English as a Second Language
Note: ESOL is not an option as such but is included in the option structure. It is compulsory for ESOL students. It is in the option structure so as to prevent ESOL students from having to be withdrawn from mainstream subjects.
In this option a topic or theme based approach is taken to programme planning with a strong focus on genre awareness, thereby providing English for coping within the mainstream of school and for the demands of academic study.
Students are assessed and placed in classes suitable to their age and level of English.
The students will be able to build up the following skills and gain 15 credits divided equally
Other skills include learning
This option is essential for students wishing to take up levels 1 & 2 English
M?ori has not been offered at Year 9 since 2006. However, students wishing to take it may choose it as an option. No course outline currently exists but would be similar to the current Year 10 course.
The Year 10 M?ori option is designed primarily to give students the necessary skills and language ability to undertake the NCEA Te Reo M?ori course.
The programme continues to work through the Te Matapuna texts and workbooks started in Year 8. These texts give all the necessary language background required.
The course also includes cultural components such as haka waiata, powhiri and other aspects of Maori culture and life.
Therefore the course not only prepares students for the academic requirements for NCEA but also a general understanding and involvement in M?ori Language and Culture.
The emphasis of the course is on communication and by the end of the year students should be able to:
The course introduces and develops the concepts necessary for learning any foreign language. The four vital skills are listening, speaking, reading and writing.
Students are also introduced to sociocultural aspects such as the French-speaking world, famous French people, festivals and conventions involved in greeting people for example.
This is an introductory Japanese language course. By the end of the course, students will be able to hold simple conversations about themselves, schools, sports and leisure. This Japanese course is a combination of four skills: reading, writing, listening and speaking.
Students will learn to:
Year 9 Art will consist of the following parts –
Drawing is compulsory in all Disciplines. Class studies are undertaken to introduce new skills and tasks to students. Once students have completed the basic course exploring all of the four Disciplines they select three of the major Disciplines to complete advanced studies in their areas of strength. Students select from the following Disciplines
The main focus of Year 9 Drama will include:
The specific areas of student development will be teamwork, concentration and awareness, voice, performance skills, confidence building and public speaking.
The focus of the option 9 music course will be to prepare students for NCEA senior courses or to give students an opportunity to further their skills in playing instrumental and vocal lessons, to learn new skills, or to continue and improve on the instrument of their choice.
Class work will be theory lessons based on students' abilities and written work on topics related to the performance programme. A focus of the course will be learning to play in groups and to present class concerts.
Song writing and composition tasks using the music computers will also be planned throughout the year.
Entry to the option course is open but students are expected to enrol in lessons if they are beginners.
Students produce a range of projects such as electronic games, lanterns and toy boats, depending on the facilities available. They will work to a given design brief and are encouraged to include their own design ideas.
Students are expected to make informed choices based on safe and sound working practices as well as on their own research in order to produce an item that is fit for purpose. All work will be presented in a portfolio.
Food Technology is based on developing the skills and techniques learnt in Year 8. Students will be introduced to advance culinary skills and techniques. Students will focus on planning and preparing food products and applying the knowledge gained to the cooking and presentation of dishes.
Unit One: Bread, Bread and Bread.
Students will learn the baking techniques and skills in making a variety of different types of breads. A school visit to a bakery will be organized to understand the techniques in bread making and to compare the many varieties of breads.
Unit Two: Health and Nutrition.
Students will focus on healthy eating, nutrition and design energy foods to enhance sports performance.
Unit Three: Food from around the world.
Students will choose a country and then plan, prepare and present a three course traditional meal. In this unit, the assessment will be in the form of a restaurant, where samples of dishes from different countries will be tasted and evaluated.
Unit Four: It's time to have a party.
Students will develop new culinary skills and techniques whilst planning a themed celebration party. They will review the design process and evaluate their practical skills.
An introduction Course into the orders of drawing and design. By the end of the course students will be able to confidently render 3D drawings and produce formal drawings of their design concepts.
Students will be developing CAD skills to aid them in product design and the presentation of their portfolios. Students will be using pencils, marker and pastels to show formal shading, shadow and texture to produce realistic rendered drawings. There is also the opportunity for air brushing. Students are encouraged to develop their own ideas and to modify existing designs. This course would also be beneficial to students who are taking Technology