Year 10 Core and Option Subjects

From 2023, the Year 10 ACEE programme will operate as a one-semester option subject and students who are academically gifted and/or talented are formally invited into the programme. Students can also self-select this programme.

For full information on the ACCE programme, please refer to the Academic Extension and Enrichment (ACEE) section here.

Course costs: $150* per annum (includes registration fees for the Academy Philosophy Conference, Model EU, and Model UN Conferences)

*Estimated disbursed course costs

For further information, click here or see Ms Hampson.

Subject Pathways

For further information about Academic Extension and Enrichment opportunities in Years 11–13, view the Academic Extension and Enrichment section here.

This course places an emphasis on the knowledge of agriculture from pasture to plate. It is not necessary to have taken Agriscience in Year 9 to enter this course as the material covered in each course is independent of the other. This course provides a valuable background for NCEA Level 1 Agriscience and enhances scientific knowledge and skills.

There is an emphasis on the practical application of content taught in class with students participating in activities such as plant growing, soil testing, and product testing. Students develop their own agricultural-based food product and market it to a panel of judges using a video campaign.

Topics studied are:

• Pūtake – where and why primary production is carried out in New Zealand;
• grow and maintain your own pasture and crop project;
• animal digestion, reproduction, and production;
• meat, milk, and wool – product development and marketing.

Course costs: $75.00* for practical farm experience trip.

*Estimated disbursed course costs

For further information, see Mrs Cloughley.

Subject Pathways

Students will look at a variety of artist models from New Zealand and around the world to help broaden their understanding of why art is made and valued.

Practical work may include: drawing as a research tool, painting and extending ideas, 3D modelling, printmaking and photography.

The aim of this course is to build not only technical skills, but a good understanding of art and art terminology and is a strong foundation for NCEA Level 1 Art at Year 11.

Course costs: $70.00* for materials.

*Estimated disbursed course costs

For further information, see Ms Swadel.

Subject Pathways

Semester Programme (17 weeks), runs in both Semesters 1 and 2, students participate in one semester only.

This innovative sports programme is designed for students who are determined to work hard to achieve their sporting and academic goals and develop skills and understanding around balance and performance. The course is an extension from 9ATHD where students build on key skills learnt but looks further into key areas of performance. These include the implementation of supervised fitness centre training development, goal-setting, teaching around sports nutrition, sports psychology, and injury prevention.

Course content:

• contains both practical and theoretical content;
• investigates the relevance of specific training methods and their impact on performance;
• provides opportunity for sport specific training for enhancement of skill development;
• introduces students to sport specific nutrition and mental skills to help with athletic development;
• prepares students to become independent, self-motivated student athletes through developing an understanding of preparation and time management;
• gives students the skills to be able to succeed in all areas of their schooling.

Selection criteria: There are only a set number of places available in this course and only a certain number of applications will be accepted. It is desirable that students will have completed 9ATHD, and previous attitude and level of commitment in Athlete Sports Development in Year 9 will be taken into consideration if applicable.

Exemptions: Any student on a Ballet/Music Scholarship or selected for the ACEE programme may not be able to participate in the Athlete Sports Development programme due to possible timetable constraints.

Course Costs: $90.00* maximum for the year.

*Estimated disbursed course costs

Course Application Process

The expression of interest form must be completed by 9.00am on Monday 5 August, so that applications can be reviewed before Option selections open on Tuesday 13 August.

Students new to the Secondary School in 2025: Parents/caregivers of new Secondary School students beginning at St Andrew’s College in 2025 must complete the Expression of Interest form on behalf of their child. Then, if the student is accepted, choose Athlete Sports Development when they make their child's Year 9 Option selections.

If students are not accepted, Athlete Sport Development will not be available in their Options selection.

Current students in Years 9–12: Current students in Years 9–12 must complete the Expression of Interest form themselves.

If you require further information, please contact Teacher in Charge of Athlete Sport Development and Athlete Sport Performance Programmes, Mr Gain.

Subject Pathways

Counts as two options and requires full year of study.

St Andrew’s College Ballet Academy Diploma – Second Year

This course, the second year of the Ballet Academy Diploma programme, is a continuation of the Year 9 Ballet and Dance Studies course. Dancers take their Intermediate Ballet Diploma examination, and NCEA Dance units commence from this year and onwards. Please click here to read more about the Ballet curriculum. 

With a strong foundation now in place, students strive to improve and refine their balletic technique, develop, and express the correct dance style aesthetic, engage in the processes of choreography, and further explore various dance styles and repertoire. Students will be expected to demonstrate their understanding of ballet professionalism in all they do in class, and in stage work.

A programme of guest tutors and special guests continues, along with performance opportunities and additional classes.

NCEA Dance: 2 internals, 10 credits. Certificate endorsement given as no external credits.

Course costs: $85.00* per term (includes guest tutors, repertoire half tutu and character skirt use, and other incidentals).

*Estimated disbursed course costs

Additional costs: Examination fees, costume hires, additional classes, exam prep or private lessons.

Course Application Process

The expression of interest form must be completed by 9.00am on Monday 5 August, so that applications can be reviewed before Option selections open on Tuesday 13 August.

Students new to the Secondary School in 2025: Parents/caregivers of new Secondary School students beginning at St Andrew’s College in 2025 must complete the Expression of Interest form on behalf of their child. Then, if the student is accepted, choose Ballet when they make their child's Year 9 Option selections.

If students are not accepted, Ballet will not be available in their Options selection.

Current students in Years 9–12: Current students in Years 9–12 must complete the Expression of Interest form themselves.

If you require further information, please contact Ballet Academy Artistic Director, Carolyn Cairns, at CCA@stac.school.nz.

Subject Pathways

To view the course pathways flowchart for Ballet and Dance Studies in Years 9–11 and the Ballet Company in Years 12–13, click here.

This course is designed to give students an opportunity to understand what these two subjects involve, and to help them develop the skills that will assist them with study in the future.

Students will gain knowledge, skills, and experience to:

• understand how the causes and consequences of past events are of significance to New Zealanders and shape the lives of people and society;
• understand how people’s perspectives on past events differ.

This course is designed to give students a short glimpse of history as an academic discipline, and to inspire students in high interest topics. A research assignment is also included, involving a researched written report about people who are pioneers to New Zealand. A prize is awarded annually for the best written report. Focus is given to stimulating an interest in History and Classical Studies and developing skills and abilities appropriate to the subject in preparation for the NCEA courses.

Topics covered will include:

• Ancient Rome;
• Māori and Classical Mythology;
• Causes and consequences of the American Civil War;
• Migration of Displaced People after WWII;
• 1918 Influenza Epidemic – Black Plague;
• Pioneers to New Zealand.

For further information, see Mr Faulls.

Subject Pathways

Design and Visual Communication (DVC) is an area of learning within the New Zealand Curriculum where students learn about design, develop their practice of designing, and develop their design thinking in specific contexts. Contexts can include: architecture, landscape, interior design, town planning, naval architecture, industrial design, automation design, fashion design, packaging design, furniture design, engineering.

The students develop an awareness of design by using visual communication skills to conceptualise and develop design ideas. They apply their visual literacy through using sketching, digital modes and other modelling techniques to effectively communicate and present design ideas. Students learn that designers identify the qualities and potential of design ideas in terms of the broad principles of design (aesthetics and function) and of sustainability.

Working towards achieving high standards of presentation is expected. Assessment is based on course work, looking at Design Heritage, Design Thinking and Visual Communication.

Course costs: A list of required stationery is provided and the items on this list should be purchased prior to starting the course. Items of a consumable or specialised nature are carried by the department and the costs for these can be disbursed to student accounts.

For further information, see Mr Kerrison.

Subject Pathways

This course is an introduction to Digital Technology for students with a passion for Technology and covers a range of interesting topics. There will also be a focus on the collaborative skills often sought after in today’s economic world.

Students will learn the basics of algorithms and programming, taking them beyond the realm of command block coding into text-based coding languages. They will also explore relevant computer science topics.

Emphasis for this course will be on:

• a structured text-based coding programme based on the Turtle Python library;
• exploring the impact of digital technologies through the lens of artificial intelligence;
• learning how the internet works along with an introduction to web design.

This course will be a good introduction for students interested or curious about a pathway into NCEA Digital Technology. There is no entry requirement that students have completed Digital Technology in Year 9.

Course costs: Most software used is open source. There may be a small charge for licensing costs. Additional costs may be incurred for competition fees (optional).

For further information, contact Mr Adams or Ms Lee.

Subject Pathways

Drama prepares students for life beyond school by building confident communication skills, skills in reading body language and subtext, in working collaboratively, in thinking analytically, creatively, and independently. The Drama course aims to provide students with a depth and breadth of experience to take into future pathways.

This course aims to increase students’ knowledge of drama techniques, elements and conventions. Students work collaboratively to create devised and scripted drama and learn to perform as part of an ensemble. The course aims to build skills in analysing performance, offering and applying feedback and feed forward, maintaining ‘role’, and stagecraft. Students carry out research, structure work to convey targeted dramatic intentions, and investigate the purpose and function of Drama. This course is valuable preparation for NCEA Level 1 Drama.

Students are encouraged to audition for the Years 9–10 productions.

Note: students can study both Media and Drama in Year 10.

For further information, see Mr Wiseman.

Subject Pathways

The objectives of the course are to develop an interest in, and an understanding of, the many facets of Economics and Accounting as they affect consumers in their everyday lives. Together with Year 9 Economic Studies, this course completes an introduction in this subject area and leads to Economics in Years 11–13. By completing this course, students will also have been exposed to Accounting and Entrepreneurship, which will be of value in any future study in these areas.

Some of the units of work studied are the economic problem, the relationships between the concepts of specialisation/production/exchange/interdependence in an economy, enterprise, consumer demand, the New Zealand Stock Exchange, and an introduction to Accounting.

For further information, see Mr Temple.

Subject Pathways

This programme builds on what was taught in Year 9 and enables students to continue to develop the skills needed to understand, use and create oral, visual and written texts. Through engaging with an increasingly complex range of texts, students will develop their competencies as skilled and sophisticated speakers and listeners, writers and readers, presenters, and viewers.

Year 10 English provides students with further opportunities to engage with and develop the key skills and competencies of the New Zealand Curriculum (Curriculum Levels 5 to 6) in diverse contexts. In doing so, students will gain a better understanding of language, literature, and the world around them.

Course costs: $20.00* for English Basics workbook. Education Perfect may be used for this course and disbursed costs will reflect the number of subjects using this programme across the student’s timetable.

*Estimated disbursed course costs

For further information, see Mrs Ball or Ms Ruwhiu. 

Subject Pathways

This course is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. Students can enrol in a single option semester. This course is run in addition to mainstream English classes and is designed to assist students to write clear and accurate English, to read with understanding, and to speak fluently and clearly.

Each course is carefully structured according to individual needs and there is a strong emphasis on subject support. Ongoing assessment gives students valuable feedback on their progress and helps indicate which English courses would be most appropriate for them in the future.

For further information, see Ms Fildes. 

Subject Pathways

In Fabric Technology, students will learn skills through creating products that are personalised, innovative, and useful.  

Students will learn to critique existing technological products and use the understandings gained, together with design principles, to inform their own practice. Students will be encouraged to produce sustainably as they consider the needs of and potential impacts on stakeholders and the environment.

Class work includes: making a draw-string bag with a waterproof inner (ideal for sports gear), designing and making a cushion or tote bag, investigating fabrics and functional modelling techniques used in sweatshirt construction. Students then apply their new knowledge to make their choice of sweatshirt or hoodie. 

The aim of the course is to equip students with pattern making skills and knowledge of construction techniques as a foundation for further study at NCEA Level 1 in Year 11.

Course costs: $55.00* all necessary materials are supplied by the school. If students wish to purchase their own fabric, the relevant cost will not be disbursed.

*Estimated disbursed course costs. 

For further information see Mrs Thomson or Mrs Duncan.

Subject Pathways

Being able to select and prepare food is an important skill for teenagers to learn. Students will develop food preparation skills and basic nutrition knowledge to enable them to make good food choices and, therefore, take responsibility for their own health.

They will focus on developing their understanding of the bread/cereal and fruit/vegetable food groups. This knowledge will be applied to evaluate meals with a focus on quick, nutritious and affordable meals.

Students will consider the influences on food choice. This will include exploring people’s attitudes and values towards food and the impact of advertising. They will develop an awareness of strategies that might encourage others to make good food choices to improve their well-being, as well as develop an awareness of how food choice relates to well-being.

Food preparation tasks are a key component of this course.

Course costs: Food costs and some photocopy costs will be disbursed.

For further information, see Mrs Duncan.

Subject Pathways

Full year, double semester, counts as two options.

Year 10 students will use an online textbook, which allows them to access the book readily at home and easily catch up on any work missed. The course builds on work covered in Year 9, learning through topics such as food, shopping, getting about town, daily life, sport and leisure activities, school, and talking in past tense. The four skill areas of listening, reading, writing and speaking are still emphasised, and students continue to be encouraged to speak individually, in pairs, groups and through role-play situations. The development of good and accurate pronunciation continues to be important, along with developing a range of language to enable students to cope with a wider range of situations.

The websites; Linguascope and Education Perfect, are used to supplement the text and enable students to learn French interactively online. During a French Activities Day, students join in on a range of off-site activities, including a Pétanque tournament and a French film. Students also have the opportunity to take part in a lunchtime French club, with activities such as films, games, French food, and quizzes.

Course costs: $50.00* for online subscriptions

*Estimated disbursed course costs

For further information, see Ms Taylor. 

Subject Pathways

This course is designed to introduce students to Geography by having them study a broad range of local, national, and global topics. It is not necessary to have taken Geography in Year 9 to enter this course, as the material covered in each course is independent of the other. The course encourages students to think critically about the world in which they live, and to understand the responsibility they have in relation to other people, the environment, and the long-term sustainability of the planet.

From this course, students will develop an understanding of:

• physical geography – aspects of the natural world through a study of weather and climate;
• the application of a range of geographic skills and ideas;
• human geography – the relationship between people and the environment through a study of the impacts of tourism;
• geographic skills; map interpretation, Google Earth investigations, and Geographic Information Systems (GIS) analysis.

Potential themes (final decision based on students’ interests) include:

• the proposal and design of Christchurch’s Stadium;
• extreme natural events; Hurricane Katrina and the Eyjafjallajökull Volcanic Eruption;
• travelling the Silk Road;
• coffee – a global pattern;
• climatic investigations: local and global studies.

For further information, see Mr Boulton.

Subject Pathways

This subject is designed for students who need further support, over and above their English class, with reading and writing.

Run as a semester class, Literacy focuses on developing students’ key skills; vocabulary, decoding, reading fluency, and comprehension.

Each course is adapted to identified learner needs and there is a strong emphasis on building basic skills that will enable academic success in the future. Please note, students might be invited into this course in the second semester, depending on what needs emerge in the first half of the year.

For further information, see Mrs Rule. 

The study of Materials Technology allows students to gain:

• knowledge of materials through a ‘design and make’ programme;
• experience in various forms of graphic communication and graphic presentation techniques;
• an understanding of the design process;
• specific knowledge of fundamental materials, i.e. metals, timber and synthetic;
• specific knowledge of processes by which these materials are worked.

Given various briefs, students are taught the design process to develop their own project outcomes. They will have an opportunity to produce individualised projects.

The course consists of design briefs which focus on a range of materials and processes so that students are given the opportunity to experience a wide range of materials and manufacturing processes when producing their work. Students are encouraged to extend and advance their knowledge to a higher level.

There are two areas of learning, and students will be placed in whichever area their timetable allows. Both areas of learning use the same process to develop skills and knowledge.

Course costs: Materials and consumables used, as well as applied finishes.

For further information, see Mr Hamilton or Mr Murphy.

Subject Pathways

The course covers achievement objectives from Level 5 of the Mathematics strand of the New Zealand Curriculum. All classes follow the core curriculum objectives, and students also work at their individual level (Levels 4 to 6).

Middle band classes may have an additional teacher for one period each week to support individual and small-group needs. The top band classes are streamed into four smaller groups to cater for the lateral extension built into the programme.

Course costs: A Casio FX82 Scientific Calculator is required, subscription to Education Perfect, and an online textbook.

For further information, see Mrs Streeter. 

Subject Pathways

Underpinned by the Key Competencies, this engaging course enhances what students have previously learnt in Year 9 Media and begins to explore Media literacy skills that are crucial in our ever-changing and complex technological world. Collaboration and group work are enhanced by introducing students to types of media production. 

Students will study a range of different media products to understand how they are constructed, before working in small groups to create their own. Typical areas of focus will be creating a news item and/or advertisement that we put into an end-of-unit show or items made for social media. Although students will mostly be working in the field for their items, they can request to use the TV Studio to create their products.

This course suits students who have an interest in all things Media, want to know more about their own relationship with the media, and understand how media products are planned and produced; from writing, directing, and performing, to technical operations.

We encourage all Media students to join our after-school Film and Broadcasting Academy, where they can gain even more experience and develop their production skills in preparation for our senior Media Studies courses. Year 10 students who attend the Film and Broadcasting Academy will also be given the opportunity to join our Technical Media Crew to assist with chapel, assemblies, and other special events.

Note: students may study both Media and Drama in Year 10.

For further information, see Ms D'Arcy. 

Subject Pathways

Note: there is no Media option at Year 11, but students can continue in Media Studies from Year 12.

The Year 9 semester course (9MUSP) is not a prerequisite for this option. The following outline should be used as a guide for entry into this course. The specific content is rewritten each year by Mr Ferguson to adapt to the musical backgrounds of the students in each Year group.

However, much emphasis is given to the creative aspect of music, such as:

• techniques of composition and song-writing – from simple melodic writing to composing for solo instruments and ensembles, students develop the art of composition using the instruments played by members of the class or using software such as GarageBand and Soundtrap.com;
• rudiments of music – this involves the theory of music: notation, scales, time signatures, intervals, terms, and signs. The basics of chords and harmony will be introduced;
• aural skills – using software students learn to identify, describe, and transcribe musical patterns;
• classroom orchestra and band – regular classroom performance is a vital part of this course. Soloists are encouraged to perform in our Performance Evenings;
• music technology – students are involved with recording and mixing songs, as well as learning about the associated technologies.

It is a requirement of all students taking the Year 10 Music option that they have an instrumental tutor and are receiving weekly lessons. Students should organise this in the first week of the year by talking to Mr Ferguson if they do not already have an instrumental tutor.

Please note: this course is not ideal for Pipe Band drummers or pipers due to the difficulty of integration into classroom orchestra work. Please see Mr Ferguson for clarification.

Course costs: students may be required to use the 'Music Ecademy' and Melodics.com online learning tools at a cost of $50.00* for a one year subscription.

*Estimated disbursed course costs

For further information, see Mr Ferguson.

Subject Pathways

Continuing on from Year 9 Physical Education, the focus is centred on your well-being (Hauora). Students develop critical thinking skills, the ability to participate and contribute positively to a variety of movement contexts and understand the significance that physical activity has on self, others, and society. The course includes practical performance, written logs and assessments in preparation for NCEA.

The Physical Education learning areas and teaching activities are:

• Movement and Hauora – understand the ‘Te Whare Tapa Whā’ model of health and the links between physical activity and Hauora;
• Working in a Team – students are encouraged to work together with their peers in different roles with increasing levels of responsibility. It aims to further develop positive interpersonal skills so that students can successfully participate and lead a variety of team games and activities;
• Influences on Movement – the focus is on socio-cultural factors that influence student’s participation in regular physical activity now and throughout their life-span. Students will investigate local community resources and the availability of these resources to them. What are the enablers and barriers to young people in accessing resources to enhance their levels of physical activity? For a broader perspective, students will analyse sports that New Zealand has traditionally been successful in and reasons for this and compare this with a contrasting country of interest.
• Physical Literacy – students will learn fundamental movement skills and perform these with consistency and control in a range of contexts demonstrating skill progression, game sense, tactical awareness and strategy. They will be introduced to motor skill learning concepts such as stages of learning and feedback methods;
• Safety and Risk Management – what are the risks in a given situation or environment? How do you identify risks to people, equipment, and the environment? What strategies can you use to minimise these risks?
• Putting it all Together – taking charge and extending your learning in Physical Education. This is student-driven and combines all of the previous units through competitive class/interclass games.

Year 10 Health is covered within the Te Waka Programme.

For further information, see Ms Register.

Subject Pathways

A study which explores our humanity through the Christian worldview, while considering our cultural framework and alternative worldviews, both secular and religious.

Topics for study are:

• world religions (Islam, Hinduism, Christianity, Buddhism and Judaism);
• being human;
• biblical storybook project;
• early New Zealand stories: Missionaries, Māori and Christianity.

For further information, see Rev. Morrow.

Subject Pathways

The Year 10 Science course builds on the Year 9 Science course. Science is able to inform problem-solving and decision making in many areas of life. Many of the major challenges and opportunities which confront our world need to be approached from a scientific perspective, taking into account social and ethical considerations.

SOLO Taxonomy is used to develop students’ ability to communicate their knowledge in the following topics:

• Chemistry – students look at the structure of the atom and how it influences chemical and physical properties of substances. Acids and bases are also studied in this topic;
• Medical Science – students look at the circulation and respiratory systems in the human body;
• collisions – students identify and describe the patterns associated with physical phenomena found in everyday situations involving motion and forces. The effect of these situations on the body will also be a key element of this topic;
• catastrophes – students investigate the composition, structure and features of Earth’s geosphere, hydrosphere, and atmosphere. There is a strong focus on the effect of human activity upon Earth and the implications this activity is having and may continue to have.

Course costs: Purchase of Write On workbook, $20.00* Education Perfect subscription, and an online NZCER: Thinking with Evidence test.

*Estimated disbursed course costs

For further information, see Mrs Richardson.

Subject Pathways

The Social Studies course focuses on how societies work and how people can participate as critical, active, informed and responsible citizens. Contexts are drawn from the past, present and future, and from places within and beyond New Zealand. Students will be given opportunity to collaborate, inquire, and to be creative in their thinking.

Students will investigate a range of topics which include:

• Migration – in this unit, students learn about the reasons why people choose to move from place to place. They learn that movement has impacts both from the places people are leaving and the places that people move to. In this unit, students learn about the history and contemporary nature of immigration to New Zealand and how this has changed the nature and identity of New Zealanders;
• War and Remembrance – in this unit, students will learn about Aotearoa New Zealand's participation in international conflicts over time and how this reflects our changing view of our country's place in the world and our identity. Students will also explore how our remembrance of these conflicts and our honouring of those involved has evolved over time;
• Injustice and Collective Action – in this unit, students will explore case studies into the widespread public action about damage to the environment in the late 20th century. Case studies will include New Zealand's path to being nuclear-free and will also investigate climate change and student protest movements.

Throughout the year, emphasis will be placed on developing the skills that students will need when they take Social Science subjects at NCEA level. These include essay and paragraph writing skills, comprehension, inquiry, group work, critical thinking, social decision making, understanding different perspectives, mapping, and graphing skills.

An examination of current events and issues forms an integral part of the course.

Year 10 Social Studies leads into the NCEA courses of History, Geography, Economics and Classical Studies.

For further information, see Mrs Proffit. 

Subject Pathways

Full year, double semester, counts as two options.

With over 350 million people speaking Spanish around the world, learning it will open doors for business and job opportunities, as well as providing opportunities to learn and experience new cultures first-hand.

This is an introductory course for beginners. No prior knowledge of Spanish is necessary, but previous learning of another language would be an advantage. The course follows the National Curriculum up to and including Level 5, with equal emphasis on listening, reading, writing, and speaking. The course aims to prepare students for NCEA Levels and give them a foundation from which to build confidence in the language.

Learning is focused on vocabulary acquisition, basic grammar, reading and comprehension, as well as learning about the culture behind the language. All assessment is formative, with weekly vocabulary tests, ongoing teacher observations, and end of unit tests.

Course costs: $40.00 Online text subscription

*Estimated disbursed course costs

For further information, see Mr Evlampieff.

Subject Pathways

Students can choose to do one semester (counts as one option) or a full year, double semester (counts as two options).

This course covers the fundamentals of Te Ao Māori (the Māori world) with the development of language and culture being the main focus points. This course has a heavy emphasis on developing students’ ability in speaking, listening, reading and writing in te reo Māori and aims to prepare students for NCEA Level 1 Māori. 

The course, that works alongside Te Reo Māori curriculum, provides the time and opportunity for students to learn a range of aspects across theory, written, spoken, aural, and practical learning. Students are provided with the opportunity to improve/gain confidence in pronunciation, reading/writing, and begin to develop insight and depth in their understanding of Māori language and culture. They will be given personalised programmes to follow, dependent on their level of learning and experience. The course is open to all Year 10 students.

Course costs: This course will have associated costs that may cover things such as workbooks, online learning, trips, and other items as the programme is developed.

For further information, see Mr Pickering.

Subject Pathways

Te Waka is a unique educational Life Skills Programme for Year 10 students designed to build respect, responsibility, and resilience. It provides Year 10 students with an overarching focus and purpose.

The programme brings together strands which already exist at the College – the Duke of Edinburgh’s Hillary Award, Health Education, and Outdoor Education – combined with a Life Skills course known as The Rite Journey. The Rite Journey reinvents the traditional process of a Rite of Passage to assist in transforming adolescents from dependency to responsibility. It is designed to link the hearts and minds of our Year 10 students with Rite of Passage ceremonies, class discussion and self-reflection.

Separate Te Waka classes for males and females are created from each Year 10 core class. The classes will be timetabled together to make the most of the co-educational environment and deliver the programme, based on need, either separately or together as a core class. Three single-period lessons are timetabled each week with a same-gender teacher, with an online workbook being provided.

The year is spread over the following areas:

Term 1
Relationship with Self – Who am I really? 

Term 2
Relating to Others (masculinity, body image, friendships, relationships) – Challenge-based activities. 

Term 3
Health Education – decision making based around the topics of alcohol and sexuality. 

Term 4
Reflection – Where to from here? Goal setting. 

In each area, the students explore consciousness, connection, communication, challenge, and celebration.

We encourage the family of the student to select a person to act as a mentor for the year. This is usually someone they know well with life experience, such as a grandparent, aunt, uncle, or family friend. The student will spend time with their mentor over the course of the year. We also offer optional Year 13 mentors who are assigned to each class who offer up their time to help guide the Year 10 students on their journeys.

The Rite of Passage for the student is celebrated through key milestone ceremonies (The Calling, The Departure, Challenges, The Abyss and The Homecoming). Information surrounding these ceremonies, and also the activities arranged through our Outdoor Education Department, will be communicated to parents via newsletters.

To graduate and receive their Te Waka badge, students will need to have completed a mixture of the following requirements (unless unable to because of illness or injury):

• attended and participated in classes and ceremonies;
• completed a range of challenges including Connecting with others, Creativity, Home Skills, Physical, Work Experience and SOLO;
• Solo camp in Term 4 completed;
• displayed a positive attitude in class.

Course costs: $160* for workbooks, ceremonies, and activities.

*Estimated disbursed course costs

Further information about this programme can be found by clicking here. Alternatively, you may wish to contact Teacher in Charge of Te Waka, Mrs Taylor.