Year 10 Information 2025
Design and Visual Communication (10DVC)
Electronics / Megatronics (10ELE)
Textiles and Fashion Technology (10TAF)
This gives a description of the option choices available to you at Year 10. It is very important that you select a suitable course as this will have an impact on your options for NCEA.
How many courses do I take?
It depends whether you take a language. Language courses last all year, so if you choose that option, you also need to also pick two half year options. All students take
My Subject Choices Depend on:
Will I be allowed to do any subject I choose?
Not always, as some option subjects have restricted numbers and for some, such as languages, you need to have done them in Year 9. For your entry to be approved, we need to consider whether you have a reasonable chance of success in the subject.
What if I still don’t know what to choose?
If you don’t have a clear idea of where you want your studies to lead to, then consider a general course which will keep your options open and allow you to choose from a wide selection of subjects in Year 11.
You can get more detail about where your choices can take you from downloading the senior option booklet on the school website, and going to look at all of the course information in the department section of the site.
HoD: Whaea Ramona Barbara
Year 10 course
This course is the next step from Year 9 Tikanga and will be offered in the second half of the year. It provides students the opportunity to explore Te Ao Māori through practical and research activities. These activities could include but are not limited to; tikanga, pōwhiri, raranga, tukutuku and in depth kōrero about our marae. This is the perfect course to take if you are wanting to take Ahurea Māori at year 11/12/13. This course embraces Māori culture - you do not need to speak Māori to be involved.
Course Outline:
Unit | Activity |
Term 3/4 | Whakawhanaungatanga - getting to know each other Kāpiti Marae - Learn the kōrero about our whakairo/carvings Pōwhiri - What does this look like at our marae? Learn how to set up our marae for a pōwhiri? Te Whare Pora - The House of Weaving - Learn the tikanga that applies Tukutuku - Researching tukutuku design. Create a tukutuku linking your whakapapa, your journey at Kāpiti College and our Parihaka Mai Ai values. |
Costs: $20 for tukutuku materials and board
Next Steps: NCEA Level 1 Ahurea Māori
TIC: Ms Rosenberg
This assessment summary sheet should be glued into your art book and filled in as you receive your grades for each of the units you complete. 4 units over 18 weeks/half year option (Illustration, Painting, Design and Mixed media). Resources required – A3 WorkBook, 2b- 4b pencils, eraser, detail brushes, assignment sheets, access to internet, library resources.
Course outline:
Unit No. | Name and description of unit | Assessment Criteria |
Unit 1 | Mixed media/Cultural Design Research and draw customary whakairo patterns and produce a Trans Customary Pou Whakairo | Develop understanding of cultural design methods and materials to express an idea. Research cultural works and their meanings. Create your own work based on customary and contemporary mixed and 3D sculpture techniques. |
Unit 2 | Painting Create an expressive portrait based on expressionist painters stylistic techniques. | Demonstrate understanding of painting skills by researching traditional and contemporary methods of painting expressionist artist’s techniques. Develop ideas based on identity and expressing emotion in portraiture. |
Unit 3 | Illustration and Design Design and create your own Manga style characters and full page Manga Layout | Demonstrate knowledge of design and drawing techniques associated with manga and illustration conventions. |
Costs: $30.00 Fee
Next Step: NCEA Level 1 ART (ART 101) -Provided all units completed
TIC: Mr Western
Year 10 Business Studies is a half-year programme that follows on from Year 9 Business Studies, although you do not need to have taken it in Year 9. The course explores the skills and attributes of enterprising people. It also will develop students' financial literacy skills (see below) through the use of an online simulation game called Banqer. Throughout the programme a number of successful local business people are brought in to speak about their experiences. Local businesses are visited. Students will get the opportunity to study a number of entrepreneurs and small businesses to see what the benefits and challenges of running a business are. The course actively encourages students to take an interest in the economic and business world around them. We give students an introduction to Level 1 Economics.
Course outline:
Unit | Description |
Financial Literacy Banqer High a financial literacy online platform. See this link: Banqer High - Cashmere High School Case Study | Kiwisaver Flatting Home Ownership Budgeting Sharemarket Insurance Careers Credit and Debt |
Running a business | Business Planning – SWOT analysis. Looking at the key features of successful businesses |
Small business case study | Investigation into a local business of their choice |
Costs: Trip costs of approximately $20.00 to cover off-campus visits
Previous Study Satisfactory achievement in 9SST and/or Year 9 Business Studies
Next Step NCEA Level 1 Commerce
TIC: Mrs Ward
A practical course over two terms. It teaches students how to produce well-designed documents and digital media. Computer skills are now fundamental life skills and the vast majority of jobs will require a basic level of computer knowledge. Students will gain confidence in using widely-used software and basic computer maintenance and file management skills.
Course outline
Units | Activity |
Word Processing, Spreadsheets and File Management | Information management, document editing and formatting, formulae and graphing |
Graphic Design and Desktop Publishing | Editing images, text effects, layouts and graphic design for different types of publications |
Web Design | Creating a simple website |
Movie Making | Creating and editing a short movie |
3D Design | Concepts of 3D design and printing |
Costs:
Previous Study: Not required
Next Step: NCEA Level 1 DGT102 or DGT101
TIC - Mrs Leigh
The following topics will be assessed over two terms:
Name | Description |
Compose movement sequences | This assessment requires you to compose a movement sequence to deliver to the class. This must be a warm-up consisting of the elements of a cardio sequence followed by the appropriate stretching techniques. |
Genre Unit | Perform movement sequences Students will explore a variety of dance genres (or a chosen genre by your teacher) and develop technical ability and performance qualities appropriate to the genre. |
Props (OR Musical Theatre) | Students will compose movement for a props dance. Ideas will be developed through recognising the integration and manipulation of a prop as being integral in the composition of your dance. |
Hip Hop | Perform movement sequences As a class you will learn a hip hop dance routine from a guest tutor. Students will learn the specific dance technique, understand and apply this knowledge while rehearsing and recalling the dance material. |
This Course Aims To:
Costs:
Previous Study: It is preferred that students have achieved well in Year 9 dance, but is not a prerequisite. You do not need to have done the Y9 course; you just need to be committed to getting better at dance performance and choreography.
Next Step: NCEA Level 1 Dance. (NB – passing the Y10 course is advised if you wish to progress to Level 1 Dance
TIC: Mr Coleman
Students will undertake a product design and an architecture design project to develop their design and problem solving skills. Students develop techniques in drawing and modelling for design; they will use both freehand and computer drawing techniques. This will be building on their knowledge from Year 9 DVC and/or Technology and is an excellent basis from which to explore a variety of senior Technology subjects.
Over two terms, students will complete design projects demonstrating their competencies in each skill learnt.
Course outline
Time | Unit | Activity |
Project 1 | Turangawaewae: a place for the feet to stand | Design a postcard that shows your place of belonging |
Project 2 | Architecture Project | Design process Drawing and designing techniques for Architecture |
Project 3 | Product Design | Design and modelling techniques for designing new sustainable packaging solutions. |
Costs:
Next Step NCEA Level 1 DVC. Level 1 TEC/TAF
TIC: Mrs Ward
The technology revolution is unleashing exciting developments, including AI (artificial intelligence), big data, extended reality robotics, IOT(internet of things), 3D printing, and much more.
These technologies are interacting with each other and they are changing our world.
We need to understand what these changes are, how fast these different technologies are developing, and what skills we need, if we are to prepare ourselves for the future.
Course outline:
Topic | Activity |
Website Design | Design a website using HTML/ CSS and JavaScript |
Computer Graphics | Fractal art with Turtle graphics |
Programming | Design a computer application using Python |
Image Editing | Digital image editing and animation with Photoshop |
Game Design | Programming a game using Python |
Microcontrollers | Physical computing with Micro:bits Robot race |
Costs:
Previous Study: If students have not previously taken 9DGT but are interested in 10DGT, they are welcome to join.
Next Step: NCEA Level 1 course (DGT 101)
HOD: Ms Malley
An interesting and challenging programme that builds on the skills learnt at Year 9. In Year 10 Drama, there is emphasis on increasing knowledge in the key topics of Drama in preparation for Drama in the senior school. There is a focus on working in a team, developing ideas, researching and performing different styles of theatre, and performance. Drama is a half year programme.
Course outline
Time | Unit |
2 weeks | Strong Foundations – students spend the first two weeks getting to know one another while trying out a range of skills through drama games. This helps build confidence before moving onto assessment work. |
7 weeks | Show Time - Students will work together to put a show on, which they will present to friends and whānau in an evening performance |
4 weeks | Let’s Play - Students will create pieces of theatre to perform to children at the daycare |
4 weeks | Whose Line Is It Anyway? – students learn basic improvision skills – ‘whose line it is anyway’ style. |
Costs:
Previous Study: It is preferred that students have achieved well in Year 9 Drama but it is not a pre-requisite. You do not need to have done Year 9 Drama to do this course; you just need to be committed to getting better at Drama.
Next Step: NCEA Level 1 Drama
TIC: Mr Stephenson
If you are interested in how things work, like taking things apart and putting them back together, then this course is for you
This is a two term year 10 Electronic technology course. During the course you will develop your electronics and mechanical knowledge. The course also has a digital component (programming).
The course has a theory component but is biased toward practical and experimental work.
There are three projects planned for the course.
Proposed course outline
Unit | Activity | Timing |
Safety in a practical environment | The use of safe working practices in the workshop | On-going throughout the course |
The contestant game console. | During the construction of the Game console, you will learn about the discreet components that make up a circuit and how they work together. The focus is also on developing your soldering skills. | 3 weeks |
An LED timing circuit | The transistor circuit is ideal for learning the rudiments of circuitry. | 4 weeks |
Build a Robot | Introduction of the Arduino microchip. This project has been designed to allow you to build a robot. You will learn how electronics and mechanics combine to produce useful machines. You will learn to program the robots microchip. | 7 weeks |
Costs: $50.00 – for take home projects
Previous Study: An interest in how things work.
Next Step: Any technology area
TIC: Mr. Woodhouse.
Students will develop an understanding of how to use sound to shape the mood of film and how to shoot for continuity. They will apply all skills learnt in the creation of a short film.
Time | Unit | Overview |
Term 1 | Sound | Exploration of how sound can be used to create mood in film. Creation of a soundscape for a silent short. |
Term 1 | Continuity and coverage | Overview of film continuity. Learning how to shoot for coverage. |
Term 2 | Planning for production | Developing stories and scripting, storyboarding and planning a short film. |
Term 2 | Narrative short | Shooting and editing a short film based on story outlines |
Costs:
Previous Study: Having taken Year 9 Film Making is beneficial but not essential.
Next Step: Year 11 Film Making.
TIC: Mr Dyer
Students will research, design and produce and present a range of food items for given situations. Students will learn to taste, evaluate and modify existing food products and will learn to develop their own ideas into recipes to meet given briefs and contexts. Students will learn food hygiene strategies and sustainable practices that can be applied at home.
Course outline (as time allows) -
Time | Topic | Activity |
2 Weeks | Starting up | Recap of kitchen routines and safe food handling learned in year 9. |
8 Weeks | Develop a burger for presentation | Students will investigate methods of cookery and food presentation in the development of their own burger for presenting. Students will experience bread making and can extend their culinary skills by producing their own sauces, emulsions, chutneys and preserves. |
5 Weeks | Food and culture in Aotearoa | Students will investigate traditional Māori foods, and contemporary food culture in Aotearoa. They will experience food from other cultures and prepare food items including a hāngi. |
5 Weeks | Skills based project | Students will refine their cookery skills in a given context, readying themselves for level 1 catering course. |
Costs: $50.00 Fees
Next Step NCEA Level 1 Hospitality and Catering (HAC102)
TIC: Madame Lamotte
French is a full year option course. The objectives of the course are that students will develop their French language skills while adding more culture and a good understanding of some of the similarities and the differences in attitudes, lifestyles and values of the people who live in France and other French speaking countries, and the people who live in New Zealand.
Lessons will continue to be based on authentic conversations, dynamic games and “task-based” activities which require students to solve some “challenges” or “missions” using French only. Students will also produce one French play with associated worksheets.
Every two years, the school undertakes an optional trip to New Caledonia where students are home stayed in host families. This proves hugely beneficial to their learning and understanding of another language and culture.
Course outline
Time | Students will develop the following language skills: | Course outline |
Term 1 | Numbers from 1 to 100 – Spot the differences between two pictures - Compare school systems in NZ, France and Belgium and write a letter to a penfriend in Belgium | Grades for the conversation about the two pictures and the letter sent to the Belgian penfriend |
Term 2 | Ask for directions and make your own treasure hunt around school – Present a Fashion Show – Learn about other French-speaking countries and bake crêpes | Grades for the listening on «getting around town» and for the Fashion Show presentation |
Term 3 | Make and respond to invitations – Production of the play «Veux-tu danser?» | Grades for production and for associated worksheet |
Term 4 | Guess the end of a French movie – Recap of the year and «NCEA-style» conversation and reading | Test on year’s grammar skills |
Costs:
Previous study: You need to have taken French in Year 9 to be accepted into Year 10
French. Exceptions will be made for highly motivated students.
Next Step: The course continues in NCEA Levels 1, 2 and 3
HOD: Mr Edmondson
An interesting and challenging programme that builds on the skills learnt at Year 9. Students will work with a variety of materials including wood, metal and plastics and will develop skills in both conventional techniques and new techniques (3D printing, Laser cutting). In Year 10, there is an emphasis on developing skills in all areas of workshop practical and project work. Students will work on practical and theory tasks over two terms. The cost of materials is incorporated into the course cost.
Course outline – Projects are indicative only and may vary on the interests of the group
Time | Unit | Activity |
Project 1 | Vacuum forming. | Project theory and practical work |
Project 2 | Nature of Technology report | Project theory and practical work |
Project 3 | Skim Boards/Body Surfing boards | Project theory and practical work |
Costs: $40.00 Fees for take-home projects
Next Step: NCEA Level 1 Mechanical Engineering or NCEA Level 1 Building and Construction.
NCEA Level 1 Technology (TEC 101)
TIC: Mr Maxwell
Year 10 History is a half year programme. Students will learn key historical skills including interpreting sources, investigating different perspectives and making decisions using evidence. They will also learn how to communicate their ideas clearly and effectively in discussion, historical simulations and in writing. These skills will be useful in the senior school and future work places. The course covers a variety of interesting historical periods that cover the whole of human history from the ancient era to the Middle Ages and to the Modern. It also provides students with the freedom to choose people/topics of personal interest or relevant to current events for individual or class investigation. Students will be assessed on a range of historical skills, including research, essay writing and interpreting perspectives.
Course Outline:
Topic 1 | Human Origins Where did modern humans evolve? How did they spread around the world? What is human nature? We will examine Hunter-gatherers societies and the pressure that led them to adopt agriculture and domesticate animals and how this lead to the rise of social hierarchies and warfare. |
Topic 2 | Ancient History: The Rise of Civilisation An introduction to some of the issues understanding early human history. Students will make historical evaluations and discuss these as a class. What are the features of early Despotic Empires? Did life improve with the beginning of civilisation? Is there a difference between civilisation and barbarism? |
Topic 3 | The Roman Empire An introduction to the structure of ancient Roman society and the republican government. Students will investigate and discuss a number of historical developments and the role of individuals in them. What is the relationship between myth and History? (Romulus and Remus) How was the Republic structured? Why did the Empire come to an end? Who were the key people in the rise and fall of Rome? What makes someone a hero or a villain? |
Topic 4 | The Middle Ages in Europe and the Black Death An introduction to how society was organised in The Middle Ages and how it was transformed by The Black Death. Students will learn about the Feudal System and the power of the Catholic Church. Students will make an historical judgement: To what extent was the Black Death a disaster? How did the Black Death change the course of history and help create the modern world? |
Topic 5 | The Rise of Colonisation Students will learn about the major forces that shaped the world throughout the 16th and 17th centuries and apply these concepts to a topic of their own interest. How did colonisation change the world? What were the key motives of the early Spanish colonisers? How did colonisation impact the Aztecs and peoples of the Americas? |
Costs: Possibility of a day trip cost of $25 approx.
Previous study: Satisfactory achievement in 9SST.
Next Step: NCEA Level 1 History
Teachers: Mr Brunton, Mr Horsley
Year 10 is a full year option course continuing on from Year 9. A variety of topics will be covered, with the focus on expanding knowledge of grammar and vocabulary to enable you to express yourself with great sophistication in a wider range of situations. You will learn to voice and respond to personal needs and interests, as well as use cultural knowledge to communicate appropriately in different situations. Try your hand at making sushi, take advantage of exciting online study resources to get a head start on NCEA Level 1 and interact with Japanese students from Toukai Urayasu. Study in Year 10 is necessary to carry on in senior Japanese and to be considered for the senior Japan Tour.
Course outline-
Time | Unit | Activity |
Term 1 | Personal information, Organising dates | A variety of activities and assessment methods will be used based on current NCEA assessment practices. Means of assessment will include oral and aural testing as well as written assessment. |
Term 2 | Katakana, Directions | |
Term 3 | Restaurant, Getting to know each other | |
Term 4 | Meeting the family. Organising a birthday picnic. |
Costs:
Previous Study: Satisfactory achievement in Year 9 Japanese.
Next Step: This course will give students a strong foundation in the
fundamentals of Japanese, making for a smooth transition to
NCEA Level 1.
TIC/Literacy Teacher: Matua Moroni Sunnex
Year 10 Literacy is for students who are wishing to further their skills in literacy in a fun, creative and multisensory way. The course is designed to develop skills that will translate directly into the Year 11 English curriculum. This course is designed to meet the needs of students who find any aspect of literacy difficult, and is ideal for students who learn at a slower pace with more one to one support.
In light of the new Literacy Standards (Year 10 Literacy/Numeracy Assessments in particular) foci will also be on preparing students for both the Year 10 Reading and Writing Tests.
Course outline:
Name and description of unit | Activity |
Make connections!
| Students will focus on developing basic reading and writing skills. Students will learn about parts of speech, correct punctuation, syntax, and language features through engaging activities. Our goal is to build a strong foundation in literacy, empowering students to read and write with confidence and accuracy. |
| We will aim to enhance students' oral language skills through engaging activities like discussions, debates, and podcasts. Our goal is to build confidence in speaking and listening, empowering students to express their ideas effectively. |
Critic Time! | Students will learn to analyse texts by responding to them both creatively and critically. They will learn to explain how techniques work together to help the audience understand a specific message/theme. |
Writing Challenges! | Students produce and publish a number of writing pieces of various text types. |
TIC: Dr Brunoro
Year 10 Music is a diverse and challenging programme that builds on the skills learned at Year 9. In Year 10, there is emphasis on Solo Performance, Composition, Aural, Theory, and Score Reading. The course is a half-year option. It is compulsory for students to take instrumental tuition outside of the classroom during this course. This course is a stand alone, half-year option but can be taken in addition to Making Music.
Course outline –
Time | Unit | Activity |
Term 1 | Aural training Music theory Solo Performance Composition | Listening to music and describing accurately what you hear. Written test Class presentation and assignment Assessed performance Pre-task activities and creation of a structured piece of original music |
Term 2 | Aural training and music theory continued Score reading Group or Solo Performance Research: Analyse a protest song and investigate its historical context. Composition: Compose a piece of music on your own or in a small group that protests against an issue that you feel strongly about. | Class practice exercises Class practice exercises Assessed performance Seminar presentation Practical application of knowledge |
Costs:
Previous Study: Success in Year 9 option Music. Enrolments from students who have not completed Year 9 Music but who have previous musical experience will be considered on a case-by-case basis
Next Step: NCEA Level 1 Music.
TIC - Matua Kauwiti Selwyn
Course outline –The Māori Performing Arts (MPA) courses at Kāpiti College aim to immerse students in the rich cultural traditions and performing arts of Te Ao Māori. These courses provide an opportunity for students to develop their skills in traditional and contemporary Māori performance, including kapa haka, waiata, and taonga pūoro. This course will
provide a comprehensive and progressive learning experience for our
students, with a pathway into senior courses under Te Ao Haka.
Year 10 MPA | |
Week | Activities |
1-2 | - Ice-breaker games |
3-4 | - Learn and practice a traditional waiata (song) |
5-6 | - Introduction to taonga pūoro (traditional Māori instruments) |
7-8 | - Combine learnt movements and songs into a simple routine |
9-10 | - Final rehearsals and preparations for a small class performance |
Year 10 MPA | |
Week | Activities |
1-2 | - Reflect on Term One performances |
3-4 | - Learning a new, more complex waiata |
5-6 | - Using taonga pūoro to enhance storytelling |
7-8 | - Introduction to Matariki and its significance |
9-10 | - Introduction to moteatea and their historical context |
TIC: Dr. Brunoro
Course outline – This new course will offer an exciting forum for students to learn, explore and play their instruments, create original music, as well as learn about the music industry and future career pathways in this field. (This course is a stand alone, half-year option but can be taken in addition to Exploring Music)
The course will develop an understanding of:
Classes will include:
Additional/related learning areas:
The course is structured to help students make connections between:
Costs:
Previous Study: Completion of 9MMU course OR
A high interest in learning how to perform and/or create music
Previous experience in bands or learning an instrument
Next Step: NCEA Level 1 Music.
TIC: Ms K Hainsworth
Year 10 Numeracy is designed for students who would benefit from enhancing their core numeracy skills and aim to move closer to passing the numeracy co-requisite. This course will develop students’ numerical reasoning abilities through hands-on learning and group work, focusing on key life skills with an emphasis on the numeracy assessment.
The course aims to improve students' understanding of numerical concepts in real-life contexts within a supportive and inclusive classroom setting. Students can apply the knowledge gained from this class to their core maths class and other subject areas within their Year 10 programme.
Key Content:
HOD: Mrs Thompson
They will learn skills, develop their knowledge and gain valuable experiences to become confident outdoor adventurers with specific focus on personal and social safety in the outdoor environment.
This is a two term option where students will develop the experiences gained in Year 9 Outdoor Education. Students who have not studied this subject in Year 9 can take it in Year 10.
The trip component of this course consists of a 3 day journey of discovery in the Marlborough Sounds including tramping, mountain biking and sea kayaking. The trip is a compulsory part of the course.
Course outline
Unit | Activity |
Unit 1 | The Marlborough Sounds environment – Demonstrate a knowledge of the Marlborough Sounds environment through the production of a display |
Unit 2 | Finding your way around – Learn how to navigate and read maps, with focus on compass use finding your location from map to land or from land to map using land features around you. |
Unit 3 | Risk Management in the Outdoors – Demonstrate understanding of risk management in the outdoors. Understanding what risks are involved and how to eliminate, isolate or minimise exposure to risks. |
Unit 4 | Basic buddy aid (first aid) – Learn the basics of applying buddy aid. Starting with the use of a first aid kit, to understanding more complex injuries and illnesses that you are exposed to in higher risk activities in the outdoors. |
Unit 5 | The Marlborough Sounds journey – Prepare and take part in a loop journey from Picton; involving tramping the Link Pathway, mountain biking along the Queen Charlotte Track and sea kayaking along the sounds. |
Costs: Cost of $350 approximately for outdoor trip
Previous Study Not required but Year 9 Outdoor Education is an advantage.
Next Step Senior Physical Education and Year 12 Outdoor Education
HOD: Ms Malley
An interesting and challenging programme that builds on the skills learnt in Year 9 Music, Dance and Drama. In Year 10 Arts Extension, the class uses two terms to create a performance/show from students’ ideas. The key skills covered are: devising as a small group; building a show with music; dance choreography, designing a set; scripting; technical backup and acting teams. Some out-of-school time is required during the course including the occasional weekend and dress rehearsal leading up to the final performance. The show will be performed to an audience. This course also involves a research project to gather information for the show. No previous experience is required. This is a good way to try a range of performing arts and is a lot of fun.
Course outline-
Time | Unit | Activity |
Term 1 | Theatre Form | Researching different performance styles in pairs |
The Devising Process | Work in groups to develop the production | |
Term 2 | Preparation and Performance | Students prepare, develop and sustain their role in the production |
Terms 1 and 2 | Commitment | Students are observed to assess their commitment to the production. |
Costs:
Previous Study It is preferred that students have achieved well in Year 9 Drama, Art, Music or Dance but this is not a pre-requisite. You don’t need to have done those subjects to do this course; you just need to be committed to being part of a team that will create a show.
Next Step NCEA Level 1 Drama
TIC: Señora Lamotte
This year, Spanish is a full year option course. The objectives of the course are that students will develop their Spanish language skills towards NCEA Level 1 while having more time to add culture and a good understanding of some of the similarities and the differences in attitudes, lifestyles and values of the people who live in Spanish-speaking countries, and the people who live in New Zealand.
Lessons will continue to be based on authentic conversations, dynamic games and “task-based” activities which require students to solve some “challenges” or “missions” using Spanish only.
Course outlines –
Time | Students will develop the following language skills: | Assessment |
Term 1 | Numbers from 1 to 100 – Create your dream bedroom and spot the differences between two pictures - Compare school systems in NZ and a Spanish-speaking country. | Describe two pictures. Write a letter to a pen friend. |
Term 2 | Ask for directions, learn about a Spanish city (Barcelona), and do a treasure hunt around school – Go shopping – Learn about Spanish food and how to order food in a restaurant. | Listen to directions to get around town and read a text about a Spanish city. Go shopping for clothes. |
Term 3 | Make and respond to invitations – Produce a play. | Listening test on invitations. Play production and associated worksheet. |
Term 4 | Guess the end of a Spanish movie – Recap of the year and «NCEA-style» conversation and reading | Test on year’s grammar skills |
Costs:
Previous study: You need to have taken Spanish in Year 9 to be accepted into Year 10 Spanish. Exceptions will be made for highly motivated students.
HOD: Mrs Thompson
Year 10 Sports Performance is for students who are wishing to further their knowledge and application of training principles and methods, understanding how to improve skills as well as undertake athletic testing. By taking part in this course, students will become more astute about how they train and rather than working harder, they can work smarter with their training and performance goals in mind.
The course explores a variety of ways people can train to get the most out of themselves and is a great stepping stone to studying senior Physical Education. This is not similar to Junior PE, this is a performance based course, not games based.
Course outline
Time | Unit | Activity |
5 weeks | Train the Athlete | Students will experience different Methods and Principles of Training, before designing their own training programme and working towards a fitness goal of their choice. |
2 weeks | Develop the Athlete | Students will experience a variety of different Types of Practice for developing sporting skills. Then choose a skill from your sport and use your knowledge to improve it. |
6 weeks | Fuel the Athlete | Students will learn about the nutrition requirements to assist athletic performance. Including Macro and Micro nutrients, Sports Supplements and the dangers of Performance Enhancing Drugs. |
5 week | Test the Athlete | Students will experience a range of athletic tests, before critiquing their relevance to athletes. Tests include the Beep Test, Cooper’s 12 min, Bronco, Police PAT test and more. |
Costs: $30.00 approximately to cover off-campus visits
Previous Study: None required, but students need to take part in representative sport or have a strong commitment to sport which needs to be proven to the school via an application. Participation, organisation and commitment in Year 9 PE will also be taken into account.
Next Step: Level 1 NCEA Physical Education PE101
TIC: Paora Trim
Year 10 Te Reo Māori provides the opportunity for students to become proficient in the foundation of the language and customs. A range of on-going fun activities are used to increase knowledge of structures, vocabulary and to strengthen listening, speaking, reading and writing skills. Having knowledge of Te Reo Māori opens up a wide range of employment opportunities.
Course outline
Time | |
Term 1 |
|
Term 2 |
|
Term 3 |
|
Term 4 |
|
Costs:
Previous study : Preferably Year 9 Māori or equivalent. If no previous knowledge of Te Reo, a good work ethic is required.
Next Step : NCEA Level 1 Te Reo Māori
TIC: Whaea Amy Macaskill
An interesting and challenging programme that builds on the skills learnt at Year 9. Students will follow the design process to develop and make items using fabrics. There is an emphasis on developing technical and design skills. It is strongly advised that students with an interest in continuing to senior level Textiles and Fashion take this course.
Course outline
Time | Unit | Activity |
Unit 1 | Repair, Refresh, Renew | Students will learn a range of skills to repair and refresh fabric items and design and make a project using recycled textiles and learning Applied design techniques. |
Unit 2 | Community Project | Students will design and make an Item to meet a need or opportunity in the community |
Unit 3 | Design it Make it | Students will design and make garment that uses and shows off the skills, techniques and processes they have learnt. |
Costs: $30.00 Fees - covers basic equipment and some fabric
Next Step NCEA Level 1 Textiles and Fashion (TAF101)