Queen Margaret College
Year 9 Design (Technology) Programme 2025
Level 4-5 of the New Zealand Curriculum
Year 3 of the Middle Years Programme International Baccalaureate
Taonga / Digital (First half year)
Digital/ Taonga (Second half year)
Unit
Criteria A and B – Term 1 Wk9
Criteria C and D – Term 2 Wk7
Criteria A and B – Term 3 Wk6
Criteria C and D – Term 4 Wk6
Course overview
Technology is about making a difference in our world – through developing designs, products and systems that meet the requirements of a design brief. The Design Cycle is a key development process that is followed at all year levels in Technology. In the Year 9 course, students will cover two major units:
Taonga Pewter Jewellery:
Students will have the opportunity to further integrate knowledge and understandings about Māori taonga (as explored on the Y9 Marae Camp). Students will develop a personalised pewter-based jewellery item for an identified client. Activities in this unit involve carving, casting pewter (lead free / school appropriate), handling workshop equipment, and jewellery making techniques.
Digital Technology
The Digital Technology course starts with an introduction to Digital Design and an exploration what it means to be an informed and responsible Digital Citizen. This is followed by the main unit, in which students apply the design cycle to design a video game to promote awareness of good cause of their choosing.
Course details:
• Each class has 5 lessons per 10 day timetable.
• Each class will rotate through the two different unit topics over the year. Each unit topic will be approximately 2 terms in length.
• Each unit topic may be taught by a different teacher in appropriate timetabled classrooms.
• There is a $30+gst consumables fee for this course. This will be charged to your school account.
Students may also wish to participate in extra outside the classroom STEAM challenges such as the ePRO8 Team Technology competition, Robocup, and Codeclub. Details will be published as opportunities become available during the year.
Assessment Criterion: Design MYP
Over the course of the year students will be assessed according to the following criterion. There are 4 criterion in MYP Design – all based on the Design Cycle.
Criterion A Inquiring and analysing
Criterion B Developing ideas
Criterion C Creating the solution
Criterion D Evaluating
Maximum 8
Maximum 8
Maximum 8
Maximum 8
Each of these criteria will be assessed once in each of the unit topics (ie twice in the year). Students will be given specific assessment schedules for these criteria at the start of each unit.
QMC Technology Safety Rules:
Student safety and wellbeing is paramount at QMC. Accordingly, no student is allowed to operate any equipment without teacher supervision and safety instruction. When using specialist equipment there are some rules to be followed:
• Tie hair back.
• No blazers on.
• Aprons to be worn.
• Safety eye-goggles on if required.
• Covered shoes / PE shoes are acceptable.
• Protective gloves to be worn if needed.
• Persons operating equipment are to be given a clear working space around them. No crowding, talking to or distracting persons operating equipment.
• Students will be supervised always by a teacher if hazardous equipment is being operated.
• Turn equipment off at the wall and unplug from the wall when finished.
• Spaces used must be vacuumed / swept clean for the next person.
Homework expectations
Your child should be learning at home for a total of at least 60 minutes per weeknight across all subjects. To achieve at a high level in this subject, students are expected to complete some homework during the week. Homework might include:
• Carrying out individual project - written, research or design sketching tasks.
• Attending lunchtime workshops to complete any practical work or to access extra help with practical work.
• Catching up with work not completed during class time.
• Online tutorials for keyboard and coding skill development
Head of Learning Area: Richard Knuckey
Queen Margaret College Year 9 French Programme 2025
Levels 3-4 of the New Zealand Learning Languages Curriculum Phases 1-2-3 of the Middle Years Programme International Baccalaureate
Unit Title
‘On sort’ - talking about going out and social life
‘Je suis branché(e) - TV, films and online activities
‘Paris’ - write your travel blog
‘Future plans and dreams’ - Festivals in France
Course details
Proposed assessment date
In the final two weeks of each term, students will be assessed on the language skills they have developed throughout the unit. Listening, reading, writing, and speaking will each be assessed twice during the year.
The Year 9 course is designed to enhance students’ skills in various contexts and situations related to their personal experiences. They work in a target language environment, focusing on improving their spoken and written work, as well as their reading and listening skills. Students have regular conversation classes with our French assistant to help develop their confidence and fluency in speaking.
Students may study the following topics:
• On Sort
o Talking about going out, making and accepting/refusing invitations
o Getting ready to go out
o Buying food and drink at a café
• Je suis branché(e)
o Talking about TV programmes, films, books.
o Talking about your online activities and what you did last night
• Paris
o Talk about Paris tourist attractions and activities
o Describe what you have done and where you have been to your travel blog
• Future plans
o Talk about a forthcoming Festival, and describe what you are going to do for Halloween
o Talk about what you are going to do after Senior School and your dreams for the future
Course Information
• In 2025 Year 9 French is an option subject.
• Each class has 5 lessons per 10 day timetable.
Homework expectations
Students are expected to complete some homework during the week. Your child should be learning at home for a total of at least 60 minutes per weeknight across all subjects. The key to language learning is ‘little and often’.
Homework might include:
• Learning a number of words, verbs or phrases
• Reading and grammar exercises to do or a short paragraph to write.
• Before an assessment students will be expected to revise their notes or to practise their spoken language.
• Revision of vocabulary learned in class with www.education.perfect.com and www.linguascope.com
• Catching up on work missed due to absence.
Head of Learning Area: Caroline Harding
Queen Margaret College
Year 9 Humanities (Individuals and Societies) Programme 2025
Level 5 of the New Zealand Curriculum
Year 3 of the Middle Years Programme International Baccalaureate Unit Title Proposed assessment
Monumental
Seeking Refuge
To Buy or Not to Buy
Early Modern World
Course details
Term 1 Week 8
Term 1 Week 11
Term 2 Week 7
Term 3 Week 9
Term 4 Week 2
Humanities (Individuals and Societies) encourages learners to respect and understand the world around them and equip them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments.
The IB’s approach to Humanities (Individuals and Societies) includes a strong focus on inquiry and investigation. Students collect, describe and analyse data used in the study of societies; they test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focuses on real-world examples, research and analysis is an essential aspect of the subject group.
The study of Humanities (Individuals and Societies) helps students to develop their identities as individuals and as responsible members of local and global communities. Studies in Individuals and Societies are essential for developing empathy and international-mindedness, including the idea that “other people, with their differences, can also be right” (IB mission statement).
Course Information
• In 2025 Year 9 Humanities (Individuals and Society) is a compulsory subject.
• Each class has 7 lessons per 10 day timetable.
• Each class covers 4 units over the year.
• Each unit topic will be approximately 9 weeks in length.
• Students are assessed on 4 key skills:
o Knowing and Understanding,
o Investigating,
o Communicating and
o Thinking Critically
Homework expectations
Your child should be learning at home for a total of at least 60 minutes per weeknight across all subjects. To achieve at a high level in this subject, students are expected to complete some homework during the week. Homework might include:
• Completion of or extension of work done in class
• Reading
• Research
• Revision of material covered in class
• Written responses
• Reinforcement of fundamental skills
Head of Learning Area: Adrian Hardy
Queen Margaret College
Year 9 Japanese Programme 2025
Levels 2-3 of the New Zealand Learning Languages Curriculum
Phase 1-2 of the Middle Years Programme International Baccalaureate
Unit Title
Fantastic families
Animals are friends too
Let’s have fun!
Cultural Festival
Course details
Proposed assessment date
In the final two weeks of each term, students will be assessed on the language skills they have developed throughout the unit. Listening, reading, writing, and speaking will each be assessed twice during the year.
During the course of the year, the students learn how to talk about themselves and others in a range of familiar situations. In class, the students are encouraged to speak Japanese and work towards improving the other key skills of listening, reading and writing using the Hiragana alphabet. The topics covered give students exposure to a variety of contexts and situations related to their personal experiences. Concurrently with the teaching of language through topics, there is an introduction to the Japanese culture and basic sentences. In addition, they engage in learning, using their laptops to record work on OneNote and to access various language learning resources. Students may study the following topics:
• Fantastic families (Phase 1-2)
o Hiragana/Katakana alphabet
o Your family and other people’s family
o Family occupations
o Likes and dislikes
o Abilities
• Animals are friends too (Phase 2)
o Say where things are
o Describe the different parts of a house
o Describe pets and animals
o Count animals
• Let’s have fun! (Phase 2)
o What you want to do and don’t want to do
o The weather and seasons
o Shopping and eating out
o Dates and birthdays
• Cultural Festival (Phase 2)
o Write various names in Katakana
o Make Origami, sing Japanese songs and cook Japanese dishes
o Take part in a modern/traditional play in Japanese
Course Information
• In 2025 Year 9 Japanese is an option subject
• Each class has 5 lessons per 10 day timetable
Homework expectations
Students are expected to complete some homework during the week. Your daughter should be learning at home for a total of at least 60 minutes four times per week, across all subjects. The key to language learning is ‘little and often’.
Homework might include:
• Learning a number of words, verbs or phrases
• Reading and grammar exercises to do or a short paragraph to write.
• Before an assessment students will be expected to revise their notes or to practise their spoken language.
• Revision of vocabulary learned in class with www.languageperfect.com
• Catching up on work missed due to absence
Students will purchase a Year 9 Japanese Workbook for around $10.
Head of Department: Caroline Harding
Queen Margaret College
Year 9 Language and Literature Programme 2025
Level 4-5 of the New Zealand Curriculum
Year 3 of the Middle Years Programme International Baccalaureate
Unit Title
Unit 1 – Language is a Taonga – NZ and Pasifika literature and creative writing
Unit 2 – Language of Persuasion – Advertising
Unit 3 - We Read to Know We are Not Alone – Novel Study
Unit 4 – Introduction to Shakespeare
Course details
Refer to assessment calendar on Managebac
Students are encouraged to develop genuine interest in literature and a confidence in reading, writing and presenting. Students read and write for a range of different purposes, developing research and presentation skills, building on their understanding of how texts are constructed and why authors create them. Students develop their written and oral communication skills using a variety of contexts and genre.
Course Information
• A selection of short stories, poetry and a novel are studied
• Skills in creative, and literary essay writing are developed, and skills in visual literacy are developed
• Students are introduced to Shakespeare’s style and language
• Students read nonfiction texts to explain, recount, analyse, discuss and persuade
• Skills in constructing and delivering a persuasive debate speech are developed
• Skills in reading comprehension and analysis are developed
• Skills in research are developed
Homework expectations
Your child should be learning at home for a total of at least 60 minutes per weeknight across all subjects. To achieve at a high level in this subject, students are expected to complete some homework during the week. Homework might include:
• Completion of or extension of work done in class
• Reading
• Research
• Revision of material covered in class
• Written responses and essays
• Reinforcement of fundamental literacy skills through Education Perfect subscription
Head
of Learning Area:
Mrs. Annabel Harris
Queen Margaret College
Year 9 Mathematics 2025
Level 4-5 of the New Zealand Curriculum
Year 3 of the Middle Years Programme International Baccalaureate Unit Title
Algebra and Graphs
Patterns and Number
Geometry and Measurement
Course details
Proposed assessment date
Refer to assessment calendar on Managebac
The academic curriculum for Middle School mathematics at Queen Margaret College has the New Zealand Curriculum as its foundation. The mathematical content of courses and the way we measure student progress with mathematical skills is taken from the New Zealand Curriculum. The IB Middle Years Programme informs our approaches to teaching and learning and the way that students engage with the mathematical content at a particular curriculum level.
The curriculum in Year 9 is designed as a continuing mathematical step from the Primary School through the Middle School and onto the Senior School. Classes are streamed, and teachers differentiate learning for individual student needs.
The main topics covered throughout the year areprobability, number knowledge and skills, geometry and measurement, and algebra. In Year 9, we aim to develop critical thinking skills and the ability to solve more difficult problems.
Course Information
• Mathematics is a compulsory subject in Year 9 with 8 lessons each fortnight.
• The Mathematics Help Room is staffed by teachers every week during Wednesday lunch times and after school on a Wednesday. Students can attend to do their homework or receive some extra help.
• There will also be the opportunity to take part in the following activities and competitions:
✓ The Otago Junior Mathematics Competition is held in March (entry fee approximately $10.00).
✓ International Competition and Assessment for Schools (ICAS) for Mathematics (entry fee approximately $25.00).
✓ The Australian Mathematics Competition is held in August (entry fee approximately $15.00).
✓ A team will be selected to compete at The Wellington Mathematics Association MathsWell Competition held in August (entry fee approximately $25.00).
✓ The Kiwi Maths Competition is held in September (entry fee approximately $15.00)
✓ QMC Mathematic Badge (badge on completion is approximately ($10.00).
• All students will receive a subscription to an electronic MYP textbook and DrFrost ($30.00 approximately) and an NCEA Numeracy workbook ($10.00 approximately). These are used for classwork, homework and for independent study.
• A scientific calculator is required (preferably a Casio FX82AU calculator).
Homework expectations
Students should be learning at home for a total of at least 60 minutes per weeknight across all subjects.
Head of Learning Area: Matthew Kavanagh and Mike
Lockwood
Queen Margaret College
Year 9 Music Programme 2025
Level 4-5 of the New Zealand Curriculum
Year 3 of the Middle Years Programme International Baccalaureate
Elements of a successful popular song
Create a piece using a DAW
Compose and record your own song in a group, with backing created on a DAW
Course details
1
6
1
10
2 Week 5
3
4
3
8
4
5
The Music course in Year 9 is run conjunction with Drama as a Performing Arts Course. Students further develop their musical skills through investigation, application and collaboration.
The students learn:
• An understanding of musical elements and notation
• Listening skills to identify musical elements and features.
• Skills and understanding in creating music using a DAW
• Acquisition and application of compositional techniques to create, notate, record and present their own songs
Course Information
• All students take Year 9 Music in 2025
• Students have 3 lessons per week for half the year
• A number of extra-curricular activities are available to all students
Homework expectations
Your child should be learning at home for at least 60 minutes per weeknight across all subjects. The expectation in music is that most work will be completed in class. Sometimes, a student will need to complete compositions or practice performance tasks outside the classroom to achieve a high level.
Head of Learning Area: Tim Jenkin
Music Teacher Year 9: Jordan Bennett
Queen Margaret College
Year 9 Physical Education Programme 2025
Level 4-5 of the New Zealand Curriculum
Year 3 of the Middle Years Programme International Baccalaureate
Unit Title
Māori concepts – Whanaungatanga
Parkour
Functional Anatomy and exercise physiology
Invasion Games - Tchoukball
Striking and Fielding
* These assessment dates may be subject to slight variation
Course details
Proposed assessment date
Term 1, Week 10
Term 2, Week 3
Term 2, Week 9
Term 3, Week 6
Term 4, Week 5
The students are provided with an exciting and enriched programme. The Physical Education department is committed to creating and maintaining a learning environment that recognises and acknowledges each student as having individual and metacognitive needs, by offering a high quality, broad-based curriculum. Students work cooperatively, demonstrating appropriate communication skills to achieve goals in social and competitive situations. The students learn about:
• How the body works and how our bodies respond to exercise.
• Identifying the pressures on peers when learning new and complex skills, and help to promote positive outcomes through a variety of team games.
• Movement composition through parkour.
• Health topics including; legal drugs – alcohol and tobacco, decision making, sexual identity, relationships, and body image.
Course Information
• In 2025 Year 9 Physical Education is a compulsory subject
• Each class will have 2 Health lessons a fortnight and Physical Education classes will be 4 periods a fortnight.
• Correct uniform to be worn all term. Failure to do so will result in the following:
o 1st time a warning
o 2nd time a lunchtime detention
o 3rd time a Deans detention
Homework expectations
Your daughter should be learning at home for a total of at least 60 minutes four times per week, across all subjects. On occasion PE homework will include:
• Extra physical tasks
• Creation of routines
• Written tasks to support practical work
Head of Department: Aimee Francois
Queen Margaret College
Year 9 Religious Education Programme 2025
Unit
Term1
Stories: Identity and Relationships.
Term 2
Introduction to Islam with special focus on the Hajj.
Term 3
Introduction to Christian Theology and Philosophy of Religion through the stories of Narnia.
Term 4
Christianity and the Reformation
Course details
Term 2 Week 10
The Year 9 Religious Education course is designed to introduce students to fundamental concepts and disciplines in the study of religion and philosophy. The course begins with an inquiry into the idea of self-identity and understanding how our own distinctive worldviews influence our ideas and beliefs. Students then conduct in-depth study of Islam as a major world faith and then explore philosophical and theological issues including the problem of suffering and the existence of God. In the final term students focus on the similarities and differences between Christian denominations by analysing the significance of the events surrounding the Reformation in Western history. This enables them to reflect upon earlier units of self-identity and philosophy. It also complements their Elizabethan studies in Humanities in Term 4.
Course Information
In 2025, Year 9 Religious Education is a compulsory subject for all students. Each class has 2 lessons per 10-day timetable.
Homework expectations
Your child should be learning at home for a total of at least 60 minutes per weeknight across all subjects.
Students are not set formal homework but may be asked to read around topics and conduct individual research.
Head of Learning Area: Deborah Wilson
Queen Margaret College Year 9 Science Programme 2025
Level 4 of the New Zealand Curriculum
Year 3 of the Middle Years Programme International Baccalaureate
Unit Title
Plants
This topic assesses Criteria A, B and C
Supermarket Chemistry
This topic assesses Criteria A and D
Energy
This topic assesses Criteria D
Climate Science
This topic assesses Criteria B and C
Waves, Sound and Light
This topic assesses ATL communication, social and research skills
Proposed assessment date*
Test – Week 7, Term 1
Investigation - Weeks 7/8/9, Term 1
Test – Week 3, Term 2
Research task - Week 4/5, Term 2
Science/Technology Interdisciplinary Unit – Week 2, Term 3
Research task – Weeks 2/3, Term 3
Investigation - Weeks 1/2, Term 4
Portfolio throughout the topic during Term 4
* These assessment dates may be subject to slight variation
Course details
The aim of the Year 9 Science programme is to allow students to see what it takes to become an effective Scientist and appreciate how Scientists work, whilst also preparing the students to continue science in the Senior School. Throughout the year, they develop their knowledge of science ideas and concepts as they explore the skills and knowledge used by different types of scientists, whilst also learning to communicate science ideas appropriately. An important aspect of science is scientific methodology, and students develop their understanding of this by designing and carrying out investigations, and analysing and evaluating their results. They learn to independently research how Science affects us not only individually and locally but the Earth as a whole.
Course Information
• In 2025 Year 9 Science is a compulsory subject.
• Each class has 7 lessons per 10 day timetable.
• Each class covers 5 units over the year.
• Each unit topic will be approximately 6-8 weeks in length.
• Students are assessed on 4 key skills. These are Knowledge and Understanding, Inquiring and Designing, Processing and Evaluating, and Reflecting on the Impacts of Science.
Homework expectations
Your daughter should be learning at home for a total of at least 90 minutes four times per week, across all subjects. To achieve at a high level in this subject, students are expected to complete some homework during the week.
Homework might include:
• Reading and researching science concepts studied in class
• Completion of assignments started in class
• Practising new skills learned in class
• Catching up on work missed due to absence
• Revising material covered in class in preparation for tests
Head of Department: Rebecca Hickey
Queen Margaret College
Year 9 Spanish Programme 2025
Levels 1 to 3 of the New Zealand Curriculum
Phases 1 and 2 of the Middle Years Programme International Baccalaureate Unit Title
‘My town’
‘My holidays’
‘My pastimes’
‘Food’
Course details
Proposed assessment date
In the final two weeks of each term, students will be assessed on the language skills they have developed throughout the unit. Listening, reading, writing, and speaking will each be assessed twice during the year.
During the course of the year, students use familiar expressions and everyday vocabulary to talk about aspects of their daily life. They develop their ability to talk about what they do and learn how to talk about activities they are going to do or would like to do. In class, students are encouraged to speak Spanish as well as work on the key skills of reading, writing and listening. They have regular conversation sessions with our Spanish language assistant to help develop their speaking and listening skills. In addition, they engage in eLearning, completing work on OneNote and accessing online language-learning resources. Students may study the following topics:
My town
• Describing your town or city.
• Saying what you are going to do at the weekend. My holidays
• Tourist attractions and past holidays
My pastimes
• My hobbies and my music What do we eat?
• Saying what food you like, ordering a meal and discussing what you are going to buy.
• Creating a recipe and describing mealtimes.
Course Information
• Year 9 Spanish is an option subject
• Each class has 5 lessons per 10-day timetable
Homework expectations
Students are expected to complete some homework during the week. Your daughter should be learning at home for a total of at least 60 minutes four times per week, across all subjects. The key to language learning is ‘little and often’.
Homework might include:
• Learning a number of words, verbs or phrases.
• Reading and grammar exercises to do or a short paragraph to write.
• Before an assessment, students will be expected to revise and practise.
• Revision of vocabulary learned in class with www.educationperfect.com and www.linguascope.com.
• Catching up on work missed due to absence.
Head of Department: Caroline Harding
Year 9 Te Reo Māori Programme 2025
Levels 1-2 of the New Zealand Learning Languages Curriculum
Phase 1 of the Middle Years Programme International Baccalaureate
Unit Title
Te huarere
Ko tōku kura
Proposed assessment date
In the final two weeks of each Term, Students will be assessed on the language skills they have developed throughout the unit. Listening, reading, writing, and speaking will each be assessed twice during the year.
Course details
During the year, students will build on from year 8 Te Reo Māori and be introduced to more basic vocabulary and a mixture of simple and more slightly complex sentence structures to describe the weather in difference places across Aotearoa, describe a school timetable and give opinions, describe physical appearances of someone else, as well as introduce themselves and extended family members. An understanding of tikanga Māori will also be a key part of the course. In class, students are encouraged to speak te reo Māori and work towards improving the other key skills of reading, writing and listening. In addition, they engage in e-learning, using their laptops to work on OneNote and to access various language learning resources. Students will study the following topics:
• Te huarere
- Numbers from 0-30
- Weather
- Days of the week
- Place names
- Verbs
• Ko tōku kura
- Telling the time
- School subjects
- Likes and dislikes
• Ko au
- Family members
- Pets
- Months
- Colours
- Body parts
- Clothing
• Poi
- Commands
- Directions
- Poi song
Ko au Poi
Course Information:
• In 2025 Year 9 te reo Māori is an option subject.
• Each class has 5 lessons per 10-day timetable for the whole year.
Homework expectations
Students are expected to complete some homework during the week. Your daughter should be learning at home for a total of at least 60 minutes four times per week, across all subjects. The key to language learning is ‘little and often’.
Homework might include:
• Learning a number of words, verbs or phrases
• Learning prayers (karakia), songs (waiata) and proverbs (whakatauki)
• Reading and grammar exercises or a short paragraph to write
• Watching te reo Māori language programmes on Māori Television
• Before an assessment, students will be expected to revise their notes or to practise their spoken te reo Māori
• Revision of vocabulary learned in class with www.educationperfect.com, www.linguascope.com and Tipu
• Catching up on work missed due to absence
Head of Department: Caroline Harding
Queen Margaret College
Year 9 Theatre Programme 2025
Level 4 of the New Zealand Curriculum
Middle Years Programme International Baccalaureate
Unit Title
Theatre Form
Techniques and Directing, Performance
Journal
Course details
Proposed assessment date
Term 1, week 9
Term 3 week 8
Term 2, week 5
Term 4 week 4
Term 2, Week 7
Term 4 week 6
The aim of the course is to introduce students to some key concepts, performance skills, production knowledge and terminology in a practical environment. There is a particular focus on small group collaborative skills and the development of independent work skills as a support to other curricular areas.
Course Information:
• Each class has 3 lessons per 10-day timetable for a half year
• There will be a performance for parents in mid Terms 2 and 4
Homework expectations
Your child should be learning at home for a total of at least 60 minutes per weeknight across all subjects. Written reflections will generally be completed in class. However, it is vital that when approaching an assessment homework time is used to learn lines
Teacher in Charge of Theatre: Benjamin Gibson
Queen Margaret College
Year 9 Visual Arts 2025
Level 4-5 of the New Zealand Curriculum
Year 3 of the Middle Years Programme International Baccalaureate
Unit Titles and Skills Taught
Term 1 and 2
‘My Name’ – Colour and Pattern
‘Food for Thought’ - Photography and Sculpture
INQUIRY: Drawing Fundamentals; Skills and Techniques
• Intermediate observation and drawing skills
• Colour theory
• Experimenting with a range of medias
• Working in 3D
• Thinking conceptually
• Learn photographic conventions
Students will explore their skills in final works;
• Acrylic Painting
• Photography
• Sculpture
Term 3
Photographic memories – drypoint etching
• Learn basic etching printmaking processes and techniques
Proposed assessment date
Summative assessment at end of Term 2 and Term 3
All Units
• Ongoing workbook exploration which includes, notes, sketches, plans, etc.
• Evaluation of own and other students’ artworks using art terms
• Discussion of artist models and artworks using appropriate art terminology
Course Information
• In 2025 Year 9 Art is a compulsory subject.
• Each class has 3 lessons per 10 day timetable.
• Each class will rotate through three different wet and dry medias over the year.
• Students are assessed on 4 key skills. These are Knowing and Understanding, Developing Skills, Thinking Creatively, and Responding
• There is a consumables fee of $60 which will be charged to the student’s account.
Course details
The aim of this course is for students to develop an enthusiasm for and confidence in art making, building on the skills acquired in each successive year. The Year 9 Visual Arts course is a practical course of study that introduces the students to Year 4-5 of the MYP framework. The artistic fundamentals that students develop form a foundation on which to build further skills and understanding of the MYP Arts Curriculum. They will be encouraged and enabled to:
• create and present art
• develop skills specific to the discipline
• engage in a process of creative exploration and (self-)discovery
• make purposeful connections between investigation and practice
• understand the relationship between art and its contexts
• respond to and reflect on art
• deepen their understanding of the world.
Homework expectations
Your child should be learning at home for a total of at least 60 minutes per weeknight across all subjects. To achieve at a high level in this subject, students may be expected to complete some work outside of class time.
This work may include
• Completion of assignments already worked on in class
• Catching up on work missed due to absence
• Researching on the internet
• Completing a formative or summative reflection sheet that enables the student to assess her own projects
Teacher in Charge of Visual Arts: Anna Faulknor
