Year 9 Core and Option Subjects

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows:

The Year 9 ACEE programme operates as a one-semester option subject. This programme is open to students who are academically gifted and/or talented.

For full information on the ACEE programme, please refer to the Academic Extension and Enrichment (ACEE) section here.

Course costs: $150* per annum (includes registration fees for the Academy Philosophy Conferences, Model EU, and Model UN Conferences).

*Estimated disbursed course costs

For further information, see Ms Hampson.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

The purpose of this course is to provide students, both urban and rural, with an introduction to the New Zealand primary industries with a focus on agriculture. The IGCSE Cambridge syllabus is used to structure the curriculum, however this is not assessed. 

Agriscience is an excellent option for students who are interested in animals, farm life and Science. There is an emphasis on project based inquiry learning, allowing students to explore areas of interest. Dairy, sheep, and beef farming are covered in detail, as are horses, pigs and chickens. There will be the opportunity to discover the many different careers available in the agriculture industry, from on-farm practical jobs to science-based endeavours.

Topics studied are:

• introduction to New Zealand’s primary industries;
• animal breeds and uses;
• agritech;
• farm management.

Course costs: $50.00* approximately for one field trip.

*Estimated disbursed course costs

For further information, see Mr Hamlin.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This course aims to develop and extend practical Art making skills. Students will also learn to use vocabulary relevant to the Visual Arts and broaden their understanding of Art by studying both international and New Zealand artists. Through a series of varied exercises, students are introduced to different Art making techniques. Practical class work includes drawing, painting, printmaking, street art, photography and 3D modelling.

The course provides an essential foundation for further study of the Visual Arts in Year 10 and beyond.

Course costs: $65.00* for materials.

*Estimated disbursed course costs

For further information, see Ms Swadel.

Subject Pathways

Semester Programme (17 weeks), runs in both Semesters 1 and 2, students participate in one semester only.

This innovative sports programme is designed for students who are determined to work hard to achieve their sporting and academic goals and develop skills and understanding around balance and performance. The course aims to build sports specific knowledge and develop growing awareness by building a sporting performance plan in an environment which encourages physical, academic, and personal growth and achievement. The key focus is on the development of skills such as organisation and planning, as well as athletic education.

Course content:

• the course contains both practical and theoretical content;
• the course provides an opportunity for student athletes to be extended in addition to the regular Physical Education curriculum;
• the course will provide time for sport specific training for enhancement of skill development;
• the course will help prepare students to become independent, self-motivated student athletes through developing an understanding of preparation and time management;
• the course will give students the skills to be able to succeed in all areas of their schooling.

Selection criteria: It is desirable that applicants are a proven high-level performer in their respective current schools. Only a set number of places are available each year. Students are selected to enter on an application basis.

Course costs: $90.00* maximum for the year.

*Estimated disbursed course costs

Course Application Process: Complete an Expression of Interest

The Expression of Interest form will be emailed out on Tuesday 21 July. The Expression of Interest form must be completed by 4.00pm on Tuesday 11 August, so that applications can be reviewed before option selections open on Monday 31 August. 

Students new to the Secondary School in 2027: Parents/caregivers of new Secondary School students beginning at St Andrew’s College in 2027 must complete the Expression of Interest form on behalf of their child. Then, if the student is accepted, choose Athlete Sports Development when they make their child's option selections.

If students are not accepted, Athlete Sports Development will not be available in their options selection.

Current students in Years 9–12: Current students in Years 9–12 must complete the Expression of Interest form themselves.

If you require further information, please contact Teacher in Charge of Athlete Sports Development and Athlete Sport Performance Programmes, Mr Gain.

Subject Pathways

Counts as two options and requires full year of study.

St Andrew’s College Ballet Academy Diploma – First Year

The Ballet Academy Diploma Programme commences with the Year 9 Ballet and Dance Studies course and continues through to Year 13, with graduates receiving their five-year Diploma. The Year 9–11 programmes are integrated within the school day, offering a seamless transition from academic class to Ballet Studio. Quality tuition focuses on classical technique with development of the dancer’s musicality and artistry (with annual Ballet examination). In addition, to train today’s current dancer, students are extended beyond the balletic frame into various dance genres (jazz, national, character, lyrical and contemporary). This builds a strong foundation of knowledge and prepares them for the NCEA Dance programme which commences in Year 10, adding further academic rigour to the programme.

Performance work is a highlight; opportunities include the annual ‘Dance Revue’, Ballet Academy production season, showcases, and more as available. Guest tutors are invited to take classes, giving students the experience of masterclasses, open work, and new repertoire.

Pointe class is compulsory once per week and is currently held immediately after school on Thursdays. This is an additional cost of $125+GST per term, unless an exemption is granted by Dr Carolyn Cairns. Additional extension classes are also available, including Dance/Pilates, Jazz Express, and Classical Coaching.

Student outcomes:

With three classes per week, students deepen their understanding of the art form, by:

• improving their technique to the best of their ability, and taking their Elementary Ballet Diploma examination
• aiming to understand and express the correct dance style aesthetic;
• learning the importance of ballet professionalism, and integrating it into their personal work ethic;
• engaging with a broad range of dance genres and choreography, exploring both style and process.

Course costs: $85.00* per term (includes guest tutors, repertoire half tutu and character skirt use, and other incidentals).

*Estimated disbursed course costs

Additional costs: Examination fees, costume hire, optional extension classes, examination preparation, or private lessons.

Course Application Process: Complete an Expression of Interest

The Expression of Interest form will be emailed out on Tuesday 21 July. The Expression of Interest form must be completed by 4.00pm on Tuesday 11 August, so that applications can be reviewed before option selections open on Monday 31 August. 

Students new to the Secondary School in 2027: Parents/caregivers of new Secondary School students beginning at St Andrew’s College in 2027 must complete the Expression of Interest form on behalf of their child. Then, if the student is accepted, choose Ballet when they make their child's Year 9 Option selections.

If not accepted, Ballet will not be available in students' Option selections.

Current students in Years 9–12: Current students in Years 9–12 must complete the Expression of Interest form themselves.

If you require further information, please contact Ballet Academy Artistic Director, Carolyn Cairns, at CCA@stac.school.nz.

Subject Pathways

To view the course pathways flowchart for Ballet and Dance Studies in Years 9–11 and the Ballet Company in Years 12–13, click here.

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Dance and Movement Studies prepares students for life beyond the College by developing confident physical expression, cultural awareness, creativity, and collaboration. Students explore how movement can communicate ideas, stories, and identity, while developing the ability to think analytically, creatively, and independently. The course provides a strong foundation of skills that support future learning pathways in Dance.

This course is designed for students of all backgrounds and experience levels, and offers an inclusive introduction to dance as a curriculum subject, distinct from the Ballet pathway.

Students participate in a wide range of movement experiences designed to build confidence and spark creativity. They explore ideas through practical workshops, learning diverse movement styles such as street dance, cultural dance forms, contemporary movement practices, and somatic approaches. Students develop an understanding of dance elements, choreographic devices, and movement techniques, and begin to explore how these combine to create meaning.

Students also engage with the cultural and historical contexts of movement practices, analyse dance works, and begin to create their own choreography. Collaboration is central, with structured opportunities to share work, give and receive feedback, and draw on the diverse movement experiences within the class.

This course builds the foundation for success in NCEA Dance and complements, but does not require, prior dance training.
Students are encouraged to participate in co-curricular dance opportunities within the College.

For further information, see Ms Webster.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This is a short course in Year 9 aimed to develop students’ ability to effectively use a computer to support their learning in other Curriculum areas during their time at St Andrew’s College.

Elements of the course will include practicing the skills needed to create digital outcomes, exploring digital citizenship within their lives, and developing understanding of computational thinking. Students will do this by having an opportunity to design and produce quality, fit-for-purpose digital outcomes to show their learning.

Students interested in extending their knowledge and skills in digital technology are encouraged to also take the Digital Technology option.

For further information, see Mrs Duncan. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

An introduction to Digital Technology for students with a passion for Technology.

Working in groups, students will develop solutions to identified issues. Through this process they will have the opportunity to experiment with new technologies and develop a solution-based mindset. There will also be a focus on the collaborative skills often sought after in today’s economic world.

Emphasis for this course will be:

• a structured coding programme using tools such as App Inventor and micro:bits;
• design-focused projects which will involve creating an outcome to meet a need.
• understanding how computers represent data using binary.

This course will be a good introduction for students interested in or curious about a pathway into NCEA Digital Technology.

Course costs: Most software used is open source. There may be a small charge for licensing costs. Additional costs may be incurred for competition fees (optional).

For further information, contact Mr Adams or Ms Lee.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Drama prepares students for life beyond the College by developing confident communication skills, exploring what it means to be human through character and subtext, working collaboratively, and thinking analytically, creatively, and independently. The course provides a strong foundation of skills that support future learning pathways.

Students participate in a variety of drama experiences designed to spark creativity and build confidence. They explore ideas through informal performance, using voice, body, movement, and space in both scripted and devised work. Students are introduced to drama elements, techniques, conventions, and technologies, and begin to understand how these combine to create meaning. Collaboration is central, with structured opportunities to give and receive feedback. This course builds the foundation for success in NCEA Drama.

Students are encouraged to audition for the Years 9–10 production.

Note: students can study both Media and Drama in Year 9.

For further information, see Ms Webster. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

The main objective of this course is to foster an interest in, and give a basic understanding of, today’s world of commerce and economics, particularly as it applies to consumers.

The emphasis is on individual students and their immediate groupings such as family/whānau.

A simplified approach is adopted in which the emphasis is not on detail and theory but on life/living skills, such as managing personal limited means, being able to make informed choices, and being aware of differing values and the opportunity cost of such decisions. A key element of the course is the use of Banqer High, an online simulation which helps students see the impact of their financial decisions.

Some of the units of work studied are the relationship between wants and scarce resources, the development of money, cash and credit buying, income, budgeting, consumer protection, saving and marketing. 

Course costs: $20.00* for Banqer High subscription.

*Estimated disbursed course costs

For further information, see Mr Temple.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This programme enables students to develop the skills needed to understand, use, and create oral, visual, and written texts. Through engaging with a range of texts, students will become increasingly skilled and sophisticated speakers and listeners, writers and readers, presenters, and viewers.

Year 9 English provides students with opportunities to engage with and develop the key skills and competencies of the New Zealand Curriculum in diverse contexts. In doing so, students will gain a better understanding of language, literature, and the world around them.

Course costs: $20.00* for English Basics workbook. Education Perfect may be used for this course and disbursed costs will reflect the number of subjects using this programme across the student’s timetable. Other learning opportunities, such as visiting performances relevant to Curriculum, may be disbursed. 

*Estimated disbursed course costs

For further information, see Mrs Ball or Mrs George. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This course is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. Students can enrol in a single option semester. This course is run in addition to mainstream English classes and is designed to assist students to write clear and accurate English, to read with understanding, and to speak fluently and clearly.

Each course is carefully structured according to individual needs and there is a strong emphasis on subject support. Ongoing assessment gives students valuable feedback on their progress and helps indicate which English courses would be most appropriate for them in the future.

For further information, see ESOL Teacher, Ms Fiona Taylor. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

In Fabric Technology, students will learn skills through creating products that are personalised, innovative, and useful.

Students will learn to critique existing technological products and use the understandings gained to inform their own practice. Students will be encouraged to produce sustainably, as they consider the needs of and potential impacts on stakeholders and the environment.

Class work includes making a fabric storage bag, functional modelling pocket designs, and learning pants construction by making a pair of shorts with their chosen pocket. Students then apply their new knowledge to make their choice of pants using fabric they source from a fabric retailer.

The aim of the course is to equip students with basic pattern making skills and knowledge of construction techniques as a foundation for further study of Fabric Technology in Year 10 and beyond.

Course costs: $25.00* for materials supplied by the school. Students will be required to purchase their own fabric from a fabric retailer.

*Estimated disbursed course costs.

For further information see Mrs Duncan.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Students will learn how to apply understanding, knowledge and skills to select food choices for themselves. The focus will be on snacks and foods from the milk and milk product group.

The specific skills they are developing include:

• food hygiene skills;
• food preparation skills to improve well-being;
• understanding the impact of food choice on well-being;
• applying basic nutrition knowledge – four food groups, importance of calcium, ultra-processed foods;
• considering attitudes and values related to food;
• use of food labels;
• taking action to encourage healthy food choices;
• considering the influence of advertising;
• understanding and using key symbols and language associated with food.

Food preparation tasks are an integral part of this work, with students expected to develop their food skills throughout the course. 

Course costs: Food costs and some photocopy costs will be disbursed.

For further information, see Mrs Duncan.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Spoken by 275 million people in 56 countries worldwide, French is one of the official languages of the United Nations and the International Olympics Committee. In Year 9 French, students study topics such as introductions/greetings, descriptions, school, likes/dislikes, home and family, leisure activities, and aspects of French culture. The four skill areas of listening, reading, writing and speaking are all emphasised. Using fun activities, students are encouraged to speak individually, in pairs and in group role-play situations as the speaking skill is critical in early learning of a second language. Students establish a good basic vocabulary and learn some of the basics of French grammar.

An online textbook is used which enables students to readily access the textbook at home and catch up on any missed work. Regular use is also made of suitable websites, where students reinforce their learning in class at their own pace and in a fun way. The websites Linguascope and Education Perfect are also used to enable students to learn French interactively online. Cultural elements and aspects of typical French life are integrated into our learning over the course of the semester in order to allow students to deepen their understanding of another culture.

Course costs: $50.00* for online subscriptions.

*Estimated disbursed course costs

For further information, see Ms Fiona Taylor.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This course is designed to introduce students to Geography by having them study a broad range of local, national and global topics. The course encourages students to think critically about the world in which they live, and to understand the responsibility they have in relation to other people, the environment, and long-term sustainability of the planet.

From this course, students will develop an understanding of:

• physical geography – aspects of the natural world with a selection of landscape studies;
• human geography – the relationship between people and the environment using international, national, and local examples;
• the application of a range of geographic skills and ideas;
• geographic skills; map interpretation, Google Earth investigations, and Geographic Information Systems (GIS) analysis.

Potential themes that may be covered, depending on student interests:

• ecosystem investigations;
• the global distribution of the world's biomes;
• 'happy' cities of the future: Urban Planning and sustainability;
• Geographic Information Systems (GIS): solutions to current issues. 

For further information, see Mr Boulton.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This course is designed to introduce students to History by studying some of the places, people, events, and changes that have shaped the world we live in today. It encourages students to ask questions about the past, make good decisions about people and events, and to look carefully at clues from the past so that they can decide for themselves what really happened and why.

Students will gain knowledge, skills and experience needed to understand the causes and consequences of past events which are of significance to New Zealanders and that shape the lives of people and society.

Skills gained:

• understanding perspectives in history;
• organisation and research;
• structured writing in response to a question. 

Topics covered will include:

• What makes History so interesting?;
• Parihaka;
• Ancient Civilisations;
• Crime and Punishment;
• Conflict – case study. 

For further information, see Mr Faulls.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Year 9 Literacy is designed for students who would benefit from a boost in their reading and writing alongside their English class. The course provides a supportive environment where students can build confidence and develop the skills they need to succeed across all learning areas.

This semester-based course focuses on strengthening key literacy skills such as vocabulary, decoding (sounding out words), reading fluency, and understanding what is read. Teaching is structured and explicit, with plenty of opportunities for practice, feedback, and improvement. Students are encouraged to keep trying, learn from mistakes, and recognise that effort plays an important role in progress.

A key focus of the course is preparing students for success in the NCEA Co-requisite Assessment Activities (CAA) Literacy standards. Students develop the skills and strategies needed to meet these requirements with confidence as they move through school.

Learning is tailored to meet individual needs, ensuring each student receives the right level of support and challenge. Students may join the course at different times of the year, including Semester 2, depending on their learning needs.

For further information, see Mrs Rule. 

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Students gain knowledge of a range of materials and processes through a ‘Design and Make’ programme. They will have an opportunity to produce individualised projects.

They will gain:

• experience in various forms of graphic communication through the design process;
• knowledge of resistant materials;
• specific knowledge of processes by which these materials are worked;
• experience using a wide range of equipment.

Given various briefs, students engage in the design process to develop their own project outcomes. Students are given the opportunity to experience a wide range of materials and manufacturing processes to produce their work.

The course consists of design briefs which focus on a range of materials and processes. Students are encouraged to extend and advance their knowledge to a higher level.

There are two areas of learning and students will be placed in whichever area their timetable allows. Both areas of learning use the same process to develop skills and knowledge.

Course costs: Materials and consumables used and applied finishes.

For further information, see Mr Hamilton or Mr Murphy.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

The course covers achievement objectives from Phase 4 of the Mathematics strands of the New Zealand Curriculum. All classes follow the core Curriculum objectives and students also work at their individual level. Middle band classes may have an additional teacher for one period each week to support individual and small-group needs.

The top band classes are streamed into four smaller groups to cater for the lateral extension built into the programme.

Course costs: A Casio FX82 Scientific Calculator is required, subscription to Education Perfect, and an online textbook.

For further information, see Mrs Exon. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This semester course is mostly based in our professional broadcast studio, beginning with basics of broadcast television, both in front of and behind the camera. Students experience both the creative and technical aspects of television production, and learn how the whole production team, from a director to camera operator, work together to create a TV show.

The key competencies that underpin this course are: teaching teamwork, problem-solving, leadership, and discipline. The course culminates in the student’s planning and producing a 30-minute live show, under real studio conditions. The show may include a variety of music and dance, as well as interviewing and presenting.

This course would suit students who have an interest in all things media and want to know more about how media products are planned and produced; from writing, directing, and performing, to technical operations.

We encourage all Media students to join our after-school Film and Broadcasting Academy and Technical Media Crew, where students can gain even more experience and develop their production skills in preparation for our Year 10 and senior Media Studies courses.

Note: students can study both Media and Drama.

For further information, see Ms D'Arcy. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Year 9 Music is for students who wish to extend themselves beyond the Core Music course. Students are expected to have some experience on an instrument, or to be beginning instrumental lessons at the start of Year 9. The course is aligned to the new NZ Curriculum | Te Mātaiaho Arts learning area (required from Term 1, 2027) and is primarily practical, providing a grounding in performance, composition, theory, and music technology.

Performance: Performance is at the heart of this course. Students of all levels – from beginners to more advanced players – are given appropriate parts to play, and the class regularly comes together as a classroom orchestra or ensemble. This experience of making music together sharpens listening skills, builds confidence, and lays the foundation for composition work later in the course.

Music Theory and Notation: Students develop their understanding of the elements of music – tone colour, texture, phrasing, harmony, rhythm, and contras – using discipline-specific vocabulary to analyse and describe what they hear and play. Written notation is taught explicitly throughout the year, alongside improvisation and experimentation. This theoretical grounding supports students who wish to continue Music in senior years.

Composition and Music Technology: Students compose their own music, drawing on the performance and listening skills developed through the course. Digital tools including DAW software are used alongside traditional notation as legitimate creative pathways. The music technology strand – composing, designing, and producing sound using digital platforms – is a curriculum requirement and is treated as an integral part of musical creativity.

Repertoire and Cultural Contexts: Students engage with music from a diverse range of traditions and cultural contexts, including Toi Māori, Pacifica, and global music, developing an appreciation of how musical works reflect the time and place in which they were created.

Pathway: This course explicitly prepares students for senior Music (Years 11–13) under the new New Zealand qualification framework, which replaces NCEA Music from 2028 onwards.

Course costs: students may be required to use the 'Music Ecademy' and Melodics.com online learning tools at a cost of $50.00* for a one-year subscription.

*Estimated disbursed course costs

For further information, see Mr Woodfield. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Year 9 Core Music is taken by all Year 9 students and provides a broad introduction to Music as a living, culturally rich discipline. The course is aligned to the new New Zealand Curriculum | Te Mātaiaho Arts learning area (required from Term 1, 2027) and covers four areas: Music Theory, Listening and Responding, Performing, and Music Technology.

Singing: Students develop confident communal singing, both for Chapel and school assemblies, and for the enjoyment of singing together. Singing in unison and in harmony is a regular part of the course.

Musical Knowledge and Listening: Students explore the elements of music – pitch, dynamics, timbre, rhythm, and texture – and learn to use discipline-specific vocabulary to describe and analyse what they hear. The course draws on music from a wide range of traditions and cultures, including Toi Māori, Pacifica, and global contexts, as well as programme music, film music, and the instruments of the orchestra. 

Composition and Music Technology: Students compose basic melodies and create short musical works using digital tools including Soundtrap. They are introduced to MIDI (Musical Instrument Digital Interface) and audio recording, and learn to reflect on their creative and technical decisions. Music technology is treated as a core part of musical creativity, not an optional extra.

Performance: Students engage in whole-class, small-group, and individual performance using keyboards, guitars, and other classroom instruments, supported by specialist tutors. Students at all levels of prior experience are catered for.

For further information, see Mr Woodfield. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Physical Education and Health is all about the students. The focus is on their well-being (Hauora), the way that they learn to move, how they develop relationships in teams and groups, and how physical activity and health is influenced by different aspects of society.

This course fosters critical thinking and action and enables students to understand the role and significance of physical activity for individuals, peers, and society.

The course is assessed through practical performance, reflective logs, and unit assessments.

The Physical Education learning areas are:

• Movement and Hauora – this unit encourages students to take increasing responsibility for their wellbeing through regular participation in physical activity. Students participate in both cooperative and competitive contexts and relate this to the Te Whare Tapa Whā model of well-being;
• Working in a Team – this unit focuses on what it means to be part of the team. Self-management, interpersonal skills, and social responsibility are developed and encouraged through a variety of physical activities;
• Influences on Movement – the focus is on biophysical factors, such as functional anatomy and physiological responses to exercise through a range of fun fitness activities. Technology is used to track and make judgements about the amount of physical activity performed in and beyond the classroom. The influence of lifestyle factors and media exposure on a person's well-being is investigated;
• Sociology of Sport – investigating the way in which society influences our perceptions and participation in physical activity, e.g. The Olympic Games;
• Physical Literacy – acquire skills, develop techniques, and create game tactics in a range of physical contexts;
• Putting it all Together – taking charge and extending your learning in Physical Education. This is student-driven and combines all of the previous Units through competitive class/interclass games based on a Sports Education Model.

For further information on Physical Education, see Ms Register.

The Health learning areas are:

• Unit 1: Connection – Te Whare Tapa Whā, Fonofale, Manaakitanga, Whanaungatanga, Tikanga, PERMA-V, and ‘P’ Project;
• Unit 2: Curiosity and Challenge – Bullying, consent, friendships/relationships, nutrition, vaping, points project for assessment;
• Unit 3: Changes – Sexuality Education including; puberty, pubertal changes and well-being, anatomy, menstrual cycle, conception, informed decision making, influences on well-being.

Course costs: Approximately $30.00.

For further information on Health, see Mrs Stirling.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Topics for study are:

• Introduction to the Bible;

• Jesus of Nazareth – the theories behind his death and resurrection;

• Christian focus project – research and art work;

• Good and Evil in the world today;

• The Nativity story – symbols and traditions of Christmas.

For further information, see Rev. Morrow.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This course covers the New Zealand Science Curriculum and the first of three years of Cambridge IGCSE Combined Science. Students in 9N, 9O, and 9H will complete the course over two years. Some students may sit the Cambridge examinations at the end of Year 10 and this is determined by testing throughout Years 9 and 10.

Science involves generating and testing ideas, and gathering evidence – including by making observations, carrying out investigations and communicating with others – in order to develop scientific knowledge, understanding and explanations. 

The course begins with an introduction to the equipment and methods of Science, including working safely in the laboratory, and follows the learning strands of Biology, Chemistry and Physics.

1. The Biology strand covers: the characteristics of living things, the biology of life at the level of cells (including the use of microscopes), biological molecules, and the study of how the human body works.
2. The Chemistry strand covers: the interactions of matter, including atoms and molecules, the organisation of elements in the periodic table, mixtures and compounds, chemical reactions, and the role of chemistry in the environment.
3. The Physics strand covers: particle motion, heat and energy and how heat energy is transferred, and the nature of light and waves, including how they travel, interact, and are used in everyday applications.
4. The Earth and Space strand covers: astronomy and Matariki, geology, natural hazards such as tsunamis and volcanoes, and the study of Earth systems.

An emphasis of this course is on Science skills and the skills of experimental planning, collection of data, and the interpretation of results throughout all topics.

Course costs: Purchase of a Cambridge Study Guide, three Cambridge Workbooks* (used in Years 9–11), an Education Perfect subscription, and an online NZCER: Thinking with Evidence Test. There is also the optional purchase of a Cambridge textbook. 

*Please note: these are the same workbooks that will be used throughout Years 9–11 and do not need to be repurchased. 

For further information, see Mrs Marsh-Smallman.

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

The Social Studies course focuses on how societies work and how people can participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present and future, and from places within and beyond New Zealand.

Students will be given the opportunity to collaborate, inquire and be creative in their thinking.

Students will investigate a range of topics. These will include:

• Game changers – students will gain a big-picture look at the events, people, and ideas that have shaped world history, considering how the concept of significance is constructed and contested. All students investigate the significance of the 9/11 terrorist attacks, examining both the causes and consequences of this event.
• Sustainability – students will explore the economic, cultural, recreational, spiritual, and aesthetic significance of places for people, and how communities seek to enhance liveability and well-being within the resources they have available. Students will also consider the interrelationships between human activity and the natural world and the consequences of competing for ideas about the control, use, protection, and regeneration of natural resources.
• Government and Organisation – in this unit, students will explore how government and justice differ in the way they operate and how they affect people's lives. Students will learn about the different types of government and use current events to explore these.

Throughout the year, emphasis will be placed on developing transferable skills that prepare students for success in Senior Social Science subjects. These include paragraph writing skills, information literacy strategies needed for effective research, comprehension, inquiry, group work, critical thinking, social decision making, understanding different perspectives, mapping, and graphing skills. An examination of current events and issues forms an integral part of the course.

For further information, see Mrs Proffit. 

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Spanish is spoken by over 350 million speakers worldwide. Learning Spanish will open doors for business and job opportunities, as well as giving students an insight into Spanish and Latin American culture. In Year 9 Spanish, students study topics such as introductions/greetings, descriptions, school life, likes/dislikes, family, leisure activities, and aspects of culture. The four skill areas of listening, reading, writing and speaking are all emphasised. Using fun activities, students are encouraged to speak individually, in pairs and in group role-play situations, as the speaking skill is critical in early learning of a second language. Students establish a good basic vocabulary and learn some of the basics of Spanish grammar. 

An online textbook is used which enables students to readily access the textbook at home and catch up on any missed work. Regular use is also made of suitable websites, where students reinforce their learning in class at their own pace and in a fun way. The websites Linguascope and Education Perfect are also used to enable students to learn Spanish interactively online. Cultural elements and aspects of typical life are integrated into our learning over the course of the year in order to allow students to deepen their understanding of another culture. 

Course costs: $50.00* for online subscriptions. 

*Estimated disbursed course costs 

For further information, see Ms Taylor. 

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

Spatial and Product Design (SPD) is an area of learning within the New Zealand Curriculum where students learn about design, develop their practice of designing, and develop their design thinking in specific contexts. Contexts can include: architecture, landscape, interior design, town planning, naval architecture, industrial design, automation design, fashion design, packaging design, furniture design, engineering.

The students develop an awareness of design by using visual communication skills to conceptualise and develop design ideas. They apply their visual literacy through using sketching, digital modes and other modelling techniques to effectively communicate and present design ideas. Students learn that designers identify the qualities and potential of design ideas in terms of the broad principles of design (aesthetics and function) and of sustainability.

Working towards achieving high standards of presentation is expected. Assessment is based on course work looking at Design Heritage, Design Thinking and Visual Communication.

Course costs: A list of required stationery is provided and the items on this list should be purchased prior to starting the course. Items of a consumable or specialised nature are carried by the department and the costs for these can be disbursed to student accounts.

For further information, see Mr Kerrison.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

The course will expose students to a wide range of aspects of Māori culture. Students will learn basic Te Reo Māori, Tikanga (culture), myths and legends, Māori history, Toi Māori (Māori art), Māori games and waiata. There is the also the opportunity for students to join the Māori and Pasifika group, which is open to all students and operates outside this course.

For further information, see Mr Pickering.

Subject Pathways

New curriculum statements are expected soon and may have an impact on the topics covered in this course. The current focus/topics at the time of publication is/are as follows: 

This beginners’ course covers the fundamentals of Te Ao Māori (the Māori world) with the development of language and culture being the main focus points. It involves a more in-depth exposure to the aspects provided in the compulsory Year 9 Tikanga course, but has a heavier emphasis on the language component of that programme. 

The course provides the time and opportunity for students to learn a range of aspects across theory, written, spoken, aural and practical learning. Students are provided with the opportunity to improve/gain confidence in pronunciation, reading/writing, and begin to develop insight and depth in their understanding of Māori language and culture. They will be given personalised programmes to follow dependent on their level of learning and experience.

Course costs: This course will have associated costs that may cover things such as workbooks, online learning, trips, and other items as the programme is developed.

For further information, see Mr Pickering.

Subject Pathways