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.

Set 1

Year 9 Digital Technology

Year 9 Hard Materials

Year 9 Food Technology

Year 9 Electronics

Year 9 Design and Visual Communication (DVC)

Year 9 Textiles and Fashion

Set 2

Year 9 Art

Year 9 Dance

Year 9 Drama

Year 9 Film Making

Year 9 Making Music

Year 9 Exploring Music

Year 9 Māori Performing Arts

Set 3

Year 9 Business Studies

Year 9 French

Year 9 Japanese - 九年生の日本語のコース

Year 9 Mandarin

Year 9 Outdoor Education

Year 9 Te Reo Maori

Year 9 Spanish

By Arrangement Only

Year 9 Literacy

Year 9 Numeracy

Instructions:

Students must choose at least one option from Set 1 and at least one option from Set 2


Set 1

Year 9 Digital Technology

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.

Year 9 Hard Materials

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).


Year 9 Food Technology

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.

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Year 9 Electronics

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.

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Year 9 Design and Visual Communication (DVC)

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.

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Year 9 Textiles and Fashion

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.


Set 2

Year 9 Art

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.


Year 9 Dance

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

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Year 9 Drama

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

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Year 9 Film Making

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

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Year 9 Making Music

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


Year 9 Exploring 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


Year 9 Māori Performing Arts

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

  • Ice-breaker games
  • Course overview
  • Basic Te Reo Māori phrases
  • Creating a class charter
  • Introduction to basic kapa haka movements and stances
  • Learning and practicing a traditional waiata
  • Focus on posture, facial expressions, and synchronisation
  • Integrating movements and songs into a simple routine

Weeks 3-4: Basic Waiata and Kapa Haka

  • Learn and practice a traditional waiata (song)
  • Focus on pronunciation, rhythm, and melody
  • Introduction to basic kapa haka movements
  • Practice and perfect the waiata and movements
  • Emphasis on harmony and group performance

Weeks 5-6: Taonga Pūoro

  • Introduction to taonga pūoro (traditional Māori instruments)
  • Learning the history and significance of taonga pūoro
  • Hands-on experience with taonga pūoro (if available)
  • Students create simple instruments or learn to play basic tunes

Weeks 7-8: Basic Kapa Haka Routine

  • Combine learnt movements and songs into a simple routine
  • Practice synchronisation and performance techniques
  • Rehearsing the routine as a class
  • Focus on teamwork and refining performance

Weeks 9-10: Performance Preparation and End of Term Performance

  • Final rehearsals and preparations for a small class performance
  • Overcoming stage fright and perfecting the routine
  • Perform the routine for another class or small audience
  • Real-life application of skills learned

Term Two

Weeks 1-2: Review and Reflection

  • Reflect on Term One performances
  • Set goals for Term Two
  • Self-assessment and peer feedback
  • Introduction to more complex kapa haka movements

Weeks 3-4: New Waiata Learning

  • Learning a new, more complex waiata
  • Focus on pronunciation, rhythm, and melody
  • Perfecting the new waiata with an emphasis on emotion and storytelling
  • Practice in small groups and as a whole class

Weeks 5-6: Taonga Pūoro and Storytelling

  • Using taonga pūoro to enhance storytelling
  • Integrating instruments with narrative performance
  • Practice creating and performing stories with taonga pūoro accompaniment

Weeks 7-8: Matariki Celebrations

  • Introduction to Matariki and its significance
  • Activities related to Matariki traditions and celebrations
  • Learning and performing waiata and haka related to Matariki
  • Integrating knowledge of Matariki into performances and classroom discussions

Weeks 9-10
Moteatea (Traditional Chants) and End of Term Performance (class setting)

  • Introduction to moteatea and their historical context
  • Learning the significance and performing moteatea
  • Practice and perfect a chosen moteatea
  • Emphasis on chant techniques and expressive performance
  • Integrate kapa haka, waiata, taonga pūoro, and moteatea into a cohesive performance
  • Rehearsals for end-of-term performance
  • Polishing the integrated performance
  • Focus on confidence and public performance experience

Next Steps: Year 10 Māori Performing Arts


Set 3

Year 9 Business Studies

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!  http://www.swlearning.com/web_resources/images/consumer.jpg

Course outline:

Time

Unit

Activity

4 weeks

Introductory economic concepts/money

Research into needs and wants through conducting surveys.

6 weeks

Budgeting/Incomehttps://encrypted-tbn1.google.com/images?q=tbn:ANd9GcQahL65atFnhAKQkr8mniY5NRYpbC63L52ZMRWqaBfxYRGxYrVM

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 Lawshttp://www.businesslink.gov.uk/Horizontal_Services_images/consumers_rights_tag.jpg

Study of how consumers are protected through the Consumer Guarantees Act and the Fair Trading Act – case studies.

2 weeks

Trade Me http://topnews.net.nz/data/Trade-Me-Logo2.jpg

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.http://smallbiztechnology.com/wp-content/uploads/2011/10/marketing-mix-baby.jpg

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Year 9 French

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»

Image result for new caledonia phare amédée


Year 9 Japanese - 九年生の日本語のコース

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.

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Year 9 Mandarin

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.


Year 9 Outdoor Education

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

Year 9 Te Reo Maori

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

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Year 9 Spanish

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»


By Arrangement Only

Year 9 Literacy

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.
 


Teach me!

 

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

Year 9 Numeracy

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: