Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”

Charges: approximately $15 for a skills workbook to be charged to the student’s account.

Future Pathways and Career Options:

Year 12 History, Year 13 History

History supports multiple learning and career pathways for ākonga. Within the immediate context of senior secondary education, ākonga can apply the historical understandings they gain in History to other subjects within the Social Sciences, as well as other Learning Areas such as the Arts, Sciences, and English.

Later, if they choose to undertake tertiary study, ākonga with a foundation in History can use their existing knowledge to deepen their further study in this discipline towards a career as a historian, teacher, researcher, or analyst. History may also enrich their study of other disciplines at the tertiary level, such as the arts, physics, medicine, law, commerce, management, languages, archaeology, anthropology, and health studies. There is also an opportunity for ākonga to develop subject-specific literacy and numeracy skills. These skills support ākonga in their journey through both education and the workforce.

History prepares ākonga for the future because it equips them with knowledge and skills, such as the ability to articulate ideas and make them clear to others, that are valuable and useful throughout life and a wide range of careers.

History is a broad and transformative subject that reaches beyond both secondary and tertiary study. It allows ākonga to connect to their heritage and engage with their own history, as well as the histories of others, which helps them better understand the world around them and influences how they connect with their community beyond the learning environment.

When looking at pathways, we aim to look broader than pathways into specific occupations. While it is important to prepare ākonga for further education, training, or employment post-NCEA, we also want to emphasise NCEA’s ability to prepare them for pathways in life. This can look like engaging meaningfully with their education to develop skills which help them become who they want to be, providing space to explore their interests and aspirations, as well as discover new ones.

As a subject, History develops strong research skills and critical thinking, as well as conscientisation and the drive towards achieving an in-depth understanding of society, politics, and the wider world. It strengthens a range of transferable soft skills — for example, self-management, time management, and so on. Although these skills are foundational for tertiary study, they are also applicable in all walks of life, whether ākonga choose to pursue further study or embark on non-tertiary vocational pathways.

Historians carry skills and ways of perceiving the world that make them excellent problem-solvers, as they are able to look at an issue from a variety of perspectives to come up with the best solution. This makes students of History the problem-solvers of the future and valuable assets in any group or organisation they become part of. The society and economy of Aotearoa New Zealand want young people who are strong and ethical thinkers who can move into communities and the workforce, have their ideas challenged, and eventually be able to challenge their ideas themselves.

Through the learning of history, ākonga can go into local communities with a deeper understanding of tūrangawaewae, whakapapa, and whanaungatanga. This allows rangatahi to connect more deeply with hapū and iwi to support iwi development, advocacy roles, and liaison work to ensure culturally appropriate understandings and methodologies are used. Through these pathways, ākonga can become a force in decolonising and indigenising Aotearoa New Zealand industries.