Knowledge overview for Year 9 (L.W/2026)

English

Reading/viewing: Analyse ideas, themes, and author purpose; infer viewpoints; evaluate source credibility; compare perspectives across NZ/Pacific and global texts; explain how language/visual features shape meaning.
Writing/presenting: Plan for audience and purpose; structure with cohesive paragraphs; develop ideas with evidence and correct referencing; control vocabulary and sentence variety; revise for clarity and impact; create effective multimodal texts.
Speaking/listening: Contribute and justify ideas in discussion; deliver structured presentations with evidence; build coherent oral arguments and respond to questions.
Language knowledge/strategies: Use academic vocabulary and key grammar; choose reading/writing strategies (e.g., annotate, draft, revise) and reflect on effectiveness.

Number/algebra: Operate with integers, fractions, decimals, percentages; use ratios/rates and scientific notation; manipulate expressions; solve linear equations/inequalities; model and graph linear relationships.
Geometry/measurement: Apply angle properties; use similarity and scale; apply Pythagoras; calculate perimeter, area, surface area; use circle facts; work with units, precision, and significant figures.
Statistics: Plan data investigations; represent and interpret distributions; compare groups; discuss sampling and data quality; identify trends/relationships.
Probability: Describe sample spaces; calculate theoretical probabilities; run and interpret experiments (30–100+ trials); explain variation and convergence.
Reasoning: Justify methods and results; select appropriate strategies and representations; check reasonableness.

Nature of Science: Distinguish scientific claims from opinions; plan fair tests; collect and analyse data; communicate with scientific conventions; apply science to local/global issues using evidence.
Living World: Explain cell structure/function; describe interacting body systems; analyse food webs, energy flow, adaptations, and human impacts; model simple inheritance and discuss ethics.
Material World: Use particle model; distinguish elements/compounds/mixtures and separate mixtures; identify reaction evidence; write word equations; investigate acids/bases and pH.
Physical World: Describe motion and forces with graphs; explain energy forms/transfers qualitatively; describe wave behaviours; build/read simple series/parallel circuits.
Planet Earth and Beyond: Describe Earth system interactions; trace carbon cycle and link to climate change; relate plate tectonics to NZ hazards; explain basic astronomical patterns.

Concepts: Explain multiple perspectives; analyse place and environmental change; trace continuity and change; link causes to short/long-term consequences; describe power, rights, responsibilities (including Te Tiriti principles); evaluate economic choices and their impacts.
Inquiry: Frame focused questions; gather and evaluate diverse sources (including data); identify bias; build evidence-based explanations/arguments; communicate findings; propose informed actions on local issues.

Comprehension: Understand main ideas and key details in familiar texts; follow gist in supported unfamiliar texts; recognise common patterns and register.
Production/interaction: Communicate in routine contexts; produce connected sentences/short paragraphs; adapt memorised language; sustain short exchanges and negotiate meaning.
Language/culture: Apply core vocabulary and key grammar (tense, questions, agreement); use tools to improve accuracy; act with cultural appropriateness; improve pronunciation/fluency.
Strategies: Set goals, use memory/communication strategies, and self-correct.

Personal wellbeing: Describe and apply hauora; set and monitor health goals; use regulation strategies; critique media messages on identity/body image.
Relationships/sexuality: Apply consent and respectful communication; recognise healthy/unhealthy relationship signs; explain basics of reproductive health and access support; challenge stereotypes and discrimination.
Safety/substances/digital: Assess risks; apply harm-minimisation for alcohol/vaping; use digital safety practices.
Movement/sport: Develop skills across activities; apply tactics and teamwork; use data and feedback to improve; demonstrate fair play and leadership.
Communities: Investigate a local wellbeing issue; evaluate determinants; plan and assess informed action with equity and sustainability in mind.

Create/perform/present: Generate and develop ideas from contexts; apply elements, conventions, and technologies; rehearse and refine; perform/present with clear intention.
Respond/analyse: Use arts vocabulary to explain how works communicate meaning; compare works from NZ, Pacific, and global traditions; give and use feedback; document process.
Discipline specifics:
- Dance: Choreograph and structure motifs; perform with control, expression, and awareness; draw on diverse forms respectfully.
- Drama: Devise and perform scenes using role, tension, space; integrate simple production elements.
- Music: Perform with increasing accuracy; compose/produce using devices and structure; analyse music using specialist terms.
- Visual Arts: Develop ideas using artist models; control media and composition; produce resolved works; analyse symbolism and presentation.
- Media Arts: Plan/produce short media works; apply filming/recording/editing techniques; evaluate representation and ethics.

Technological practice: Define briefs with users and criteria; research and ideate; model/prototype iteratively; plan and manage; test and evaluate against fitness-for-purpose; communicate outcomes and process.
Technological knowledge: Select materials/processes using properties and sustainability; apply accurate making techniques; design for fit and function (including anthropometrics); represent information effectively; program/control simple systems; explain system components and feedback.
Nature of Technology: Evaluate social, cultural, environmental, and economic impacts; integrate mātauranga Māori and Pacific perspectives respectfully; justify sustainable choices; engage stakeholders and act on feedback.