, and learn to communicate ideas with increasing clarity and effect.

The three main topics are:

At the heart of the course is a focus on interpreting meaning, crafting purposeful language, and reflecting on different perspectives. With guided feedback and opportunities for revision, students grow as writers, speakers, and thinkers— ready to participate thoughtfully in their communities and beyond.

2. Chemical reactions – the properties and interactions of atoms allow us to explain how and why chemical reactions occur. A range of reactions that occur in the world around us will be investigated.

Mathematics and Statistics Pangarau & Tauanga

Resources required to support this course are Scipad workbooks and a subscription to an online learning programme. Costs are expected to be approximately $60 and will be goldsheeted.

COMPULSORY Students are placed into one of two courses which complete Level 1 achievement standards in mathematics and statistics. These are a mixture of internally and externally assessed standards.

One course has a large focus on algebra and functions and leads onto further study in mathematics and/or statistics.

The other course is more general and leads into further study in statistics.

Students need a graphics calculator (fx 9860G II or similar).

Te Ara The Pathway/The Journey COMPULSORY Every student participates in this programme. At Year 11 the focus is on the ‘Be Your Best’ pillar and getting equipped for the future. Students rotate through the four strands: citizenship, Te Ao Māori, pathways (learning to learn), hauora (health programme).

YEAR 11 | 40

1. Genetics – genes control the inheritance of characteristics. How genes are tracked from generation to generation will be explored.

3. Phenomenon in Physics – the concepts of motion, forces and energy will be used to explain real world physical phenomenon.

Biology Koiora This course is designed for those who are interested in Biology and will NOT be continuing with Physics and Chemistry in Year 12.

The three main topics are: 1. Genetics – genes control the inheritance of characteristics. How genes are tracked from generation to generation will be explored.

2. Micro-organisms – the life processes and environmental factors that effect micro-organisms will be explored and the impact they have on humans examined.

3. Science investigations - Using the four dimensions of hauroa as a health model, students will carry out 3 different types of experiments that look at some of the aspects of physical and mental wellbeing in teenagers.

Resources required to support this course are Scipad workbooks and a subscription to an online learning programme. Costs are expected to be approximately $60 and will be gold sheeted.

CURRICULUM HANDBOOK | 41

YEAR 11

YEAR 11

Ākonga will participate in two periods a week of compulsory Physical Education. This course focuses on movement and wellbeing and offers ākonga the opportunity to experience and participate in a wide range of physical activities in a variety of contexts, in and out of their comfort zone. Ākonga will explore the Te Whare Tapa Whā model of health and understand how movement can influence this.

Science/Health Studies Pūtaiao/Hauora

Physical and Biological Science Pūtaiao & Koiora (two complementary courses) If a student chooses these two courses, they may only choose an additional two option subjects (instead of the usual three options).

OPTION PREREQUISITE: YEAR 10 ART

This course will provide a wider breadth and greater depth of knowledge than the General Science course. It is designed for students who intend taking the sciences at senior secondary and tertiary levels.

Ākonga will develop an individual body of learning based on a personalised programme. They will be taught the practical and thinking skills needed to produce a workbook of research and a portfolio of artwork that sequentially develops. Students will learn to critique their own work to generate and extend their ideas. They will become independent thinkers and confident in their own decision making.

The main topics are:

Charges for materials will be gold sheeted.

1. Genetics – genes control the inheritance of characteristics. How genes are tracked from generation to generation will be explored.

As thorough investigative drawing is the basis for all art making processes, this subject is a prerequisite for Level 2 Photography, Painting, Printmaking or Design.

2. Chemical reactions – the properties and interactions of atoms allow us to explain how and why chemical reactions occur. A range of reactions that occur in the world around us will be investigated.

In 2028, as a Year 13 student, we are offering a trip to the prestigious Sydney Art Biennale at an approximate cost of $1200.

3. Phenomenon in Physics – the concepts of motion, forces and energy will be used to explain real world physical phenomenon.

4. Micro-organisms – the life processes and environmental factors that affect micro-organisms will be explored and the impact they have on humans examined.

5. Ecology – The high rates of diabetes, cardiovascular disease and tooth decay are significant issues in NZ. The biology of these diseases and their treatments will be explored. Students will investigate why it is important to analyse different viewpoints before decisions are made to address issues.

6. Energy and Heat – concepts such as energy transfer, conservation of energy and energy transformation will be explored.

Resources required to support this course are Scipad workbooks and a subscription to an online learning programme. Costs are expected to be approximately $70 and will be gold sheeted.

Physical Science is recommended for students wishing to continue studying Physics at Level 2.

Health Studies Hauora For course information please refer to Health Studies on page 46.

Digital Technology Hangarau Matihiko OPTION Level 1 Digital Technology introduces students to two key components: designing and developing digital technology outcomes. This course provides a broad platform for students to explore their interests within the digital realm, encouraging deep engagement with the design thinking process before applying technical skills to bring their ideas to life.

Students can choose from a diverse range of digital outcomes, including: • 3D Modelling

• Design for Manufacture

• Animation

• Game Development

• Audio-Visual Production

• Graphic Design

• Database Development

• Website Creation

Through these projects, students gain hands-on experience with visual design and user experience (UX) principles, learning how to create digital products that are both functional and engaging. These are essential skills for becoming creators, innovators, and future leaders in technology.

The course blends visual design, technical development, and theoretical understanding of UX, offering a comprehensive foundation that supports further study across multiple disciplines at the tertiary level.

Year 11 (Level 1) Subject Options Accounting Kaikaute OPTION In Accounting, we focus on making well-informed decisions for the future viability of an organisation. We consider financial and non-financial information and a variety of contexts.

In addition, students will develop their skills to present and analyse financial information for business and individual use. Students will investigate strategies that businesses use to manage and safeguard their assets.

This course provides an excellent foundation for further study in either accounting or economics.

YEAR 11 | 42

CURRICULUM HANDBOOK | 43

YEAR 11

YEAR 11

Art Toi

Drama Whakaari OPTION PREREQUISITE: YEAR 10 DRAMA (ADVANTAGEOUS BUT NOT COMPULSORY) In Drama/whakaari at Level 1, ākonga continue to develop their learning across the four strands of the subject: developing practical knowledge, developing ideas, communicating and interpreting and understanding drama in context. In Year 11 we focus on: • Understanding the rich social and historical context of Theatre Aotearoa in order to perform authentically.

• Rehearsing, devising original work, and performing in groups and as a class.

• Developing their skills and understanding of performing to an audience.

Whakawhanaungatanga and Manaakitanga continue to be core values in whakaari/drama that help ākonga to develop empathy, collaboration and negotiation skills, and methods to cope with performance anxiety. The lifelong skills developed in whakaari/drama are valuable to every student in any pathway they wish to pursue. Whakaari/drama also provides a deeper understanding of human history in relation to theatre as an art form.

Students are encouraged to take part in co-curricular performance opportunities to build confidence and to view live theatre regularly.

For further details, please consult the Head of Curriculum Whakaari/Drama in the first instance.

Students will need to purchase performance blacks – a plain long-sleeved black top and full-length black leggings that they feel confident moving in.

Economics Ōhanga OPTION This course focuses on two strands of financial understanding. Students will study how price is determined in an orgnisation and recognize the impact on internal and external stakeholders of the entity. The other major focus will be the interdependent financial relationships of an entity and how they are impacted by different events.

As part of the course, students are expected to produce and sell a product at a market day encouraging entrepreneurship. This may incur some costs for set up, production and marketing.

The course will extend students for the demands of accounting or economics courses at Year 12 and beyond.

Equine Studies Mātai Hōiho OPTION See Years 12 and 13. Assessed via unit standards. Contact the Director of Equestrian for further information.

ESOL OPTION (English for Speakers of Other Languages) ESOL is offered on an individual or small group basis for students who do not have English as their first language and who need to develop their language skills.

English standards and/or ESOL standards, which complement the mainstream English course, are also part of the programme. Special attention is given to helping ESOL students achieve the literacy requirement of NCEA Level 1.

YEAR 11 | 44

OPTION This course will improve food literacy (proficiency in food knowledge and skills) to enable informed decisions about food to be made, which contribute to enhanced wellbeing.

The aim of the course is to develop the ability to: • Make connections between food choices and the physical, mental, emotional, social, and spiritual dimensions of people's lives, by exploring current food issues such as energy drinks and portion distortion.

• Investigate aspects of food culture in New Zealand that have significant cultural meaning and show understanding of their impacts on personal and family wellbeing.

• Think critically by investigating questions such as ‘Whose nutritional advice can you trust?

• Explore Māori values, demonstrating how food can create connections (whanaungatanga) between people, and is used to show hospitality and generosity (manaakitanga).

• Manage and evaluate practical activities that involve planning, selecting, preparing, and presenting nutritious and appetising meals.

The charge for class materials will be gold sheeted.

French Wīwī OPTION PREREQUISITE: YEAR 10 FRENCH 'Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako' 'Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.'

Learning French is about connecting to and communicating within and across cultures and communities.

This course will encourage diverse ways of thinking, doing, and believing and will require ākonga to take risks and develop resilience and perseverance. The course builds upon prior learning from Year 10 and prepares ākonga for a visit to a French speaking country. Ākonga will learn to engage with and explore written and spoken language. They will delve deeply into the culture and values of the people who connect with the language and consider similarities to and differences from their own culture and that of Aotearoa. They will share information, ideas and opinions in French and explore linguistic building blocks and patterns. They will use a wide range of resources to advance language learning and embrace online technologies. All ākonga have the opportunity to practise their oral skills with a native speaker of French.

When possible, ākonga may be invited to participate in film screenings, restaurant visits and language immersion experiences, for which a small cost may be added to the school account. A trip to Europe is generally offered every three years for Senior students.

For Level 1 NCEA, the internally assessed component is based on written and/or oral communication (five credits).

Listening and reading are assessed externally (10 credits in total).

The French exchange programme In 2019, Rangi Ruru established an exchange programme with an independent, co-educational school in Guérande, France, alongside Christchurch Boys' High School (CBHS). Two students from Rangi Ruru and two students from CBHS host their exchange partners for approximately seven weeks during September/October of Year 11 and then travel to France for approximately seven weeks in January/ February in Year 12. Students stay with their exchange partners' families. Costs include airfares, insurance, and spending money.

Applications open in Term 1 of Year 11.

CURRICULUM HANDBOOK | 45

YEAR 11

YEAR 11

If you take Senior Drama, there is a fee of $40 per student. This fee is to cover the cost of seeing a show during the school year

Food and Nutrition Kai Tōtika

Geography Mātai Matawhenua OPTION Geography is a multidisciplinary subject that aims to develop an understanding of the environment as the home of people. Students will take an in-depth look at the world which they live in to discover new places, new cultures, and new ideas. Students will learn about connections between people and places at local, regional, national, and global scales. They will develop an understanding of how natural processes can shape the natural environment and investigate how environments have evolved spatially and over time. Students will learn how the environment can be protected and regenerated through different approaches. They will study geographic issues and will consider different solutions that can be used to solve them. Geography students will understand how differences in perspectives and power influence decision making, which has consequences within the natural and cultural environment.

The Level 1 Geography course will explore local and global geographic issues such as climate change, hazard management, demographics, development, and inequality.

Students will need to purchase a geography skills workbook, which costs approximately $30 and will be gold sheeted.

There will also be a field trip, the cost of which is TBC.

Health Studies Hauora

Protest: • The ongoing struggle for black civil rights in the USA • Issues of race and politics in New Zealand Power: • World War II: the origins and nature of the war in Europe and the Pacific, and its impact on people There will be a local field trip for History students, the cost of which is TBC.

Music Puoro OPTION This course builds on material covered in the Years 9 and 10 Music courses. It is designed to prepare students, regardless of their musical background, to be a musician of Aotearoa in 2026. Students who take music will further develop skills in self-expression, creative thinking, problem solving and self-management through using a range of current music technologies and devices. They will continue to develop their skills and competencies in the three main music strands:

OPTION

1. Performing music: preparing, presenting and reflecting upon solo and group performances.

This course encourages students to develop the knowledge, skills, and attitudes needed to take responsibility for their own well-being and to positively influence the well-being of others. Through a variety of health-related contexts, students will explore models of health and well-being and learn to apply these frameworks to everyday life.

2. Creating music: developing compositional techniques through manipulating existing music, creating original instrumental and vocal music, and producing it using music technologies.

Key areas of study include: • Understanding and applying health models to promote personal and community well-being • Exploring topics such as mental health, relationships and sexuality, drugs and alcohol, and physical safety • Developing critical thinking skills to evaluate social, cultural, economic, and environmental factors affecting health and well-being • Engaging in practical activities that support well-being This course aims to provide a solid foundation in health education that supports students’ well-being now and prepares them for further study or careers in health-related fields. It offers an interactive and supportive learning environment where students can explore important health issues relevant to themselves, their whānau, and the wider community.

This course includes trips/activities that are charged to the student’s account.

History Hītōria OPTION The Level 1 History course focuses on the concepts of ‘protest and power’. It aims to introduce and develop skills of research, analysis, evaluation and communication, while recognising that history is interpreted by people in a variety of different ways. Students will develop an understanding of the causes, consequences and perspectives of events of significance to New Zealanders through a study of the following possible contexts:

3. Studying music: continuing to develop skills in musical literacy, as well as drawing on understanding of different musical styles to analyse music in depth.

This course is not suitable for beginners on an instrument or voice. Whilst the Year 10 Music course is a valuable and preferred preparation for NCEA Level 1 Music, students who are very competent on an instrument or in voice, and who have developed a high level of general musicianship and musical literacy, may elect to make a direct entry into the Level 1 course after consultation with the Head of Curriculum Music.

Students who elect to study NCEA Level 1 Music must commit to continued tuition on their chosen instrument or voice for the entire year, either through school or privately. An equivalent level of Grade 2 theory must be reached by the start of the NCEA Level 1 year. Students should also be involved in a school co-curricular music group for the full year.

Students will need to purchase a music theory workbook, which will be goldsheeted.

It is a requirement that students who wish to take Music/Commercial Music at Level 2 or Level 3 take Music for Level 1 NCEA.

Physical Education (NCEA) Te Ao Kori OPTION Ākonga will explore the importance of how physical education makes a significant contribution to well-being (Hauora). They will learn in and through movement by developing physical skills and experiencing enjoyment. By looking at different perspectives through their participation in movement, they will develop a range of capabilities.

By learning about how and why people move, ākonga come to understand what influences their own and others’ movement. Ākonga will explore what movement means to them through engaging in Māori, individual, team and sports activities.

They will develop a range of movement strategies that will help them to achieve a movement outcome or goal. Ākonga will focus on improving their ability to work collaboratively in movement, and explore how te ao Māori, biophysical and sociocultural aspects influence movement. Through movement ākonga will investigate how the human body works to produce movement including anatomy, the biomechanics of movement an exercise physiology.

This course may include trips/activities that are charged to the ākonga’s account.

YEAR 11 | 46

CURRICULUM HANDBOOK | 47

YEAR 11

YEAR 11

History continued

Product and Spatial Design Whakairoiro

Te Reo Māori Te Reo

OPTION

OPTION PREREQUISITE: YEAR 10 ADVANTAGEOUS

PREREQUISITE: YEAR 10 PRODUCT AND SPATIAL DESIGN ADVANTAGEOUS BUT NOT COMPULSORY Kaua e rangiruatia te hāpai o te hoe; E kore tō tātou waka e ū ki uta Don't paddle out of unison; our canoe will never reach the shore This course focuses on three key aspects: design thinking, visual communication, and design heritage. It encompasses product design, which involves creating tangible items for everyday use, and spatial design, which involves designing three-dimensional spaces. Students will develop skills and techniques to bring their ideas to life, while being mindful of their ethical responsibilities towards the people and places they design for.

Specialist computer applications will be required for some design work.

Completion of this course is strongly recommended for those wishing to pursue product and spatial design at higher levels.

A charge for materials will be gold sheeted.

Spanish Pāniora OPTION PREREQUISITE: YEAR 10 SPANISH

Language is the key to understanding -Te Wharehuia Milroy Ākonga will submit two pieces of mahi/work. One is a conversation interaction in filmed in real time focusing on two experiences past and present. The other a written task.

The assessments will each require one piece of work to be submitted either written or spoken.

The external options consist of either a Common Assessment Activity or a portfolio of 1 piece of written or spoken work to be submitted to NZQA for assessment.

Key Competencies: • 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.

• 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 Māori language and culture revitalisation within their communities.

• Students of Te Reo Māori, in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation.

Possible day trips or overnight to local marae and walks discovering the stories of our inner city are possible.

Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled Learning Spanish is about connecting to and communicating within and across cultures and communities.

This course will encourage diverse ways of thinking, doing, and believing and will require ākonga to take risks and develop resilience and perseverance. The course builds upon prior learning from Year 10 and prepares ākonga for a visit to a Spanish speaking country. Ākonga will learn to engage with and explore written and spoken language. They will delve deeply into the culture and values of the people who connect with the language and consider similarities to and differences from their own culture and that of Aotearoa. They will share information, ideas and opinions in Spanish and explore linguistic building blocks and patterns. They will use a wide range of resources to advance language learning and embrace online technologies. All ākonga have the opportunity to practise their oral skills with a native speaker of Spanish.

When possible, ākonga may be invited to participate in film screenings, restaurant visits and language immersion experiences, for which a small cost may be added to the school account. A trip to Europe is generally offered every three years for senior students.

For Level 1 NCEA, the internally assessed component is based on written and/or oral communication.

Listening and reading are assessed externally.

Textile Technology - Materials and Processing Technology OPTION “What’s my style is not your style, and I don’t see how you can define it. It’s something that expresses who you are in your own way,” - American businesswoman, interior designer, and fashion icon Iris Apfel.

A deepening understanding of who they are and where they fit in the world will drive student learning in this course.

Through developing their ability to follow the technological process to test the physical and functional properties of a variety of materials, students will learn to make justified choices and evaluate their end products for fitness for purpose. Gathering and synthesising crucial stakeholder feedback in order to refine their design concepts forms a critical part of their learning this year.

What impact do our fashion choices have on the world? Crucial concepts of sustainability through kaitiakitanga underpin this course as students explore mātauranga Māori principles in their research and exploration of upcycling and repurposing techniques, zero waste patterns and processing techniques using natural and renewable resources native to Aotearoa such as harakeke and tī kouka.

Students will gain an understanding of the impact of the fashion industry on the natural world, the ability to design and create their own sustainable clothing and the confidence to problem solve that is transferable across all learning areas.

Field trips will allow students to gain awareness and understanding of both the history of fashion design and future career pathways in the fashion industry. Field trips will include visits to The Spinners and Weavers Guild, op shops for sustainability research and potentially Dunedin for the Hokonui Fashion Design Awards. The costs for these trips will be gold sheeted.

YEAR 11 | 48

CURRICULUM HANDBOOK | 49

YEAR 11

YEAR 11

Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako

“Ko te reo te taikura o te whakaao mārama”

Year 12 NCEA Level 2

Most Years 12 and 13 students will study five subjects. It is better to work towards a Merit or Excellence endorsement with five subjects rather than jeopardise this by studying six subjects.

Criteria for studying six subjects at Years 12 or 13: • Minimum of an overall Merit endorsement from the previous year of study

All courses give students an opportunity to study subjects that interest them and that will secure a well-balanced education.

• High motivation and very good time management skills • Sufficient time out of school hours to commit to study. Studying six subjects at Years 12 or 13 is not recommended for students who have a heavy co-curricular commitment.

Students studying five subjects have four periods of study a week. The intention is for students to be selfmanaging in their learning and study time. Initially, study time will be supervised but students are expected to take responsibility for using this time wisely.

Compulsory Subjects • English • Te Ara

Subject Options

• Accounting

• Health

• Biology

• History

• Chemistry

• Mathematics with Statistics

• Classical Studies

• Mathematics

• Design

• Media Studies

• Digital Technology

• Music/Commercial Music

• Drama

• Paint/Print

• EAS (English for Academic Study)

• Photography

• Economics

• Physical Education (NCEA)

• Equine Studies

• Physics

• Food and Nutrition

• Science for Citizenship

• French

• Spanish

• Geography

• Te Reo Māori

• Product and Spatial Design

• Textile Technology

The courses operating in any one year are determined by the availability of teaching staff and the numbers of students selecting the various courses. It must be remembered that not all combinations of subjects are possible, but the groupings are arranged to satisfy the request of the majority.

YEAR 12

YEAR 12

Students choose four or five subjects (in addition to English) from the following:

Outdoor Education Year 12 ākonga participate in a three day camp at Hanmer Springs. The purpose of this experience is to enhance whanaungatanga/relationships and team skills. Various activities are carried out in clan groups with the intention of developing co-operative solutions to challenges. A focus on manaakitanga to support the collective wellbeing of the group is threaded throughout the camp. Time to reflect and look for future opportunities are built into the programme. This is a unique opportunity for the whole year level and pastoral team to be at camp together.

Looking to the future Students should consider the following points when deciding on their course for Year 12: • The need to build up the basic knowledge and skills required by all people • Consider not only your good subjects and the subjects you enjoy but also those necessary to fulfil your possible career intentions • If you wish to gain University Entrance in Year 13 you must ensure you gain the relevant literacy standards. These may be gained over one or two years, in Years 12 and 13 English • If you choose six subjects you must take them all for the whole year • If you are interested in sitting Scholarship refer to New Zealand Scholarship information on page 83 Each subject has recommended prerequisites (see specific subject information in the following pages). Please read these carefully and consult the Head of Subject if in doubt.

YEAR 12 | 50

CURRICULUM HANDBOOK | 51

Year 12 (Level 2) Compulsory Subjects English Te Reo Pakeha

Biology Koiora Pathway A OPTION This course is designed to develop students’ knowledge, skills, and understanding of biology by:

COMPULSORY

• Exploring the diverse ways animals and plants carry out essential life processes.

Level 2 English invites ākonga to explore the power of language through reading, writing, viewing, and presenting.

Students engage with increasingly complex texts that challenge them to consider diverse perspectives, think critically and respond creatively. This course fosters clear, confident communication and a deeper appreciation of storytelling across oral, written, and visual forms.

• Examining structures and processes at the cellular level.

As a university entrance pathway, Level 2 English supports students in gaining the five Reading and five Writing credits required for UE, which is why it is compulsory.

Learning experiences are both analytical and creative, helping students grow as thoughtful readers, skilful writers, and active participants in their communities and the wider world.

Assessment: A total of 21 credits are available. This includes 13 internal credits and 8 external credits.

Te Ara The Pathway/The Journey

• Conducting and evaluating practical investigations to apply biological concepts in real-world contexts.

• Analysing biological information presented in the media to develop scientific literacy and critical thinking.

• Studying molecular biology, including how DNA encodes proteins and how mutations and environmental factors influence gene expression.

The course provides ākonga with the core fundamental knowledge for a biology pathway in further tertiary studies at university. It is recommended that students taking this course have achieved at least a Merit in the Genetics standard in the Level 1 Science course. The cost for this will be gold sheeted.

Assessment: A total of 18 credits at NCEA Level 2 are offered. This includes 10 internal credits and 8 external credits.

Pathway B OPTION

COMPULSORY

This course offers ākonga the opportunity to explore a range of biological concepts and skills by:

At Year 12 the focus is on the ‘Be The Change’ pillar. Students rotate throught the strands in Terms 1, 2, 3: citizenship and Te Ao Māori, pathways, sustainability, leadership and hauora (health & wellbeing).

• Analysing the adaptations of plants and animals and understanding how these support their way of life, including in extreme environments.

Year 12 (Level 2) Subject Options Accounting Kaikaute OPTION Accounting at Level 2 gives students a greater understanding of business decision making based on financial and non-financial information.

Students develop a deep understanding of how to prepare, present and analyse financial information for a sole proprietor. It also gives students the opportunity to understand how important subsystems for managing resources are within a business. They investigate the importance of internal control over accounts receivable or inventory.

• Conducting and evaluating practical investigations to apply biological concepts in real-world contexts.

• Studying molecular biology, including how DNA encodes proteins and how mutations and environmental factors influence gene expression.

This course is scaffolded to support the development of key skills and knowledge required for success at Level 2. It is designed for students who have an interest in biology and allows for continuation into Year 13 Biology.

The course includes one external examination, which allows for a slower pace and less content to memorise. In one internal standard, it is only possible to achieve up to a Merit. This is because it is a technical standard that does not require the analysis of information that is a national requirement for Excellence.

Students may require a workbook and subscription to an online platform to supplement their learning. The cost for this will be gold sheeted.

Assessment: A total of 18 credits at NCEA Level 2 may be offered. This includes 14 internal credits and 4 external credits.

Students will gain experience in using a common accounting software package, Xero, for a small business.

Total credits = 15 (ten internal and five external) Students must study Level 2 Accounting for entry to Level 3 Accounting (or at the discretion of the Head of Accounting).

YEAR 12 | 52

CURRICULUM HANDBOOK | 53

YEAR 12

YEAR 12

• Examining life at the microscopic level, gaining insights into cellular structures and processes.

Chemistry Matū OPTION PREREQUISITE AT LEAST ACHIEVED IN LEVEL 1 CB 1.2 The course aims to provide students with knowledge of the structure and chemical behaviour of many common substances. Theories and concepts are supported by suitable laboratory work. Students learn practical skills in handling equipment and chemicals correctly and how to observe and make logical deductions from their experiments. Mathematical calculations are often required.

Internal assessments focus on linking practical work with writing chemical equations and carrying out an investigation to determine the concentration of a household substance using appropriate calculations. The external standards focus on the key concepts concerning structure and reactivity of a variety of compounds.

Students will require a workbook and subscription to an online platform to supplement their learning. The cost for this will be gold sheeted.

It is recommended that students taking this course have achieved in the Level 1 CB 1.2 "Chemical Reactions in Context" from the Level 1 General Science Course or the Level 1 Physical Science Course.

The NCEA assessment programme includes credits gained from two internal assessments involving practical work and three external assessments at the end of the year.

Classical Studies Whakaakoranga Puāwaitanga OPTION

Why Study Classics?

• Classical studies provides you with a unique opportunity to study a number of different disciplines – art history, history, literature and philosophy • It will provide you with knowledge and an appreciation for Greek and Roman civilisation • It will equip you with a variety of transferable skills including research, critical thinking, systematic analysis and communication of ideas • It will give you experience in dealing with different types of subject matter and evidence • It will acquaint you with the cultural sources of western civilisation Four of the following topics are investigated and will be the basis of the content for both internal and external assessments: Greek topics: • Mythology • Homer’s Odyssey • Athenian art & architecture

OPTION PREREQUISITE: LEVEL 1 ART Students will learn about the purpose, motivations and context of design as a form of everyday visual communication. They are required to think and work independently, selecting their own subject matter based on research. Ākonga will learn how to generate and develop ideas through practical application, using a range of media as appropriate to their investigation (for example Photoshop, Pro Create, Illustrator, drawing, printmaking, sculpture, painting). These students will gain confidence in establishing a personalised learning programme.

Students will: • Research and apply information, methods and ideas relating to art-making • Develop ideas through drawing • Produce a body of work to show an understanding of art-making methods.

Students require a laptop or iPad Charges for materials will be gold sheeted.

Assessment: 16 credits at NCEA Level 2. This is a prerequisite for Level 3 Design.

In 2026, we are offering a trip to the prestigious Sydney Art Biennale at an approximate cost of $1200.

Digital Technology Hangarau Matihiko OPTION PREREQUISITE: LEVEL 1 DIGITAL TECHNOLOGY Level 2 Digital Technology is an open-entry course designed for students with a passion for digital creation, problemsolving, and innovation—no prior experience is required. Whether you're building on existing skills or starting fresh, this course provides a supportive environment to explore the exciting world of digital technologies.

Students will learn to design and develop sophisticated websites and applications using modern programming techniques and design principles. The course introduces key concepts in web development and programming, with a focus on practical, hands-on learning.

Throughout the course, students tackle real-world problems and identify opportunities where digital solutions can make a difference. They engage in the full development cycle—from ideation and design to technical development, testing, and refinement—ultimately delivering fit-for-purpose digital outcomes.

Students take on a variety of roles such as: Business Consultant, UX Designer, Software Developer, Tester and Project Manager. This approach builds confidence in project management, collaboration, and creative problem-solving.

This course lays a strong foundation for further study in areas such as: App Design, Software Engineering, Computer Science, Information Systems and Digital Media. Whether you're aiming for tertiary study or a future career in tech, this course equips you with the skills, mindset, and experience to thrive in a rapidly evolving digital landscape.

Roman topics: • Roman social life • Art and architecture of Pompeii and Herculaneum Assessment: 18 credits, 10 internal and 8 external.

YEAR 12 | 54

CURRICULUM HANDBOOK | 55

YEAR 12

YEAR 12

Classical Studies is the study of the civilisation of classical Greece and Rome without the study of the classical languages.

Design Hoahoa

Drama Whakaari

Equine Studies Mātai Hōiho

OPTION PREREQUISITE: LEVEL 1 DRAMA IS RECOMMENDED

OPTION

The course aims to build on students skills across the four strands of drama - developing practical knowledge, de­ veloping ideas, communicating and interpreting and understanding drama in context. In Year 12 we focus on:

This course aims to provide knowledge and understanding of equine matters through horse physiology, anatomy, care of the horse when transporting by air and of the racing industry (11 credits). This is complemented by general agricultural papers (up to 14 credits) for those who ride, own their own horses, or intend to find a career in the equine industry. Experience in horse-riding is preferable, but not essential. This course is made up of Unit Standards.

• The performance style and the social and historical context of Elizabethan drama • Rehearsing and performing a published play as a class

Study is by correspondence supported by the school. Proficiency in literacy and numeracy is expected. Students will require effective self-management.

• Devising and performing drama in groups • Detailed analysis of short text with a focus on developing the context and character creation Drama/Whakaari values of Whakawhanaungatanga and Manaakitanga enable students to develop empathy by encouraging them to see the world through the eyes of characters that have experiences and backgrounds different from their own. This has assisted students wishing to move into medicine and law develop greater empathy with patients and clients from different backgrounds. Students work both individually and in groups and are expected to undertake some out of class rehearsal time.

NCEA Level 2 Drama/Whakaari has up to four practical assessments and one external examination.

Students are able to gain a maximum of 22 credits. Students are encouraged to view live theatre regularly, and to take part in co-curricular performance opportunities to build confidence.

For further details, please consult the Head of Curriculum Whakaari/Drama in the first instance.

Students will need to purchase performance blacks – a plain long-sleeved black top and full-length black leggings that they feel confident moving in.

If you take Senior Drama, there is a fee of $40 per student. This fee is to cover the cost of seeing a show during the school year

OPTION This course will further improve food literacy (proficiency in food knowledge and skills) to enable informed decisions about food to be made, which contribute to enhanced wellbeing.

The aim of the course is to develop the ability to: • Survey and analyse people’s values, beliefs, and practices related to healthy eating.

• Think critically by investigating the food system, from its origins to the market.

• Make connections between food choices and the physical, mental, emotional, social, and spiritual dimensions of people's lives by exploring current food issues such as food poverty and sustainable food practices.

• Manage and evaluate practical activities that involve planning, selecting, preparing, and presenting nutritious and appetising meals.

The charge for class materials will be gold sheeted. Students undertaking this course have the opportunity to achieve up to 19 Level 2 credits from achievement standards. Fifteen credits are internally assessed.

OPTION

YEAR 12

YEAR 12

EAS (English for Academic Study)

Food and Nutrition Kai Tōtika

This is for Year 12 students who do not have English as their first language, and who wish to prepare for university study. Students work towards achieving the literacy requirements for New Zealand University Entrance, often over a two-year period, and can begin preparing for international examinations, such as TOEFL, SAT and IELTS.

French Wīwī

Economics Ōhanga

OPTION PREREQUISITE: LEVEL 1 FRENCH ACHIEVEMENT STANDARDS A task-based approach is continued at this level and will allow students to reach a new level of sophistication in their four major skill areas.

OPTION This level of economics will enable students to examine how and why the New Zealand economy operates as it does, and the major economic issues arising from it. The course is focused on macroeconomics. It is a valuable course for students who are considering taking economics at Year 13.

Some of the topics covered will include: • Media (television, advertising, new technology)

The major topics covered are: • Inflation (external) - four credits

• Trade (external) - four credits

• Unemployment (internal) - four credits

• Government policies (internal) - six credits

Students will use macro-economic models to compare and contrast the impacts on our everyday lives of interest rates, exchange rates, employment opportunities, Gross Domestic Product and the balance of payments. Through the study of inflation and economic growth, students will understand how monetary and fiscal policy impact on the various sectors of the economy.

Students will be offered 10 credits internally and 8 credits externally.

YEAR 12 | 56

Students are encouraged to read widely and will be challenged to produce creative language both orally and on paper. Contemporary materials, which are taken from a variety of sources, are used. A major feature of the course is the use of up to date online resources to consolidate classroom work.

• Popular culture (cinema, music, fashion) • Healthy lifestyles (sport, health and wellbeing, holidays) • Family and personal relationships (family, friendship, marriage) All students have the opportunity to practise their oral skills with a native speaker of French.

For Level 2 NCEA, the internally assessed components are based on a writing portfolio (five credits) and a spoken presentation (four credits). For the writing portfolio students collect evidence of their work over the course of the year and submit their best samples of work for assessment at the end of the year.

Listening and reading are assessed externally (10 credits in total).

A trip to Europe is generally offered every three years for senior students.

CURRICULUM HANDBOOK | 57

Geography Mātai Matawhenua OPTION

OPTION

This is a course designed for students who have an interest in exploring the interaction between humans and te taio (the natural world). Students will build on and expand their personal experiences of natural and cultural environments, look at the processes that shape our world and undertake fieldwork investigations in different locations outside the classroom. There are no prerequisites, although it would be an advantage to have taken Level 1 Geography.

Whilst it is an advantage, it is not necessary to have studied the subject at Level 1.

Topics include: • Conducting an advanced geographical Inquiry e.g. climatic variation or zonation patterns in the Mount Cook Basin (three day field trip to Aoraki / Mt Cook) • Identifying the urban pattern of house prices in Christchurch and understanding the reasons for the patterns that exist • Understanding the differences in development that exist between countries and within them, what has caused these differences and strategies that have been used to reduce inequality • Identifying a global pattern that exists with malaria and the impacts this has on people • Exploring geographic concepts with the use of geographic skills in a national or international context Assessment: A total of 19 credits are offered. Two externally assessed geography achievement standards - eight credits. Three internally assessed geography achievement standards – 11 credits.

Students will need to purchase a geography skills workbook, which costs approximately $30 and will be gold sheeted.

There will also be a field trip, the cost of which is TBC.

Health Hauora OPTION Health Education at Level 2 encourages students to understand health issues related to both themselves and at a wider societal level. The learning is based upon contemporary topics such as gender, resilience, stereotypes, the impact of media and a range of adolescent health issues. Students will gain an understanding of key health concepts around social justice, health promotion, attitudes and values and wellbeing, and apply them to contexts of their choice.

The course gives students the opportunity to carry out a health promotion action that enhances the well-being of the school community.

The theme of the Level 2 course is Great Power Rivalry in the 20th Century - Hot War to Cold War. Students will assess the major forces that have shaped the modern world, the significance of these developments, and how they have been interpreted over time. It aims to develop the skills of independent inquiry, analysis, critical thinking and communication.

The causes, consequences and perspectives of events of significance to New Zealanders will be examined through a study of the following possible contexts relating to The Cold War: • The origins of the Cold War after 1945 • The Berlin Blockade and the Rise of the Berlin Wall • The Cuban Missile Crisis • The Fall of the Berlin Wall and the post-Cold War world Students will also investigate an event of significance to New Zealand for the research-based internal assessments, choosing a topic by negotiation with the teacher.

18 credits are offered, of which nine are assessed internally and nine externally.

Mathematics Pangarau OPTION PREREQUISITE: 16 CREDITS AT LEVEL 1 MATHEMATICS, MERIT IN ALGEBRA This course covers five achievement standards at Level 2 with a total of 20 credits available.

Mathematics at this level becomes more abstract with an emphasis on the application of algebraic methods to geometry and calculus. Students need a graphics calculator (fx 9860G II or similar).

Three standards covering algebra, calculus and probability are assessed externally. The two internal standards are graphs and trigonometry.

This course provides a suitable foundation to continue with either calculus or statistics at Level 3.

Mathematics with Statistics Pangarau & Tauanga OPTION PREREQUISITE: 14 CREDITS AT LEVEL 1 MATHEMATICS To be adequately prepared for this course a student should have achieved at least 14 credits in Level 1 Mathematics.

This course offers five achievement standards, with a total of 16 credits available.

There is only one externally assessed standard in Probability. The internals cover Inference, Networks, Experiments and Simulations. Students need a graphics calculator (fx 9860G II or similar).

This course provides a suitable foundation to continue with Statistics at Level 3.

YEAR 12 | 58

CURRICULUM HANDBOOK | 59

YEAR 12

YEAR 12

History Hītōria

Media Studies Rangahau Pāpāho

Paint/Print Pikitia/Mahi-ta

OPTION

OPTION PREREQUISITE: LEVEL 1 ART

Media studies encourages students to consider how and why the media shapes their understanding of the world and their place in it. Level 2 Media Studies offers students experience to analyse, critique and produce media texts.

They are challenged and empowered to investigate all forms of media to understand and evaluate how messages, meanings and responses are created.

This course is structured as half a year painting and half a year printmaking.

Students develop the skills to become informed, discriminating citizens in a constantly changing, interconnected world; able to critically recognise and understand how misinformation and disinformation transmits and spreads.

The course focuses on a range of contexts across film, television and print to develop an understanding and appreciation of media language, engagement and construction of meaning, but more importantly urges students to critique the wider implications of these as well as use them to inform their own production.

The course seeks to encourage a critical and creative voice delivered across verbal, written and visual communication. Robust discussion, written analysis, script writing, journalism and media production are integral to the course, providing students with an understanding of how to communicate to a specific audience such as marketing, science communication and media ethics.

This course provides pathways to tertiary study and creative industries such as film (eg, cinematography, design, screen writing, film editing), animation (game design, computer animation), journalism (broadcast media, marketing and communications).

A charge for materials will be gold sheeted.

Students are offered internal and external standards to a maximum of 24 credits.

Music/Commercial Music Puoro/Waiata o Naianei

Charges for materials will be gold sheeted throughout the year. Assessment is for a maximum total of 20 credits at NCEA Level 2. This is a prerequisite for Level 3 Painting and Level 3 Printmaking courses.

In 2026, we are offering a trip to the prestigious Sydney Art Biennale at an approximate cost of $1200.

Photography Hopu Whakaahua OPTION PREREQUISITE: LEVEL 1 ART Students will learn about the principles of analogue, darkroom, digital photography and moving image. This will include studio and field work, as well as elements of post-production. Students will be required to think and work independently, including selecting their own subject matter based on research. They will learn how to generate and develop ideas through practical application, using a range of media as appropriate to their investigation (including 2D and 3D). Students will gain confidence in establishing a personalised learning programme.

All students will require their own digital camera and tripod for this course. Charges for materials will be gold sheeted throughout the year.

Assessment is for 16 credits at NCEA Level 2. This is a prerequisite for Level 3 Photography.

In 2026, we are offering a trip to the prestigious Sydney Art Biennale at an approximate cost of $1200.

The Level 2 Music courses are suitable for students who have successfully completed NCEA Level 1 Music.

Students are required to select either Music OR Commercial Music. These strands cover the same learning areas but have contrasting materials and a different focus.

Students who elect to study NCEA Level 2 Music or Commercial Music must commit to continued tuition on their chosen instrument or voice for the entire year, either through school or privately. Students should also be involved in a co-curricular music group for the full year.

All students will study • Solo performance • Group performance • Composition • Analysis of music works Students who take Music or Commercial Music at Level 2 will start to explore their musical voice through a more specialised, personalised, and self-managed course of study.

Assessment: External four credits, internal 16 credits.

YEAR 12

YEAR 12

OPTION PREREQUISITE: NCEA LEVEL 1 MUSIC.

Students will undertake a course of study within each discipline. They are required to think and work independently, selecting their own subject matter based on research. They will learn how to generate and develop ideas through practical application, using a range of media in each discipline. Students will gain confidence in establishing a personalised learning programme.

Physical Education (NCEA) Te Ao Kori OPTION Ākonga will develop an understanding of how skills are acquired and how the human body functions in relation to physical activity. They will also learn about the methods and principles of training required for an effective training programme. In addition, they will learn how to plan, facilitate and evaluate a physical activity programme for ākonga from Ferndale School. As part of the practical component, ākonga will participate in three physical activities aligned with nationally developed performance standards. One of these practicals involves surfing; ākonga will then have a choice for the remaining practicals. They will also take part in an outdoor activity where they will analyse the application of risk management strategies.

This course will include a trip as a part of the Risk Management learning, the approximate price for this will be between $50-$200 depending on the practical choice by students. There may also be other trips and activities that will be charged to the students account.

A range of other standards are offered for students who wish to extend their learning in music, including: • Solo performance on a second instrument • Score reading • Instrumentation • Aural skills • New Zealand music research For further details, please consult the Head of Curriculum Music.

YEAR 12 | 60

CURRICULUM HANDBOOK | 61

Physics Ahupūngao OPTION RECOMMENDED: PHYSICAL SCIENCE COURSE AT LEVEL 1 This course is a study of motion, energy, and the fundamental nature of matter. It illustrates how physics is involved in everyday life and serves as a basis for other sciences and technologies.

The aim of the course is to develop the ability to: • Explain everyday situations using the basic theories of physics.

• Conduct experimental investigations and analyse data.

• Analyse and solve physical problems using mathematics.

Topics covered include - mechanics (force, motion, and energy), electricity and electromagnetism, atomic and nuclear physics and practical investigations.

Students will require a workbook and subscription to an online platform to supplement their learning. There is a trip to the Radioactive Labs at the University of Canterbury as part of the course (approx. $15). The costs for this will be gold sheeted.

It is recommended that students taking this course achieved credits in the Physics investigation internal and/or the Energy external at Level 1.

Confidence in mathematics is also recommended. If in doubt, please consult the Head of Subject.

Science for Citizenship Pūtaiao Mō Te Kirirarau OPTION This course is designed for students who want to develop their critical thinking skills through a scientific lens, equipping them to navigate an ever-changing world. It also builds a strong understanding of science that is relevant to their lives as citizens of Aotearoa New Zealand, with a focus on local geological and biological contexts and events.

This course is ideal for students interested in fields such as journalism, tourism, geology, law, biology, or environmental science. Through one external and four internal achievement standards, students will explore a wide range of contemporary scientific concepts, issues, and skills, including: Critically evaluating the reliability and bias of media coverage on topics like climate change, vaccinations, water fluoridation, and cannabis.

Conducting practical field investigations to examine New Zealand’s unique ecological and geological features.

Gaining a deep understanding of how interactions between the Earth, atmosphere, and oceans contribute to extreme Earth events in Aotearoa.

Students who take this course will be able to progress to Level 3 Science for Citizenship. Students will require a workbook and subscription to an online platform to supplement their learning. The cost for this will be gold sheeted.

There is an annual Level 2 Science for Citizenship and Geography Field Trip to the Mt. Cook National Park across three days and two nights. Here, the students will engage in a range of activities and gather data to support their learning in the classroom. There is an approximate cost of $450.

Product and Spatial Design Whakairoiro OPTION The Product and Spatial Design programme fosters higher-order thinking and encourages students to engage in sketching, model making, ideation, exploration, and the presentation of design concepts. Students will explore, develop, and translate their ideas into practical outcomes that serve specific purposes, offer innovative solutions, and are informed by design heritage.

YEAR 12

YEAR 12

Whilst it is an advantage, it is not necessary to have studied the subject at Level 1.

By developing practical skills, students learn to give shape and expression to their ideas. Creating purposeful and forward-thinking designs requires a willingness to experiment, receive feedback, and reflect on their design thinking and processes. This iterative approach supports the refinement of their proposed products and spatial experiences, while also building confidence and cultivating qualities such as resilience, resourcefulness, and ethical responsibility towards the communities they design for.

Specialist computer software will be required to complete some design work.

Assessment: 3 credits are externally assessed through a portfolio of project work, and 19 credits are internally assessed through achievement standards.

A charge for materials will be gold sheeted.

YEAR 12 | 62

CURRICULUM HANDBOOK | 63

Spanish Pāniora

Textile Technology Kakano

OPTION PREREQUISITE: LEVEL 1 SPANISH ACHIEVEMENT STANDARDS

OPTION

A task-based approach is continued at this level and will allow students to reach a new level of sophistication in their four major skill areas.

“Fashion you can buy, but style you possess. The key to style is learning who you are, which takes years. There’s no how-to road map to style. It’s about self-expression and, above all, attitude.” - American businesswoman, interior designer, and fashion icon Iris Apfel.

Students are encouraged to read widely and will be challenged to produce creative language both orally and on paper. Contemporary materials, which are taken from a variety of sources are used. A major feature of the course is the use of up-to-date online resources to consolidate classroom work.

Some of the topics covered will include: • Family and personal relationships

• Popular culture (cinema, music)

• The future world

• Health and wellbeing

• Machismo

• Spanish identity and cultural heritage.

• Media (television, advertising) All students have the opportunity to practise their oral skills with a native speaker of Spanish.

For NCEA Level 2, the internally assessed components are based on a writing portfolio (five credits) and a spoken presentation (four credits). For the writing portfolio, students collect evidence of their work over the course of the year and submit their best samples of work for assessment at the end of the year.

How can I make a positive difference in the world? A deepening exploration of self-identity and world view expressed through conscious choices is the goal of this course. Students will be encouraged to design and create garments using alternative fibers and materials, taking into account the life cycle of the garment and its impact on the world’s climate as they continue to research global issues around sustainability within the context of the fashion industry.

A growing sense of independence and the courage to take risks with design, is also a focus in this course as students explore 3D structural applied design techniques that manipulate form and function as well as developing advanced skills in pattern drafting and manipulation and advanced techniques using industrial machine equipment.

Field trips will allow students to gain awareness and understanding of both the history of fashion design and future career pathways in the fashion industry. Field trips will include visits to The Spinners and Weavers Guild, op shops for sustainability research and potentially Dunedin for the Hokonui Fashion Design Awards or Wellington for the WoW show. The costs for these trips will be gold sheeted.

This course offers approximately 20 credits at NCEA Level 2.

Listening and reading are assessed externally (ten credits in total).

A trip to Europe is generally offered every three years for senior students.

The Buenos Aires Exchange Programme For several years, Rangi Ruru has been running a very successful exchange programme with a private co-educational school in Buenos Aires, Argentina. Up to four students from Rangi Ruru travel to Argentina in September/October to live with families and attend lessons for four weeks. As this is a reciprocal exchange, our students will host their exchange partners during February of the following year. Costs include airfares, insurance, and spending money.

YEAR 12

YEAR 12

Applications open early in Term 1 of the year of students travelling to Argentina.

Te Reo Māori Te Reo OPTION PREREQUISITE: LEVEL 1 TE REO MĀORI "Ko te kai a te rangatira, he kōrero" The food of chiefs is talk Te tohu tauākī Ākonga can take part in general conversation with speakers of te reo Māori, understand most of what is said, and contribute relevant comments. They can explain and discuss many of their own ideas and opinions and may use te reo Māori creatively. They can read a variety of authentic te reo Māori materials and write expressively for a range of purposes. Students use a range of strategies to help them learn te reo Māori effectively, and they continue to develop their fluency for a learner of te reo Māori as a second language.

7.1 communicate about future plans 7.2 offer and respond to advice, warnings, and suggestions 7.3 express and respond to approval and disapproval, agreement and disagreement 7.4 offer and respond to information and opinions, giving reasons 7.5 read about and recount actual or imagined events in the past

YEAR 12 | 64

CURRICULUM HANDBOOK | 65

Some Academic Goals for Year 13 Students Students have a range of choices academically. It is anticipated that all will aim for Level 3 and University Entrance qualifications.

1. Level 3 NCEA Most students will study five subjects at Level 3, aiming for a Level 3 Certificate. This requires 80 credits, including at least 60 at Level 3 or higher and 20 from Level 2 or higher (these may include credits which counted towards the Level 2 Certificate). There are no Literacy or Numeracy requirements for a Level 3 NCEA but there are special requirements for University Entrance (see below).

Every student gaining credits on the National Qualifications Framework receives a Record of Achievement that lists all unit standard and achievement standard credits achieved in the previous year. It can also be accessed on the ‘For Learners’ section of the NZQA website when students login in with their unique National Student Number (NSN) and password.

2. New Zealand Scholarship Scholarship is a monetary reward to extend our best secondary students and enable top students to be identified and acknowledged. It will not attract credits nor contribute towards a qualification but the fact that a student has gained a scholarship will appear on the Record of Achievement. The content assessed for New Zealand Scholarship is the same as that covered for Level 3 Achievement Standards. Scholarship is demanding for the most able students in each subject. Students are expected to demonstrate high-level critical thinking, abstraction and generalisation, and to integrate, synthesise and apply knowledge, skills, understanding and ideas to complex situations. Refer to page 83 for further details.

3. University Entrance University Entrance (UE) will continue to be the minimum requirement to go to a New Zealand university. To be awarded UE you will need: • NCEA Level 3 • Three subjects - at Level 3 or above, made up of: ° 14 credits each, in three approved subjects • Literacy - 10 credits at Level 2 or above, made up of: ° 5 credits in writing • Numeracy - 10 credits at Level 1 or above, made up of: ° Achievement Standards – specified achievement standards available through a range of subjects, or ° Unit Standards - package of three numeracy unit standards (26623, 26626, 26627 - all three required) Once you have met the requirements for UE it will appear on your Record of Achievement.

It is likely that the minimum UE requirement will not be adequate for admission to some universities.

In choosing a Level 3 course, students are partly bound by what they have taken in the previous year. Beyond that, they should make sure that their choice of subjects: • Allows for future flexibility • Is relevant to their possible career needs (consult the Careers and Pathways Strategist for advice) • All students study Te Ara

Subject options Students must choose FIVE subjects from the following: • Accounting

• Health

• Biology

• History

• Calculus

• Media Studies

• Chemistry

• Music/Commercial Music

• Classical Studies

• Painting

• Design

• Photography

• Digital Technology

• Physical Education

• Drama

• Physics

• EAS (English for Academic Study)

• Printmaking

• Economics

Primary Industries

• English

• Science for Citizenship

• Equine Studies

• Spanish

• Food and Nutrition

• Statistics

• French

• Te Reo Māori (via Te Kura Pounamu the NZ Correspondence School)

• Geography • Product and Spatial Design

• Textile Technology

There are no prescribed national courses for Year 13.

The flexibility offered by NCEA means the school can develop a variety of learning programmes to suit the individual needs of students. It may be possible to take some subjects from the Level 2 options.

Costs incurred by students studying courses outside the school curriculum are funded on a user pays basis.

Not all the courses will necessarily operate in any one year. This will be determined by the numbers of students selecting the various courses. It must also be remembered that not all combinations of subjects are possible, but the groupings will be arranged to satisfy the request of the majority. In some subjects it may be necessary to offer composite level courses.

Students wanting to study more than two portfolio subjects must have the approval of the Deputy Principal – Curriculum.

The University of Auckland has an Academic English Language Requirement from. For those applying on the basis of NCEA results you must have a minimum of 17 credits in English at Level 2 or 3.

Study at an Australian university requires Level 3 English.

YEAR 13 | 66

CURRICULUM HANDBOOK | 67

YEAR 13

YEAR 13

° 5 credits in reading

Year 13 NCEA Level 3

Te Ara The Pathway/The Journey

Biology Koiora

COMPULSORY

This course offers ākonga the opportunity to deepen their understanding of biological concepts and skills by:

At Year 13, the focus is on ‘Being’. Students rotate through a course each term: • Ara Projects

• Te Ao Māori

• Beyond the Gates

OPTION PREREQUISITE: LEVEL 2 BIOLOGY • Planning, conducting, and evaluating practical investigations, with a focus on understanding the relationship between scientific theory and experimental evidence.

• Exploring a socio-scientific issue, developing the ability to make informed decisions at both personal and societal levels.

• Examining human physiological regulation, specifically how blood glucose levels are maintained and the consequences of disruptions to this system.

Year 13 (Level 3) Subject Options Accounting Kaikaute OPTION PREREQUISITE: ACCOUNTING LEVEL 2 STRONGLY RECOMMENDED The course at Level 3 develops the learning of accountancy theory to a higher level, including the International Financial Reporting Standards. It also examines practical accounting in partnerships and companies and the financial tools management uses to analyse the success of a business.

This course encourages students to extract information on business position and performance and introduces terminology which is commonplace in business. Students are required to evaluate business practice and provide advice on improvements.

Management accounting is introduced at this level where students investigate the need for cost accounting in manufacturing businesses.

A scholarship course is offered to students who wish to be challenged at a higher level with respect to company analysis, reporting and contemporary accounting issues.

Total Credits = Maximum of 22 (13 internal and nine external).

• Understanding biological and cultural trends in human evolution, and how these have shaped modern humans.

• Understanding the evolutionary processes that have resulted in the diversity of life on Earth Students will require a workbook and subscription to an online platform to supplement their learning. The cost for this will be gold sheeted.

A reasonable level of achievement in Level 2 Biology is necessary for students who wish to take this subject. If in doubt, please consult the Head of Subject.

Assessment: A total of 18 credits at Level 3 are offered.

This includes 10 internal credits and 8 external credits.

Calculus Tatau OPTION PREREQUISITE: A HIGH LEVEL OF ACHIEVEMENT IN LEVEL 2 MATHEMETICS This course may be taken in conjunction with statistics as there is no overlap in content.

It is appropriate for students with a major interest in the continued study of mathematics, the physical sciences, engineering, medicine, and any field where calculus is an important tool.

YEAR 13

YEAR 13

The course offers 21 credits. Trigonometry is internally assessed and the other three standards are externally assessed. Students need a graphics calculator (fx 9860G II or similar).

Chemistry Matū OPTION PREREQUISITE: 16 CREDITS IN LEVEL 2 CHEMISTRY Chemistry is considered an essential subject for almost any career involving science. Competitive entry courses often require the three external standards in chemistry. These develop concepts studied at Level 2 and prepare students for further studies in chemistry.

It is strongly recommended that students taking chemistry at Level 3 have achieved at least 16 credits in NCEA Level 2 Chemistry.

Level 3 Chemistry external standards include thermochemical principles and particle properties, organic chemistry, equilibrium processes in aqueous systems. One internal develops further understanding of redox processes and the other will allow students to apply their knowledge of organic chemistry and use spectroscopic data to solve problems involving the identity of organic compounds. It will also be possible for students to choose to carry out a practical investigation as an option replacing one of the external standards.

Students will require a workbook and subscription to an online platform to supplement their learning. The cost for this will be gold sheeted.

YEAR 13 | 68

CURRICULUM HANDBOOK | 69

Classical Studies Whakaakoranga Puāwaitanga OPTION Classical studies provides a unique opportunity to study several different subject areas. An interdisciplinary approach is adopted that provides students with an introduction to history, art history, literature and philosophy. The course is designed to provide an understanding of aspects of the ancient world. It also provides students with the opportunity to develop a range of transferable skills including the ability to think analytically, communicate ideas effectively, and to research independently.

OPTION PREREQUISITE: LEVEL 2 DRAMA OR AT THE DISCRETION OF THEATRE ARTS STAFF This course aims to deepen a student's practical, creative and analytical dramatic skills, with the focus being on: • Rehearsing and performing a published play as a class

It is not a requirement for students to have studied Level 2 Classics in order to gain success at Level 3.

• The performance style and the social and historical context of the feminist/political theatre form

The following topics could be investigated include both Greek and Roman content:

• Devising and performing drama individually or in groups

• Philosophical and Historical: Augustus or Alexander the Great • Literature: Virgil’s Aenied • Art History: Roman art and architecture and Greek vase painting Assessment: 20 credits total, 12 internal and 8 external.

Fieldtrip to the Canterbury Teece Museum, cost TBC.

Design Hoahoa OPTION PREREQUISITE: LEVEL 2 DESIGN Students will work independently to establish a situation within a design context. They will explore and investigate this in relation to their audience and target market, then develop, extend, and resolve these ideas through a range of briefs. A folio showing sequential development is submitted for assessment. Working through design procedures and processes including drawing and wet media, computer generation, multi-media and three-dimensional outcomes, students develop an understanding of design and apply this to the production of a body of work. They are required to look at a range of art works from established design practice (including contemporary and traditional) to inform, challenge and influence their own artmaking.

In 2026 we are offering a trip to the prestigious Sydney Art Biennale at an approximate cost of $1200. We may also visit local Art exhibitions.

Charges for materials will be gold sheeted throughout the year.

• Detailed analysis of short excerpts with a focus on systems for developing performance through deeper understanding of character motivation Opportunities to develop pieces for Scholarship drama exist throughout the year, supported by the teacher.

Drama/Whakaari values of Whakawhanaungatanga and Manaakitanga enable students to develop empathy by encouraging them to see the world through the eyes of characters that have experiences and backgrounds different from their own. This has assisted students wishing to move into medicine and law develop greater empathy with patients and clients from different backgrounds.

NCEA Level 3 Drama/Whakaari has up to four internal and one externally assessed standard. Students can gain a maximum of 22 credits. Students are encouraged to view live theatre regularly, and to take part in co-curricular performance opportunities to build confidence For further details, please consult the Head of Curriculum Whakaari/Drama in the first instance.

Students will need to purchase performance blacks – a plain long-sleeved black top and full-length black leggings that they feel confident moving in.

If you take Senior Drama, there is a fee of $40 per student. This fee is to cover the cost of seeing a show during the school year

EAS (English for Academic Study) OPTION This course is for Year 13 students who do not have English as their first language, and who wish to prepare for university study. Students work towards achieving the literacy requirements for New Zealand University Entrance, and can prepare for international examinations, such as TOEFL, SAT and IELTS.

Assessment is up to 26 credits (12 internal, 14 external) at NCEA Level 3 and Scholarship Design is offered.

Digital Technology Hangarau Matihiko OPTION PREREQUISITE: LEVEL 2 DIGITAL TECHNOLOGY The Level 3 Digital Technology course extends and enhances digital skills by integrating project management and user experience methodologies. Students learn to develop larger and more complex websites and applications using industry-standard design, development, management, and evaluation tools.

In this course, students apply advanced digital media and programming techniques to design and build authentic solutions for real-world problems. They continue to strengthen their project management, independent learning, and critical thinking skills through individualised projects and in-depth analysis.

The course is designed to prepare students for tertiary study in a variety of academic disciplines, including but not limited to engineering, computer science, design, and business. By combining practical experience with theoretical knowledge, students build a robust foundation for pursuing higher education and careers in these diverse and dynamic fields.

YEAR 13 | 70

CURRICULUM HANDBOOK | 71

YEAR 13

YEAR 13

Drama Whakaari

Economics Ōhanga

2. English with a study of a Shakespearean text

OPTION PREREQUISITE: LEVEL 2 ECONOMICS ADVISED Scholarship candidates will benefit from greater understanding of macro-economic literacy and understanding covered in Year 12. This will allow them to develop a continuing and critical interest in contemporary macro-economic issues required to achieve Scholarship.

All students will develop an understanding of micro-economics.

This course covers the use of economic models to identify the efficiency of markets and the equity issues that arise. The course also covers market failure and the need for government intervention. In addition, micro-economic concepts are analysed.

Major topics covered are: • Marginal analysis of firms - (external) four credits

• Micro economic concepts - (internal) five credits

• Government intervention to correct market failure (internal) five credits

• Market efficiency - (external) four credits

This course is an excellent preparation for students considering taking Micro-economics at university. There are 18 Level 3 credits offered, 10 of which are assessed internally.

English Te Reo Pakeha English is automatically selected as an option for Year 13, with three tailored pathways designed to suit your learning interests and future goals. Across all courses, you’ll engage with powerful language—written, visual, and oral—to explore how texts shape our understanding of the world and ourselves. You’ll interpret ideas, communicate with clarity, and grow as a critical and creative thinker.

Each course offers some flexibility, including an optional internal standard that allows you to personalise your assessment pathway in line with your strengths and university entrance plans. If you are considering studying in Australia, we recommend selecting an English course and checking the specific entry requirements of your intended university.

1. General English OPTION

In a world full of complexity and competing ideas, this English course will challenge you to think critically, make meaningful connections, and express yourself with clarity and insight. You’ll explore a mix of contemporary and classic texts—including film and literature—developing stronger essay writing and analytical skills along the way. This course is about more than studying texts; it’s about seeing how stories comment on our world and how your voice can shape a response.

Assessment: A total of 24 credits are available. This includes 13 internal credits and 8 external credits. With the option of an additional 3 internal credits.

3. Visual English OPTION This course invites you to immerse yourself in the world of modern film and visual storytelling. You’ll learn to uncover deeper meanings in visual texts, appreciate how film is carefully constructed, and form thoughtful responses to what you see. Along the way, you’ll strengthen your writing, sharpen your communication skills, and develop your own voice—both in spoken and visual formats. It’s not just about watching; it’s about seeing with insight and speaking with purpose.

Assessment: A total of 23 credits are available. This includes 16 internal credits and 4 external credits. With the option of an additional 3 internal credits.

Equine Studies Mātai Hōiho OPTION This course aims to provide knowledge and understanding of equine matters through horse physiology and anatomy of the leg and hoof, care of the horse when returning to or leaving work, the identification and management of hazardous flora and knowledge of stable design; for those who ride, compete, own their own horse, or intend to find a career in the equine industry.

Experience in horse riding is preferable, but not essential.

Study by correspondence is supported by the school and 20 credits of Unit Standards are available. Proficiency in literacy and numeracy is expected. Students will require effective self-management.

In a world full of complexity and competing ideas, this English course will challenge you to think critically, make meaningful connections, and express yourself with clarity and insight. You’ll explore a mix of contemporary and classic texts—including film and literature—developing stronger essay writing and analytical skills along the way. This course is about more than studying texts; it’s about seeing how stories comment on our world and how your voice can shape a response.

Assessment: A total of 24 credits are available. This includes 13 internal credits and 8 external credits. With the option of an additional 3 internal credits.

YEAR 13 | 72

CURRICULUM HANDBOOK | 73

YEAR 13

YEAR 13

If you do not wish to take Level 3 English, please speak with Ms Collins- Deputy Principal to discuss your options.

OPTION

Food and Nutrition Kai Tōtika

Geography Mātai Matawhenua

OPTION PREREQUISITE: LEVEL 1 OR 2 FOOD AND NUTRITION IS DESIRABLE

OPTION PREREQUISITE: LEVEL 1 OR LEVEL 2 GEOGRAPHY ADVISED

This course will further improve food literacy (proficiency in food knowledge and skills) to enable informed decisions about food to be made, which contribute to enhanced wellbeing.

This course encourages students to think critically as they investigate contemporary geographic issues and consider possible solutions. At this level, students develop skills and apply geographic concepts and understanding to a variety of contemporary issues. Because geography is such a broad subject, it provides a wide range of skills to enhance your potential in any future you choose.

The aim of the course is to develop the ability to: • Evaluate current issues and theories of nutrition to identify and reflect on factors that influence people’s food choices and eating patterns.

• Make connections between food choices and the physical, mental, emotional, social, and spiritual dimensions of people's lives, by exploring current food issues such as food advertising and ethical food issues such as multinational food production and food fortification.

• Cultural Processes: A study of the geographic environment of the Queenstown Lakes District, focusing on tourism development as the cultural process. This topic examines the spatial and temporal pattern of tourism and the impacts tourism has had on the environment, economy and society • Geographic research focusing on fluvial processes in the Waimakariri River

• Evaluate evidence using data, surveys and statistics to make informed decisions about food choices based on factors such as nutrition, economics, culture, ethics and sustainability.

• A global study - the patterns and impacts of a topic of the students’ choosing

• Manage and evaluate practical activities that involve planning, selecting, preparing, and presenting nutritious and appetising meals.

• Geographic skills and concepts are selected and applied to a national or international context.

The charge for class materials will be gold sheeted. Students undertaking this course have the opportunity to achieve up to 19 Level 3 credits from achievement standards. Fifteen credits are internally assessed.

French Wīwī OPTION PREREQUISITE: LEVEL 2 FRENCH ACHIEVEMENT STANDARDS A task-based approach is continued at this level and will allow students to reach a new level of sophistication in their four major skill areas.

Students are encouraged to read independently using up to date articles from a variety of sources and short stories.

By the end of the course students should be able to express themselves in a variety of registers orally an on paper. A major feature of the course is the use of up-to-date online resources to consolidate classroom work.

Some of the topics covered will include: • The environment: pollution, energy, pressure groups • Multicultural society: Immigration, integration, racism • Social contemporary issues: Wealth and poverty, crime and punishment, science and technology All students have the opportunity to practise their oral skills with a native speaker of French.

For Level 3 NCEA, the internally assessed components are based on a writing portfolio (five credits) and a spoken presentation (three credits). For the writing portfolio students collect evidence of their work over the course of the year and submit their best samples of work for assessment at the end of the year.

• An investigation into a contemporary local or global geographic issue There will be a field trip to Queenstown to enhance learning for the cultural processes paper.

Assessment: A total of 19 credits are offered. Two externally assessed achievement standards worth 8 credits, and three internally assessed standards worth 11 credits.

Students will need to purchase a geography skills workbook, which costs approximately $30 and will be gold sheeted.

There will also be two field trips, the cost of which is TBC.

Health Hauora OPTION This course will help students develop knowledge and critical thinking skills around the 'big ideas' in health and how they impact themselves, others and society. Issues are posed that impact the youth of today and students devise strategies for change.

It will support personal growth and challenge students' thinking about what is fair and just. Students will explore attitudes and values and develop understanding of behaviours that encourage equity, respect, care and concern for others and social justice.

Students will help choose the contexts for their learning and complete 14 credits with three internal assessments and a maximum of 19 credits with external credits. The course can be used towards University Entrance and Level 3 NCEA. Should guest speakers and/or out of school experiences be included in this course, the cost will be communicated and charged to the students account.

Listening and reading are assessed externally (10 credits in total).

YEAR 13 | 74

CURRICULUM HANDBOOK | 75

YEAR 13

YEAR 13

The topics that may be offered include:

History Hītōria

Music/Commercial Music Puoro/Waiata o Naianei

OPTION PREREQUISITE: LEVEL 1 OR 2 HISTORY ADVANTAGEOUS, NOT COMPULSORY

OPTION PREREQUISITE: LEVEL 2 MUSIC

The theme of the Level 3 course is empires and revolution. The Level 3 History course is designed to foster a sophisticated set of skills including independent inquiry, analysis, critical thinking, effective communication and historiography. Students will develop an understanding of the causes, consequences, and perspectives and changing interpretations of events of significance to New Zealanders through a study of the following contexts:

This course builds on material covered at Levels 1 and 2. It is suitable for students who have successfully completed Level 2 NCEA Music or Commercial Music.

• An introduction to the nature of imperialism and colonisation • Ti Tiriti o Waitangi, including key concepts in today’s society such as partnership, co-governance, and tino rangatiratanga • The Origins of World War I and it's impact A local one day field trip to Akaroa will be included in this course. Key places of historical significance are explored.

Costs are TBC and will be gold sheeted.

Assessment: 19 credits total, 15 internal and 4 external.

Media Studies Rangahau Pāpāho OPTION Media Studies examines the dynamic role of the media in society, how the media constructs messages about individuals, communities and cultures and how media products are produced, controlled and distributed.

Level 3 Media Studies aims to give students the skills essential for communicating and understanding communication in an increasingly complex and technological world. Students are challenged to enjoy the cinematic art and craft of moving image at the same time as considering the complexities of the commercial agenda of the entertainment, news and print industry. Students are challenged to navigate their ‘information age’ and question and create to take part in the global media community.

Their study requires an understanding of the way society and media work in a dynamic relationship. Students are prompted to consider what role they play in accepting or changing the nature of that relationship, providing students with an understanding of how communication to specific audiences through marketing, social media, science communication and media ethics can change/impact public and political discourse.

This course provides pathways to tertiary study and creative industries such as film (eg, cinematography, design, screen writing, film editing), animation (game design, computer animation), journalism (broadcast media, marketing and communications).

A charge for materials will be gold sheeted.

This is not a portfolio course. Students are offered internal and external standards to a maximum of 24 credits.

Within each strand Individual courses will be designed to cater for the specific needs and interests of students.

Standards are selected from the following: • Solo performance (including optional performance on a second instrument).

• Composition

• Group performance

• Arranging

Students who wish to study solo or group performance must commit to continued tuition on their chosen instrument or voice for the entire year, either through school or privately. Students should also be involved in a co- curricular music group for the full year.

• Songwriting • Music works analysis and contextual study • Harmonic techniques and analysis • Research • Aural skills

Students who take Music or Commercial Music at Level 3 will continue to explore their musical voice through a selfdirected course of study.

Assessment: A mix of internal and external credits is offered. It is recommended that students study between 20 and 24 credits for a full-time course. In order to gain an endorsement, students will need to select at least one of: • Music works analysis and contextual study • Harmonic techniques and analysis • Aural skills Scholarship music is offered to challenge and extend more able students. These students must study EITHER solo performance OR composition/song writing and should study music analysis/contexts and/or and harmonic techniques as part of their programme of learning.

For further details please consult the Head of Curriculum Music.

Painting Pikitia

YEAR 13

YEAR 13

Students apply media concepts across a range of contexts to develop their understanding of media language. They explore the relationship between society and a media genre, explore variant readings of a film and develop a concept and treatment in the pre and post-production of a media product.

Students are required to select either Music OR Commercial Music. These strands cover the same learning areas but have contrasting materials and a different focus.

OPTION PREREQUISITE: LEVEL 2 PAINT/PRINT Students will work independently to establish a proposition, explore and investigate this visually, then develop, extend and resolve this. A folio showing sequential development of their work is submitted for assessment. Working through art-making procedures and processes including drawing and wet media, students develop an understanding of painting and apply this to the production of a body of work.

They are required to look at a range of art works from established painting practice (including contemporary and traditional) to inform, challenge and influence their own ideas and artmaking.

In 2026 we are offering a trip to the prestigious Sydney Art Biennale at an approximate cost of $1200. We may also visit local Art exhibitions.

Charges for materials will be gold sheeted during the year. Assessment is up to 26 credits (12 internal, 14 external) at NCEA Level 3 and Scholarship Painting.

YEAR 13 | 76

CURRICULUM HANDBOOK | 77

Photography Hopu Whakaahua

Printmaking Mahi-ta

OPTION PREREQUISITE: YEAR 12 PHOTOGRAPHY

OPTION PREREQUISITE: LEVEL 2 PAINT/PRINT

Working through art-making procedures and processes including methods that generate ideas, students develop an understanding of photographic conventions and apply this learning in the production of a body of work. Students are required to look at a range of art works including contemporary practice that can challenge and influence their own artmaking. A folio showing the sequential development of their work is submitted for assessment.

Students will work independently to establish a proposition, explore, and investigate this visually, then develop, extend, and resolve this. Working through art-making procedures and processes (including drawing, monoprint, intaglio, relief and screenprint), students develop an understanding of printmaking and apply this to the production of a body of work. Students are required to look at a range of art works including contemporary and traditional practice to inform, challenge and influence their own ideas and artmaking.

In 2026 we are offering a trip to the prestigious Sydney Art Biennale at an approximate cost of $1200. We may also visit local Art exhibitions.

Charges for materials will be gold sheeted during the year.

Assessment is up to 26 credits (12 internal, 14 external) at NCEA Level 3 and Scholarship Photography.

A folio showing the sequential development is submitted for assessment.

In 2026 we are offering a trip to the prestigious Sydney Art Biennale at an approximate cost of $1200. We may also visit local Art exhibitions.

Charges for materials will be gold sheeted throughout the year.

Physical Education Te Ao Kori OPTION Ākonga will develop their understanding around socio-cultural influences on issues relating to physical education and examine different perspectives by questioning and challenging assumptions. They will gain an understanding of issues relating to physical activity, explore leadership principles, evaluate physical activities in their life to devise strategies for life-long wellbeing and analyse a physical skill. The practical component requires ākonga to perform activities to nationally developed performance standards and students will have the choice of 2-3 contexts.

This course may include trips/activities that are charged to the ākonga’s account.

Physics Ahupūngao This course is an in-depth study of mechanical systems, wave systems and modern physics. In Term 3, students can choose to study Astronomy or electrical systems. The course illustrates how physics is involved in everyday life and serves as a basis for other sciences and technologies.

The aims of the course are to develop the ability to: • Explain complex situations using the advanced theories of physics.

• Conduct experiments and analyse data.

• Analyse and solve physical problems using mathematics.

It is required that students taking this course have achieved in both externals at Level 2. If in doubt, please consult the Head of Subject.

It is strongly recommended that students should take Year 13 Mathematics with calculus if they wish to continue to university-level physics or engineering.

Students will require a workbook and subscription to an online platform to supplement their learning. The cost for this will be gold sheeted.

Primary Industries Rāngai Ahu Matua OPTION Primary industries invites students to bring their existing knowledge of agriculture, horticulture, viticulture or any other primary industry and integrate with business concepts and skills. This course is of interest to any student who may pursue a career in primary industry businesses. This includes companies that are involved along the whole value chain including the manufacture, production operations, storage, processing, distribution of product and supplies, marketing of primary products and items made from them, along with support industries. There will be a particular focus on businesses who export their products and those who are innovative in their field.

This course is stand alone, but an interest in economics, accounting, geography or science would be beneficial. This course will establish links with Lincoln University and any other tertiary providers of relevance to students, allowing them to explore primary industries they are not yet familiar with.

Students will require a workbook to supplement their learning. The cost for this will be gold sheeted. Fieldtrips to relevant local businesses may also be organised, cost TBC. Minimum of 15 internal credits offered.

YEAR 13

YEAR 13

OPTION PREREQUISITE: ACHIEVED BOTH EXTERNALS FOR LEVEL 2 PHYSICS

Assessment is up to 26 credits (12 internal and 14 external) at NCEA Level 3 and Printmaking Scholarship.

Product and Spatial Design Whakairoiro OPTION PREREQUISITE: LEVEL 2 PRODUCT AND SPATIAL DESIGN At Level 3, students choose either product design or spatial design as their primary focus. At this stage, they are expected to work independently to tackle more complex design challenges. The activities include research, conceptual designing, sketching, refining, and presenting design concepts. As students progress through these tasks, they enhance their ability to analyse, synthesise, and evaluate, leading to higher levels of detail and sophistication in their work.

Assessment: 4 credits are externally assessed through a portfolio of project work, and 12 credits are internally assessed through achievement standards. A scholarship option is available to students who express an interest.

Specialist computer software will be required to complete some design work.

A charge for materials will be gold sheeted

YEAR 13 | 78

CURRICULUM HANDBOOK | 79

Science for Citizenship Pūtaiao Mō Te Kirirarau OPTION This course is designed for students who are curious about the science behind global change—examining how past developments have shaped today’s world, the challenges we currently face, and the opportunities that lie ahead.

It offers valuable knowledge and skills that support a wide range of future pathways, including health, journalism, tourism, law, biology, environmental science, and political science. Students who did not take a science course in Year 12 are welcome to enrol.

Through one external and four internal achievement standards, students will investigate a broad range of contemporary scientific concepts, issues, and skills, including: • Evaluating the consequences of, and societal responses to, major Earth issues such as climate change and ocean acidification.

Statistics Tauanga OPTION PREREQUISITE: 10 CREDITS IN LEVEL 2 MATHEMATICS OR MATHEMATICS WITH STATISTICS This course may be taken in conjunction with Calculus as there is no overlap in content.

This course is appropriate for students interested in quantitative aspects of the biological and social sciences, medicine, commerce and administration, and any field where the collection, analysis and interpretation of quantitative data is important.

The course offers five achievement standards at Level 3, three internally assessed and two externally assessed. The internally assessed standards involve practical work with statistical software packages. The total number of credits available is 20.

Students need a graphics calculator (fx 9860G II or similar).

• Investigating the geology of Ōtautahi Christchurch in partnership with the University of Canterbury to understand its relationship to the Christchurch earthquakes.

• Exploring an astronomy topic of their own interest—ranging from the role of astronomy in everyday technologies to the possibilities of space exploration.

• Understanding key biological and cultural developments in human evolution.

• Examining contemporary biological issues and proposing informed actions to promote positive societal change.

Students cannot select this course if they have chosen biology as a subject. Students will require a workbook and subscription to an online platform to supplement their learning. The cost for this will be gold sheeted.

Spanish Pāniora

Te Reo Māori Te Reo OPTION “Whāia te iti kahurangi!”

An individualised programme can be created for those ākonga wishing to continue their Te Reo learning journey after Level 2. This will be via the Te Ara programme which is 2 hours per week for each term. The programme will focus on conversational Te Reo and activities. There is additional opportunity for any other Year 13 students who want to start or further their own Te Reo learning as well.

For those wanting a Level 3 option Te Kura Correspondence learning is an option and you will need to talk to Mrs Tania Morgan. Head of Languages.

OPTION PREREQUISITE: LEVEL 2 SPANISH

Students are encouraged to read more independently using up to date articles from a variety of sources and short stories. By the end of the course students should be able to express themselves in a variety of registers both orally and on paper. A major feature of the course is the use of up to date online resources to consolidate classroom work.

Some of the topics covered will include: • Social contemporary issues (science and technology, ethical issues, politics, education, religion) • The environment (pollution, environmental campaigns and initiatives) • Multicultural society (immigration, refugees, racism) All students have the opportunity to practise their oral skills with a native speaker of Spanish.

For NCEA Level 3, the internally assessed components are based on a writing portfolio (five credits) and a spoken presentation (three credits). For the writing portfolio students collect evidence of their work over the course of the year and submit their best samples of work for assessment at the end of the year.

Listening and reading are assessed externally (10 credits in total).

Textile Technology Kakano OPTION “As a woman gets older, it’s more about style than fashion. A woman knowing herself more and more, and looking for new things, is getting into her own personal style, being more than just a fashion addict. I’m interested in that.”

- French fashion designer, Nicolas Ghesquière How can I truly be the change through my conscious choices? Continuing to grow a world view that expresses their unique identity, fulfills their set of values and encourages a sense of confidence in their own independence, students will explore an authentic issue relating to the fashion industry in today’s world in an attempt to find a workable and sustainable solution.

Individual choices for this project may be combined with a Wearable Art piece to be entered into the Showquest Toi Wearable Art Competition held in Term 2. Students can also choose a designer or company to collaborate with and develop a prototype garment/ outfit for their target market.

Students will further develop their skills in applied design through complex procedures involving digital print, laser cutting, 3D printing technologies and most importantly sustainable design strategies.

Field trips will allow students to gain awareness and understanding of both the history of fashion design and future career pathways in the fashion industry. Field trips will include visits to The Spinners and Weavers Guild, op shops for sustainability research and potentially Dunedin for the Hokonui Fashion Design Awards or Wellington for the WoW show. The costs for these trips will be gold sheeted.

It is strongly recommended that students have completed Level 2 Textiles before registering for this course.

This course offers up to 20 credits towards NCEA Level 3 which can include one external Technology Achievement Standard. This will be necessary to gain Merit or Excellence endorsement certificate in textiles technology.

YEAR 13 | 80

CURRICULUM HANDBOOK | 81

YEAR 13

YEAR 13

A task-based approach is continued at this level and will allow students to reach a new level of sophistication in their four major skill areas.

NCEA for Year 13 How is student achievement reported?

1. School results showing students’ internal assessment results are available on RangiLife for parents and students in Term 3. Achieved and Not Achieved results for internal assessment are reported by the school.

2. The NZQA website reports Achieved and Not Achieved results for both external and internal assessment. All results are available on candidates individual website login pages which they access via their NSN (national student number).

3. NZQA interim results notices, published online in January, will show Not Achieved as well as Achieved results for both internally and externally assessed standards. Students know how well they have achieved in external assessment because NZQA sends back the marked answer booklets.

4. NCEA and UE certificates can be ordered from NZQA online. Students are entitled to one free NCEA or UE certificate. Any more copies will cost $15.30 each and can be ordered online.

5. A School Results Summary will be issued to all school leavers in May the following year, and will be a complete record of their performance while at secondary school. It will record all achieved and not achieved results for internally and externally assessed standards. One free copy can be ordered from NZQA online. Additional copies cost $15.30.

United Kingdom In the United Kingdom, both the National Academic Recognition Information Centre (NARIC) and the Universities and Colleges Admissions Services (UCAS) recognise NCEA Level 3. The UCAS publication ‘International Qualifications for Entry into Higher Education’ is a reference guide used by UK tertiary providers when they are evaluating school leaving qualifications of students applying for admission to UK tertiary institutions.

The UCAS publication is also used more widely internationally as an authoritative guide. Information about NCEA is included in the annual UCAS publication, and aggregate results are provided for some subjects so that admissions officers can determine the relative achievement levels of applicants from New Zealand.

NARIC provide recognition service and comparability information of international qualifications from countries worldwide with those in the UK. NARIC recognises that students with University Entrance and NCEA Level 3, with some Merits/Excellences in subjects to be studied at higher education institutions, are considered comparable to those with the overall GCE Advanced standard.

Source: New Zealand Qualifications Authority www.nzqa.govt.nz

6. The Record of Achievement records all credits attained towards any national qualification throughout a person’s life i.e.. credits gained at school, through tertiary education providers and from workplace learning through Industry Training Organisations. One free Record of Achievement is issued each year. Copies are ordered from NZQA online.

New Zealand Scholarship Scholarship is an external examination for top secondary students. Candidates usually enter in Year 13, which is their last year of schooling. Scholarship examines course material related to Level 3 standards derived from up to Level 8 of the New Zealand Curriculum that students study in Year 13. However, the skills and understanding required to meet Scholarship criteria are considerably more advanced.

Scholarship requires high-level abstract and critical thinking and the application of knowledge and ideas to complex situations. It is for the most able students in each of the 27 Scholarship subjects. New Zealand students who do well in Scholarship gain substantial monetary awards.

For further information about these awards see: www.nzqa.govt.nz/scholarship/awards.

To get into many tertiary courses, it is important to do more than just achieve the standard and accumulate credits.

Students should investigate the tertiary courses, both in New Zealand and overseas, in which they wish to enrol, to see what mix of Achieved, Merit and Excellence grades is required for enrolment.

YEAR 13

YEAR 13

Can NCEA be used for tertiary courses overseas?

International Comparisons • NCEA Level 1 is broadly equivalent to the English General Certificate of Education (GCE) • NCEA Level 3 is equivalent to English A Levels and Australia’s Higher School Certificate • Internationally, universities require foreign students applying for admission to have achieved the university entrance standard set by their own countries. The same principle generally applies to other tertiary providers overseas. New Zealand qualifications are generally accepted in the United States, Australia and the United Kingdom.

Australia New Zealand has traditionally had a formal agreement for mutual recognition of university entrance only with Australia. NCEA is accepted by the Australasian Conference of Tertiary Admission Centres (ACTAC), which ensures that all states/territories in Australia use a common approach for tertiary entrance ranking. Students must have completed Level 3 English.

Each year in early January, NCEA Level 3 results for students seeking entry to Australian universities are aggregated and converted to a percentile scale called the Interstate Transfer Index. This information is then provided to the Tertiary Admissions Centres and allows New Zealand students to be treated equitably with Australian students for tertiary entry and selection purposes.

YEAR 13 | 82

CURRICULUM HANDBOOK | 83