Year 10 Overview

Compulsory Subjects

ENGLISH

Year 10 English focuses on appreciating and creating language in a wide variety of forms. Through reading, viewing and listening, you will encounter and respond to a range of interesting texts, including films, novels, poetry and plays. You will also be encouraged and extended in your own creative use of written, visual and oral language. As well as the literature you will study in class, Year 10 English also places a strong emphasis on personal reading as an important way of increasing your skills and confidence in English, as well as in your other subjects.

HEALTH AND PHYSICAL EDUCATION

In Year 10, Physical Education focuses on the continued development of fundamental movement skills alongside their development of teamwork, game sense, strategies and tactical awareness. Students are encouraged to take on leadership roles, strengthening their interpersonal skills and embodying our core school values: Whakamiha / Respect, Tae atu ra / Motivation, Toitoi manawa / Inclusion.

Physical Education — The continued development of athletics, sports education (teamwork, strategies, leadership, fundamental movement skills, cultural games, cycling, components of fitness/methods of training, along with traditional sports, including racquet sports, ball sports, court and field games. Students are encouraged to take roles in their class with warm-ups, refereeing, and coaching small groups.

The Health curriculum covers areas such as resiliency, alcohol and drug awareness, and relationships and sexuality education. Students explore strategies for enhancing personal wellbeing, managing the impacts of change, and developing informed decision-making skills.

MATHEMATICS

The Year 10 Mathematics programme builds on work that is done in Year 9 to solidify students’ numeracy understanding, allowing them to attempt the Numeracy Achievement Standard. The course prepares students to find success in NCEA Level 1 and higher as they work through a wide range of topics including Number, Patterns and Relationships, Statistics, Geometry, Trigonometry, Algebra and Probability. Interested students are encouraged to enter the many Maths Competitions offered, to challenge themselves further. There is flexibility within the Year 10 programme for all students to extend themselves, find success and to develop good problem solving skills.

SCIENCE

In Year 10 Science, we continue and build on what was learnt in Year 9. You will have the opportunity to investigate the world around you and understand how all things are interconnected. You will do experiments and research ideas. In Science, we try to uncover the truth of the universe, we study the very big (galaxies and stars) and the very small (atoms and their electrons). We also look at the big issues, such as Climate Change and the Environment, as well as the ethical issues like genetic engineering and cloning. Science isn’t just about finding the answers; it’s also about asking the right questions.

SOCIAL STUDIES

Our Year 10 programme is based around the theme of “Searching for a Fairer World”. This theme allows studies that draw on topics, events and ideas with global, national, local and personal contexts, and explore and question past, current and future values and priorities. We do four common studies across all classes. These examine issues, events and ideas that have a New Zealand focus but require comparisons and explorations in different places at different times.

Options (choose three)

ART

The Year 10 Art curriculum expands upon the foundational skills introduced in Year 9; however, enrollment in this course is open. Consistent with the Year 9 program, the classroom kaupapa promotes an environment where critical thinking and collaboration are employed to enhance student proficiency and engagement with the Visual Arts. This development includes actively responding to critical feedback and taking responsibility for managing materials and equipment. Our programs are structured to provide an in-depth exploration of the fundamental principles of art-making and art theory. Drawing strategies, painting techniques, design processes, and photographic methods are covered through a diverse range of subject topics. Classwork, including research, planning, and experimentation, is formally documented in a visual diary. This practice is essential for transition to the senior school curriculum and is embedded as a critical skill necessary for success at the senior level. By the end of this course, students should be confident with their research skills, self-management abilities, critical and collaborative thinking skills and art-making abilities to continue with a senior Visual Art subject.

DANCE

Year 10 Dance builds on the skills taught in Year 9, however no experience is necessary to take Year 10 Dance! Students will be exposed to new genres of Dance, as well as developing further understanding of key concepts and ideas around Dance Performance and Choreography and Analysis. They will be provided with opportunities to choreograph their own dances and further chances to perform in front of audiences. Past performances have included: South Dunedin Street Festival, International Dance Day, Let’s Dance (annual dance showcase) Performing Arts Week and the end of year Junior Show.

DRAMA

Year 10 Drama is fun and exciting. Students will start the year with a focus on improvisation, ensemble work and physical theatre, then create their own Mini Melodramas to show their understanding of the sensational plots, conventions and acting style of the theatre form. In Term Two they will look at a selection of Shakespearean plays and research, rehearse and perform scenes for friends and whanau at our Junior Shakespeare Festival. In Term Three they will go on a field trip to a local museum, gallery or historic site and gather inspiration and resources which they will use to devise original pieces of theatre. The course ends with our famous Junior Show. Students will create characters, work on acting techniques and perform for audiences of primary school children as well as an evening performance for whanau. Year 10 Drama helps build confidence, communication skills and whanaungatanga, and encourages students to work together collaboratively to create and problem solve. The Year 10 course develops skills learnt in Year 9, but is also a good entry point for students considering Drama in the senior school.

MUSIC

Year 10 Music gives students the opportunity to explore a wide range of musical skills, styles, and music-making activities, while building a strong foundation for Year 11 Music and beyond. Students will develop skills in performance, composition, music technology, and music theory, while studying a variety of musical styles.
Some prior instrumental or vocal experience is beneficial for students taking Year 10 Music, and students are encouraged to continue with instrumental or vocal lessons alongside this course. Extension opportunities are available for students with significant prior learning in music.

DESIGN AND VISUAL COMMUNICATION (DVC) GRAPHICS

In Year 10, students expand on their ability to develop and clearly communicate their ideas through sketching, multi-view drawing and model making. They will be working through the design process applying design language, researching existing solutions, and analysing and evaluating their ideas as they develop a final outcome. Students will explore the realm of architecture and product design in more depth. Their design thinking will be stimulated by using sketching and quick model making to generate ideas. Problem solving through computer modeling will be a vital part of the course as well. In order to visually present their final outcome a mix of digital and analogue media will be used. DVC leads to a wide variety of careers such as architecture, product design, advertising and media design. The student’s strengths and interests will determine where the journey could lead: either into a more creative field or a more problem solving and engineering area. Both aspects are fostered in this course. The course will develop the entry level requirements for NCEA Level 1.

DESIGN TECHNOLOGY

Design Technology challenges you to think creatively, solve real-world problems, and create products that are both functional and visually impressive. Working with resistant materials and CAD/CAM (Computer Aided Design and Manufacturing) technologies, you’ll design, prototype, and manufacture increasingly complex products while developing confidence in our makerspace. You’ll explore material properties, investigate sustainable design practices, and discover how great design balances innovation, function, and aesthetics. Projects include a playful and unconventional Good Design, Bad Design challenge, designing and making an electronics-based product such as a Bluetooth speaker, and a stakeholder project where you’ll create a solution for a real person or community. Along the way, you’ll experiment with new materials, test ideas, and develop your own unique design approach. This course is perfect for curious thinkers, creative makers, and future innovators.

DIGITAL DESIGN

Year 10 Digital Design gives students the opportunity to develop creative and practical skills in digital design, media, and problem-solving. Students will learn how digital systems work, how information is created and shared, and how technology can be used to communicate ideas clearly and effectively.
The course focuses on designing digital content such as websites, magazines, posters, videos, and other visual media while applying design principles like layout, colour, typography, accessibility, and audience awareness. Students will use tools such as Adobe Photoshop and Adobe Premiere Pro to create and edit digital media, as well as explore how artificial intelligence is shaping the future of technology and design.
Students will learn how strong design choices improve communication by making digital content clear, engaging, and easy to use. They will plan and create projects for different audiences, test how effective their designs are, and improve their work using feedback. Creativity, visual storytelling, and confident use of technology are key parts of the course.

FOOD TECHNOLOGY

In this course, students advance their understanding of the technological process by designing and refining “fit-for-purpose” food outcomes. Through structured investigations, students experiment with ingredients and industry-based techniques to create high-quality products that meet specific nutritional and user needs.

The curriculum emphasises sustainable and culturally responsible practices alongside rigorous food safety and hygiene standards aligned with the hospitality industry. Students develop professional-level skills in time management, commercial food presentation, and collaborative teamwork. By testing recipes and incorporating feedback, they build critical problem-solving and project management abilities.

This creative, practical course bridges the gap between foundational knowledge and senior specialisation. It provides a robust dual pathway: vocational preparation for hospitality, apprenticeships, and chef-related careers, and academic readiness for senior Food Technology, Nutrition, or Food Science. Students leave equipped to navigate both commercial kitchen environments and complex design challenges.

ROBOTICS AND COMPUTER SCIENCE

Students may not have taken it in Year 9 done.

In year 10 Computer Science and Robotics, students will move beyond the basics to create more complex programs, design smarter systems, and better understand how technology is used to solve real-world problems.
The course focuses on programming, robotics, and the responsible use of digital tools. Students will develop programs using functions, variables, collections, Boolean logic, and file handling while learning how to test, improve, and manage their code. They will compare different solutions for efficiency and begin using simple version control to track changes in their projects.
In robotics, students will work with sensors, motors, circuits, and microcontrollers to design systems that respond to inputs and use feedback to improve performance. They will investigate how mechanical, electronic, and digital subsystems work together, while learning about control systems, logic gates, automation, and how engineers design safer and more reliable technology.
Students will also explore how AI tools are used in different industries and how to use them fairly, safely, and responsibly. This course is hands-on, creative, and challenging, helping students become confident problem solvers and future-focused creators of technology.

TEXTILES TECHNOLOGY

Take your skills to the next level. In Year 10 Textiles Technology, you’ll extend your skills and take more ownership of your design work. You’ll work through the full design process, using research and planning to guide your ideas from concept to finished product.

In this course, you will:

Develop skills in design, problem-solving, and innovation
Use functional modelling to test and improve your ideas
Learn pattern-making and garment construction techniques
Create up to four different textile outcomes
Develop your own individual style and project direction

You’ll complete two assessed projects while also having opportunities to explore and extend your skills. This course prepares you for NCEA Level 1 Textiles Technology.

WORKSHOP TECHNOLOGY

At Year 10, students will learn to plan and problem solve within authentic design situations. They will continue to expand on their
development of knowledge and skills in the use of a range of tools, equipment and materials which are most appropriate to their
individualised and unique solutions. Students will be introduced to the design process as they develop a brief, research and develop
ideas and manage their time and resources to develop solutions to real world problems. Workshop Technology may lead to many
career opportunities and higher education in fields such as building and construction, engineering and the design pathways.

FRENCH

At Year 10, students continue to develop understanding and use of familiar expressions and everyday vocabulary, as well as understanding and constructing simple texts using their knowledge of French. They look ahead to Level 1 and incorporate vocabulary and more complex structures into their learning based on themes such as travel, food, French-speaking world, etc.
Exploring French culture through virtual exchanges and writing emails with their penpals complements their language learning journey and the reflection on their own culture.

GERMAN

At Year 10, students get exposed to Level 1 vocabulary and more complex structures while looking at themes such as travel, their friends and their passions, poems and fairytales, etc. This learning will be complemented by our virtual and real exchange with our partner school in Bavaria to learn authentically about the German-speaking world while reflecting on their own culture. The focus is on communication and the idea that making mistakes is good in a safe and supportive environment.

JAPANESE

At this level students continue to build fluency in Hiragana and Katakana scripts, and begin integrating some of the Kanji required in Level 1. They develop understanding and use of familiar expressions and everyday vocabulary, and understanding and construction of simple texts using their knowledge of Japanese. They continue to develop the ability to describe aspects of their own background and immediate environment. They communicate beyond the immediate context.

KOREAN

At Year 10, students continue to develop fluency in Hangeul, develop an understanding and use of familiar expressions and everyday vocabulary, and utilise Korean language knowledge to understand and compose simple texts. Students constantly develop their ability to explain aspects of their backgrounds and immediate environment, and expand their knowledge and use of past and future tense in Korean. Through connecting with Korean speakers all over the world the students will complement their linguistic and cultural learning through authentic exchanges.

TE REO MĀORI

At Year 10, students are further developing their understanding and use of familiar expressions and everyday vocabulary. They can use familiar language with some flexibility and pick up some new language from its context. They can read and write a variety of simple text types using their knowledge of Te reo Māori. They continue to develop the ability to describe aspects of their own background and immediate environment. By the end of this year they can cope with a variety of routine situations when talking to speakers of Te reo Māori. They develop further awareness and understanding of typical cultural conventions/ tikanga that operate in interpersonal communication. They can use and respond to language, including directions and requests, that is likely to occur in familiar Māori. They are becoming more confident in using a range of language learning strategies.