Year 9 Options 2025
All students take the following core subjects:
Students also do option subjects. They must choose at least one option from Set 1, and one option from Set 2.
Year 9 Design and Visual Communication (DVC)
Instructions:
Students must choose at least one option from Set 1 and at least one option from Set 2
TIC: Mrs Ward
We are facing a rapidly developing future that is being shaped by technology. Everyday tasks will soon require revolutionary ways of thinking. 9DGT will lay a firm foundation for us to be part of this great leap forward.
We believe coding is an essential skill, as understanding computers is a fundamental requirement of being successful in the future.
The 9DGT course requires no prior knowledge or skills, and is designed to teach these important concepts in a fun and interactive way through creative projects
Course Outline:
Topic | Activities |
File Management, Safety and Security | Operating systems, Cloud-based systems |
Game programming
| Developing and coding a simple game using Python |
Computer Graphics (Photoshop)
| Using Photoshop tools to create complex images. Using layers, special effects, filters, opacity, blending modes |
Animation
| Principles of animation, animation tools and techniques, visual effects, and motion graphics |
Physical computing and Robotics | Programming microcontrollers (BBC Micro:Bits) Robotics competition. Programming robots to go through a set of challengers. |
NB: Headphones are required for this course
Next Step: Year 10 Digital Technology; Levels 1, 2 and 3 NCEA Digital Technology.
HOD: Mr K Edmondson
In Year 9 Hard Materials, students experience designing and making a wide range of projects from their own ideas. Students create and innovate using modern and traditional materials, from wood to plastic to 3D printing. The students develop product design, craft and making skills, as well as design and evaluation skills. It is an interesting and enjoyable course of study that builds upon the skills learnt in the Technology Centre in previous years. The Hard Materials course leads to vocational courses and academic courses in the senior school.
Below are indicative projects and these could vary depending on group interests.
Course outline:
Indicative timing | Project | Activity |
3 weeks | Introduction | Welcome and introduction to Hard Materials Technology. Students get to make a nametag for their room on our lasercutter. |
6-8 weeks | Shelf | A design and make activity where students design, model and make a little wooden shelf for their bedroom. They learn how to work with plywood and how to design and make something both useful and good looking! |
6-8 weeks | Surprise project | The second design and make project keeps changing every year! It all depends on what the class would like to do, we love it when students bring in their own ideas. The teachers also love to keep their options open for this one, after all Technology is a fast changing industry! |
Costs: $40.00 Fees for take-home projects
Next Step: Any Year 10 Technology course. Hard Materials continues into senior years under different names: BCO (Building and Construction), MEC (Mechanical Engineering) and TSK (Tradeskills) are the vocational courses and TEC (Technology) is the academic course (with University Entrance).
TIC: Mr Dyer
In Year 9 Food Technology, students complete two major projects to support food technology in the classroom. Students will investigate, taste and evaluate existing food products to enable them to plan and prepare their own food items for given situations. Course outlines below are indicative and actual project tasks may vary depending on group interests. Food safety and hygiene, self-management, planning skills are embedded throughout the course.
Course outline:
Time | Unit | Activity |
2 weeks | Starting up | Getting ready for practical work. A range of orientation activities preparing and tasting a range of food items. |
5 - 8 weeks | Warm winter lunches | Healthy, nutritious and cost effective meal planning in developing a warm winter lunch. |
5 - 8 weeks | Desserts | Sweet healthy treats. Develop a creative treat for service. |
On going and embedded in project work | Food safety and hygiene, self-management, planning skills | Personal and food hygiene strategies needed to prepare and present safe food in a sustainable way. |
Costs: $50.00 Fees for take-home projects
Next Step: Any Year 10 Technology course.
TIC: Mr Stephenson
Year 9 Electronics is aimed at introducing pupils to basic concepts of electronics. The students will learn about a range of simple electronics including: component symbols, power sources, diodes, capacitors, transistors, LEDs and many more. Students will experience theory and practical elements in the course and get involved with a range of enjoyable and interesting practical projects. The students can develop their knowledge and making skills, as well as design and evaluation abilities.
Below are indicative projects and these could vary depending on group interests.
Course outline:
Indicative timing | Indicative Unit | Activity |
On-going | Safety in a practical environment and the introduction to electronic components.. | Students monitor and use safe working practices and personal protective equipment throughout the course. Identify and understand the construction and working of components. |
7 weeks | LED torch switching system | An introduction to basic electronics. Students will learn about basic components and build their own LED flashing system. |
8 weeks | Phone Amplifier | Students design and build a phone amplifier system. The unit is made up of two components. Firstly, the soldering and construction of the circuit. Secondly, the design of the box that houses it. The box can be 3D printed or laser cut. |
Costs: $40.00 Fees for take-home projects
Next Step: Any Year 10 Technology course.
TIC: Mr Coleman
Students are introduced to the design process by developing a product design. They investigate line, colour, shape and form. Students develop drawing and 3D modelling techniques appropriate for product design and architecture. Students will also investigate design and inventions in a wider context. Students learn to use both conventional drawing techniques and computer drawing techniques.
Course outline:
Projects are an indication only and may vary on the interests of the group.
Time | Unit | Activity |
2 weeks | Pepeha | Creating a visual pepeha as a ‘getting-to-know-each-other’ activity. |
6-8 weeks | Architecture Project | Design a sleepout for yourself. Learn to draw interior layouts, perspective drawings, computer drawing and modelmaking. |
6-8 weeks | Product Design Project | Students design a product following the design process and working with a client. Learn drawing techniques for product design: Freehand sketching and rendering. |
Next Steps: Any Year 10 Technology Course. DVC continues in senior courses as DVC and will lead to University Entrance.
TIC: Whaea Amy Macaskill
In Year 9 Textiles and Fashion Technology students will investigate, design and make a range of fabrics products for particular situations. Students will be encouraged to investigate, sample and evaluate as they develop their ideas towards making a final product. Students will learn pattern making and hand and machine sewing skills alongside practical tasks and are encouraged to be independent learners in the planning and preparation of fabrics items. This is an interesting course that builds on skills learnt at Technology Centres and aims to give students a wide range of Technology skills and practical experiences.
Course outlines below are indicative and actual project tasks may vary depending on group interests.
Course outline:
Unit | Activity |
Getting started/Store it | Safety, classroom rules, where to find things, basics, sewing machine, design process. Students design and make a bag for storing equipment |
Getting Crafty | Students Design and make a craft Item like a Hat, Toy etc Design process, designing, fitness for purpose, inserting a zip, planning, pattern drafting, sewing and evaluation. |
Fashion Show/Competition | Students design and make a garment they can present at SHOWKC the Technology Showcase. Design process, properties of fabric, advanced sewing skills, quality control, planning, pattern drafting, overlocking and evaluation. |
Costs: $30.00 Fees for take-home projects
Next Step: Any Year 10 Technology course.
TIC: Miss Rosenberg
Year 9 Art is for creative students who are wishing to further their knowledge and practical skills in the area of Visual Arts. We aim to complete four units over the 20 weeks of the half-year option. We cover: Design, Painting, Photography, Animation, Printmaking and Sculpture.
Course outline:
Time | Name and description of unit | Activity |
6 weeks | DESIGN and DRAWING | Students will study the line work of Albrecht Durer and use line and tone to create tonal drawings |
9 weeks | PAINTING, MIXED MEDIA & COLLAGE | Students work with paint, mixed media and collage to create a surrealism painting |
2 weeks | PHOTOGRAPHY | Students will look at different elements of photography taking through to surrealism |
3 weeks | PRINTMAKING | Students will explore the history of printmaking and learn practical printmaking skills by making their own etching print. |
NB: Some Art materials need to be purchased by students
Next Steps: Year 10 Art and then Senior Art, Painting & Printmaking and Photography.
TIC: Mrs Leigh
This course aims to:
The following topics will be assessed over two terms:
Course outline:
Name | Description |
Unpacking the Elements | Compose movement sequences. Explore the elements of dance and work cooperatively to produce an original dancework. |
Just Dance | Perform movement sequences. Students will learn choreography from various genres and develop performance qualities and explore various choreographic devices appropriate to the genre. |
Research | Research and discover various genres of dance and explore the origins, history and movement qualities of a chosen genre |
Hip Hop | 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. |
Next Step: Year 10 Dance
HOD/TIC: Ms Malley
Year 9 Drama explores a range of skills throughout the half-year option. We focus on developing confidence as students explore using their voices and bodies in a range of dramatic situations.
Course outline:
Time | Unit | Activity |
2 weeks | Serious Fun | 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 any real assessment work. |
4 weeks | Human Zoo | Students engage with body and voice to create characters that are very ‘other’ to themselves. Students will select and animal and create a piece of theatre as a whole class to engage with an audience. |
6 weeks | Show Time | Students will work with an established script to create a class production, which will be performed to whanau and friends one evening (covid willing). |
6 weeks | Story Telling | Students will create a piece of theatre based on existing New Zealand myths and legends. |
2 weeks | Whose Line Is It Anyway | Students will learn to think fast, creating engaging theatre on the spot, ending with a Theatre Sports competition. |
Next Step: Year 10 Drama and/or Performing Arts
TIC: Mr. Woodhouse
This course has been designed to give students a basic familiarity with film techniques and equipment. They will learn to use cameras and editing software and will make one major video work as well as many smaller exercises.
Course outline:
Time | Unit | Overview | Activities |
3 Weeks | Introduction to Film Making | A basic introduction to Film Making. Understanding how to appropriately use cameras. | Basic camera and tripod use workshops. Basic history of film. |
5-6 Weeks | Introduction to Film Techniques | Developing an understanding of how to structure a filmic sequence. Developing understanding of basic film continuity. | Introduction to shot sizes and types and basic editing. Practical shooting tasks. Shooting for coverage. Storyboarding exercises. |
4-5 Weeks | Story/ Scripting | Exploration of narrative structure and creating our own storylines. | Story analysis activities. Script-writing exercises. Script for short film as the major task. |
6 Weeks | Narrative Short | Develop film skills in the creation of a narrative short film. Shooting and editing a short film based on story outlines. | Group work creating a short film over several weeks. In-depth exploration of editing software and editing techniques. |
Next Step: Year 10 Film Making
HoD: Dr Brunoro
Year 9 Practical Music Course
A ”hands-on” course for beginners and experienced musicians. You may have already started learning an instrument (including singing) or you are interested in starting once you get to college. The course covers:
Playing together as a class and in smaller groups, making original music together, using recording equipment and software, learning about the music industry.
Course Outline:
Week 1-2 | Playing together | Music Introductions, Forming groups, practice and performance. Composing rhythms and fuse drumming. |
Week 3-5 | Group performance together | Learning about harmony and playing ukulele as a class. Form bands. |
Week 6-8 | Learning from others | Listening to music and creating cover songs, analysing charts; learning about elements of music. |
Week 8-10 | Jobs in the Music Industry | Using online programmes to record, learning about the Music Industry. |
Week 11-13 | Digital Music Together | Learning how to set up gear and learning the basics of recording. |
Week 14-16 | Learning a new instrument together | Learning about melody and participating in class lessons creating a NZ cover song in groups. Reinforcing theory and aural through practical exercises. |
Week 17-18 | Taonga Pūoro | Learning how to make and/or play Taonga Pūoro, Incorporating some of these sounds into original music. |
Week 19-20 | Coming together | Writing and submitting songs for local competitions, recording originals. Playing in front of live audiences. |
Next Steps: Year 10 Music
HoD: Dr Brunoro
Year 9 Exploring Music course
A course for students who would like to continue learning their chosen instrument, either from primary school or from taking the Practical Music Course.
Having individual lessons within the school’s Itinerant Music programme
Basic theory and aural skills
Basic keyboard skills for non-keyboard players and extension work for more advanced players
Learning performance skills
Creating original music by using instruments and digital technologies
NZ Musicians and Taonga Pūoro (Maori instruments)
Analysing a kiwi pop song
Creating your own kiwi pop song
Course Outline:
Unit | Activity |
Performance | Performing on your own and in groups Learning to play piano and other instruments There will be one assessed performance |
Aural | Developing the ability to identify and describe musical sounds (intervals, rhythms and chords) and to write them down Developing critical listening skills |
Composition | Learning techniques for creating your own musical material Learning techniques for developing your own musical ideas Creating original compositions on your own and in groups |
New Zealand Music | Learning about Māori music and instruments Exploring different contemporary styles of Kiwi music |
Theory | Developing the ability to read and write music Extension work for advanced students |
Next Steps: Year 10 Music
HoD: Matua Kauwiti Selwyn
Year 9 Māori Performing Arts course
Course Outline: The Year 9 MPA course is designed as an introductory exploration into Māori Performing Arts. It will focus on developing foundational skills and knowledge, introducing students to basic kapa haka routines, traditional waiata, and the significance of taonga pūoro.
Unit | Dates | Activity |
Term One | Weeks 1-2: Whakawhanaungatanga and Introduction |
|
Weeks 3-4: Basic Waiata and Kapa Haka |
| |
Weeks 5-6: Taonga Pūoro |
| |
Weeks 7-8: Basic Kapa Haka Routine |
| |
Weeks 9-10: Performance Preparation and End of Term Performance |
| |
Term Two | Weeks 1-2: Review and Reflection |
|
Weeks 3-4: New Waiata Learning |
| |
Weeks 5-6: Taonga Pūoro and Storytelling |
| |
Weeks 7-8: Matariki Celebrations |
| |
Weeks 9-10 |
|
Next Steps: Year 10 Māori Performing Arts
TIC: Mr Western
Year 9 Business Studies is a popular half-year course which has a focus on what it means to be a consumer and having an understanding of financial literacy. Students who take this option will explore such topics as: money, budgeting, income types, consumer laws and marketing. In addition to these, there is an emphasis on encouraging students to discuss economic news and how events locally, nationally and internationally may affect their lives. For us, success in Business Studies not only means doing well in their assessments, but to be engaged in the economic world around them. They should also be much more financially literate at the end of this course. Students will learn through a variety of methods which will include visiting local retail stores, having guest speakers in, doing research and completing surveys, role plays, filming, playing consumer games, using computers and above all having fun!
Course outline:
Time | Unit | Activity |
4 weeks | Introductory economic concepts/money | Research into needs and wants through conducting surveys. |
6 weeks | Budgeting/Income | Understand the importance of budgeting and create a personal budget. Be able to give advice. Budgeting case studies. Your Money Sorted – TVNZ series. Use of money management tools – Getting Sorted website. Learn how to record income and expenditure and different ways to earn income through the Tactix board game. |
Ongoing | Business and consumer news | Discussions, regular quizzes |
5 weeks | Marketing | Visiting Pak ‘N’ Save or local retail outlets to look at marketing. |
3 weeks | Consumer Laws | Study of how consumers are protected through the Consumer Guarantees Act and the Fair Trading Act – case studies. |
2 weeks | Trade Me | Promoting their own products and how to market them on Trade Me |
.
Next Step: Business Studies Year 10 and Commerce and Economics in senior school.
HOD/TIC: Madame Lamotte
Year 9 French involves learning the language in an immersion environment. The students learn with various methods, including task-based games, interactive software and the AIM method of instruction where they associate words with gesture. It is an effective method of learning in which students rapidly absorb a vast amount of vocabulary and have the skills to build sentences in the language in a very short space of time. During the five months option, they will also present one play and complete the written work associated with the play. They develop an instinctive understanding of how language works and at the same time really enjoy the classes, as does the teacher. It is truly a lot of fun.
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 | Unit | Activity |
Term 1 | Basic conversational French. Learning how to describe yourself and your family. | Learning how to ask questions and give information in French directly related to yourself in authentic situations. |
Term 2 | Play prtoduction «Salut Mon Ami», French culture and consolidation of conversational skills. | Continued use of French within the classroom situation. Introduction of some grammar features. Worksheets and games associated with the play production. |
Next Step: The course continues in Year 10 and the NCEA Levels 1, 2 and 3
Optional Cost: $15 to access the interactive platform «Language Perfect»
Teachers: Mr Brunton 先生, Mr Horsley 先生
Year 9 Japanese is a half-year (2 term) course designed to equip students with basic conversational, grammatical, reading and writing skills. There is no prerequisite for entry into the course but students will gain from the course:
Course outline:
3 weeks | Oral presentation. Small group interactions. | |
4 weeks | Memory games. Writing and reading in Hiragana. | |
3 weeks | Conversation tasks. Kanji characters | |
3 weeks | Mastering more complex grammar. | |
3 weeks | Interact with Japanese sister school. | |
3 weeks | Cooking – Making Onigiri. Videos of Japanese popular culture. Investigation of a personal area of interest in Japanese culture. |
.
Next Step: Full year of study in Year 10. NCEA 1, 2 and 3.
Teachers:
Year 9 Mandarin is a half-year (2 term) course designed to equip students with basic conversational, grammatical, reading and writing skills. There is no prerequisite for entry into the course but students will gain from the course:
Course outline:
3 weeks | How Chinese language works China in the 21st Century | |
4 weeks | Memory games. Writing in authentic script. | |
3 weeks | Conversation tasks. Chinese characters. | |
3 weeks | Mastering more complex grammar. | |
3 weeks | Interact with Chinese sister school. | |
3 weeks | Cooking classes-Conversation in a Chinese restaurant. Investigation of a personal area of interest in Chinese culture. |
Next Step: Full year of study in Year 10.
HOD: Mrs Thomspon
This is a half-year option where students will be introduced to popular outdoor recreation topics and issues affecting the New Zealand bush environment. Any student who has an interest in rock climbing, camping, tramping, survival techniques, adventure-based learning and navigation will find this option fun and informative.
There are usually three trips away from school during this course: a day trip to Fergs Rock Climbing a day trip involving rafting down Ōtaki River, and a three day camp in Wainuomata where students will experience tramping, a high/low ropes adventure climbing course, and challenge by choice mountain biking. The cost of these trips is approximately $220. The trip is a compulsory part of the course.
Year 9 Outdoor Education is based both in the classroom and outside so that students can develop confidence in the various activities we do. The trips away are considered to be highlights of the course and are not to be missed.
Course Outline:
Unit 1 | Goal Setting and ABL – develop personal and social skills through experiencing adventure based learning activities (team building, problem solving) |
Unit 2 | Leave No Trace – develop awareness of the environmental issues affecting the Aotearoa, New Zealand natural environment |
Unit 3 | Rock Climbing – learn to climb and belay safely |
Unit 4 | Navigation and Map Reading – learn how to read a topographical map |
Unit 5 | Camp Preparation – get ready for the three day camp experience and learn about survival, clothing, food and equipment, bike repairs and other camp requirements |
Costs: Cost of $220 approximately for outdoor trip
Next Steps: Year 10 Outdoor Education
TIC: Matua Paora Trim
Year 9 Te Reo Māori is for students who are beginning to learn Te Reo Māori and the customs and tradition associated with the culture. The course is taught at levels 1 and 2 of the curriculum. You do not need to have any knowledge of Te Reo Māori to do this course. A range of things are taught to assist the acquisition of the language such as karakia, waiata, haka and mihimihi. The Te Reo Māori course in fun and inclusive.
Course outline –
Time | Unit | Sample activity |
2 Weeks | 1.1 greet, farewell, and acknowledge people and respond to greetings and acknowledgments; | Role play meeting somebody for the first time. |
3 Weeks | 1.2 introduce themselves and others and respond to introductions; | Create a storyboard of two people having a conversation using written Te Reo Māori |
3 Weeks | 1.3 communicate about number, using days of the week, months, and dates; | Learn how to say when you were born in Te Reo Māori. |
3 weeks | 1.4 communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain, and river, or home town and place of family origin; | Learn your personal pepeha and recite it in front of your group. |
3 Weeks | 1.5 communicate about location; | Learn location words by using hand signals. |
3 Weeks | 1.6 understand and use simple politeness conventions (for example, ways of acknowledging people, expressing regret, and complimenting people); | Watch a video of people having a conversation. Identify phrases that they use to compliment people. |
3 Weeks | 1.7 use and respond to simple classroom language (including asking for the word to express something in Te Reo Māori). | Learn how to ask for things that you need to function in the classroom. |
There is a daily routine of karakia, haka, waiata and a range of verbs and adjectives. |
Next Step: Year 10 Te Reo Māori
HOD/TIC: Señora Lamotte
Year 9 Spanish will be about learning the language in immersion based on conversation and games. The students learn to talk about themselves, their family and their hobbies while completing meaningful tasks using Spanish only. Students will also use the AIM method of instruction where they associate words with gesture. This instinctive method is well-known for helping students to build sentences in the language in a very short space of time.
During the five-month option, the students will present one play and complete the written work associated with the play. This will be combined with lots of Spanish culture, fun games, songs and the use of interactive software, Embark on this fantastic journey with us!
Course outline:
Time | Unit | Activity |
Term 1 | Basic conversational Spanish. Learning how to describe yourself and your family. | Learning how to ask questions and give information in Spanish directly related to yourself in authentic situations. |
Term 2 | Play production «Los 3 pequenos cerdos», Spanish culture and consolidation of conversational skills. | Continued use of Spanish within the classroom situation. Introduction of some grammar features. Worksheets and games associated with the play production. |
Optional Cost: $15 to access the interactive platform «Language Perfect»
TIC: Matua Moroni Sunnex
Year 9 Literacy is designed for students who wish to further their literacy skills in a fun, creative, and multisensory way. The course aims to develop skills that will directly support the Year 10 English curriculum. Students will be introduced to the corequisite literacy standards in an engaging and accessible manner, making it ideal for those who find any aspect of literacy challenging, including dyslexic students.
We focus on students' strengths to boost their confidence as learners. By taking control of their learning, students can apply the strategies they acquire in this class to other subject areas. Hands-on educational experiences and games are essential ingredients of this course!
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 group tasks. Our goal is to build confidence in speaking and listening, empowering students to express their ideas effectively. |
Critic Time! | Students will learn to analyse films and short stories 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 creative writing pieces. We use fun and engaging writing prompts; including, games and food based writing activities. |
Note: 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.
Next Step: Year 10 Literacy
TIC: Ms K Hainsworth
Year 9 Numeracy is for students who would benefit from boosting their core numeracy skills. The course will develop students’ numerical reasoning skills through hands-on learning and game based activities to build their understanding of key skills, with a big emphasis on problem solving strategies within real life contexts.
The intention of this course is to increase the numerical understanding and confidence of students in a supportive and inclusive classroom setting. Students can transfer their learning from this class to their core maths class and other subject areas within their Year 9 programme.
Key Content: