SECTION 1 : Introduction to Curriculum Philosophy

“Opua School will provide a caring and sharing environment that will educate and equip the child for life.”

CONTENTS SECTION 1: Introduction to Curriculum Philosophy A. GENERAL CURRICULUM PHILOSOPHY FEATURES B. SPECIFIC CURRICULUM PHILOSOPHY FEATURES SECTION 2: Opua School’s Curriculum Outcomes SECTION 3: Opua School’s Strategic Curriculum Goals SECTION 4: Opua School’s Curriculum Assessment SECTION 5: Opua School’s Reporting on Achievement SECTION 6: Opua School’s Curriculum Content – General Information SECTION 7: Opua School’s Curriculum Content – Specific Information on Each Learning Area A. The ARTS

[i] Dance [ii] Drama [iii] Music [iv] Visual Arts B. HEALTH and PHYSICAL EDUCATION C. ENGLISH D. LEARNING LANGUAGES [i] Maori Language [ii] Spanish and French E. MATHEMATICS F. SCIENCE G. SOCIAL STUDIES H. TECHNOLOGY I. OVERVIEWS and APPENDICES [i]: The Curriculum Overview: An Introduction [ii]: The Curriculum Overview Junior School [Even Years] [iii]: The Curriculum Overview Junior School [Odd Years] [iv]: The Curriculum Overview Senior School [Even Years] [v]: The Curriculum Overview Senior School [Odd Years] [vi]: Opua School Assemblies

SECTION 1: INTRODUCTION to OPUA SCHOOL’S CURRICULUM PHILOSOPHY

A. GENERAL CURRICULUM PHILOSOPHY FEATURES:

1. Our philosophy is that all pupils should learn to care for themselves, each other and their community and be open and excited about sharing each other’s successes. The pupils should also be challenged to reach their full potential, helping and encouraging them to develop talents, self- worth, respect and pride in achievement. This is reflected in the principles of our curriculum by having high expectations for students to learn, to excel and to be given space to grow from children into confident, young adults ready for the next stage of their learning.

2. We believe this holistic vision that we have at Opua School is truly reflective of both the ‘front-end’ and the ‘back-end’ of the new NZ Curriculum and is reflected in our key beliefs which include:

• The long view is taken. Each student’s ultimate learning success is more important than the covering of particular achievement objectives. • The vision, values and principles we hold are embedded in the key competencies, the learning areas and the daily life of the school. • This Curriculum Plan has been designed to give clear guidance on the learning outcomes to be achieved throughout Opua School’s delivery of programmes and to give specific targets for the basis of self-review. • It is not intended, however, that the overview should be viewed as being absolutely inflexible. Teachers may use their professional judgement to determine the order of topics within any of the curriculum areas over the year, provided that the expected coverage of all curriculum areas is achieved. • A focus on outcomes provides clarity for curriculum design. Clearly identified and prioritised outcomes gives schools frames of reference to view the many ways in which resources could be allocated. • Students are more motivated and task orientated when they understand the outcomes they are working towards and know why these are important. Teachers, students and parents find it easier to recognise, measure and discuss progress when they have a shared understanding of the planned outcomes. • The curriculum assumes that all students can learn and succeed but not necessarily at the same time, on the same day or in the same way. There are no limits on how many students can be successful, on how much they can learn or how rapidly they advance. • All students are given appropriate and sufficient opportunities to learn. They are encouraged to build on their existing learning and take it to a higher level. • We believe all students have talents and it is our role to help the pupil discover theirs and nurture them to achieve their highest level of performance and to feel a sense of self-esteem and a sense of success.

3. Our Strategic long-term plan, annual plan and Charter documents outline the following as central to our delivery of the Opua School curriculum:

MOTTO: ‘Caring and Sharing – Manaakitanga me te Awhina’ MISSION STATEMENT: “Our school will provide a caring and sharing environment that will educate and equip the child for life.”

VISION: In line with the latest NZ Curriculum Document the vision of Opua School wants to empower young people to stand tall as New Zealanders, seize opportunities, overcome obstacles and make a difference. Our Young People will be:  Confident 3

 Positive in their own identity  Entrepreneurial  Enterprising  Resilient • Connected  Able to relate well to others  Effective users of communication tools • Lifelong Learners  Literate and numerate  Critical and creative thinkers  Active seekers and creators of knowledge  Informed decision makers • Actively Involved  Participants in a range of contexts  Contributors to the well-being of New Zealand’s social, economic and environmental lifestyles.  Experience Opportunity because:  Learning outside of the classroom environment will be a feature of our school;  Opportunities for the children to experience activities in the fields of the arts, culture, sports and information technology will be provided and promoted;  Community involvement based around the facilities of the school and a sense of being a global citizen will be encouraged and engaged in.

VALUES STATEMENT: We value:

Achievement: By setting high standards and having a ‘better than before’ attitude and striving for personal excellence. Curiosity: By being passionate about learning, taking an inquiry approach and using new learning in new situations. Hauora By having a strong sense of self identity and caring for our physical, mental, spiritual and social well-being. Community: By being respectful, inclusive and committed to being active participants in our community. COMMITMENTS: OUR CHILDREN: will receive an education that is challenging, inclusive and co-operative. OUR SCHOOL: will be safe, well-resourced and stimulating.

OUR STAFF: will communicate with honesty, integrity, trust and respect.

MAIN FOCUS: On developing a Learnacy culture and building from this to enhance Literacy and Numeracy ability from Years 0 – 8 so students can assess all aspects of the curriculum. OTHER FOCUS AREAS: Developing regular physical activity and promote healthy eating; Identifying individual needs and providing appropriate programmes and support; Recognising and catering for diversity; Providing opportunities to develop skills for future learning and being responsive to the concept of holistic learning; Fostering social and communication skills; Developing attitudes of caring and sharing; Continuing the development of curriculum areas, specifying achievement expectations and monitoring Maori students’ progress.

B. SPECIFIC CURRICULUM PHILOSOPHY FEATURES:

[i] Opua School Philosophy: The Tree Emblem

Our Emblem is the beautiful Pohutukawa tree which decorates the coastline of the Bay of Islands especially over summer with its bright red flowers. It is ideally suited and adapted to the Northland coastal areas. Trees are an important part of our local curriculum. They are a significant part of our natural environment and an important feature of our history. The School Houses are named after four native trees: Kowhai, Titoki, Rimu and Totara.

These key statements follow the acronym ‘TREES’:

Teaching how we best teach. Learning how we best learn. Teaching Knowing and doing our work. Being accountable without coercion. Responsibility Being innovative with confidence and deep understanding. Education Accepting the very best effort. Being proud of ourselves and of our Excellence achievements. Having the freedom to use our strengths. Valuing others’ strengths. Strengths [ii] Opua School Philosophy: Inquiry Based Learning

Teaching is based on an Inquiry Learning Approach. To use the tree acronym again we see:

Topic: What is to be learned? What are the big questions? What are the minor questions? What do I want to find out? 6

Resources: What can I use to find the answers/information? Where can I go to find the answers?

Explore: What information can I select/collect? What can I research for information/answers? What can I use (library/ICT etc.)?

Evaluate: What have I learned? Have I answered the questions? What could I have done differently/changed?

Share: How can I present the information/findings to others? How can I show the other classes/parents/community? [iii] Opua School Philosophy: The New Zealand Curriculum Our tree’s FOLIAGE represents the product or the output of the tree. This is the Knowledge or the learning product.

Knowledge Literacy Numeracy 7

Relationships Changing world History Guardianship The TRUNK or BOLE of the tree supports and assists the tree. This represents the skills, core competencies and attitudes that help learning to occur.

Key Competencies (The Tool Kit) Thinking Using language, symbols and texts Participating and contributing Managing self Relating to others The ROOTS are the foundation and source of much support. This represents the values, beliefs and cultures, heart and spirit of the learner.

Values Manaakitanga me te Awhina Caring and sharing In order to grow, the tree needs a suitable soil and environment. The SOIL represents the principles outlined in the NZC:

High Expectations Community Engagement Treaty of Waitangi Coherence Cultural Diversity Future Focus Inclusion Learning to Learn

None of these aspects can exist alone. It is all inter-dependent. If one area is weak, the tree falls and dies. [iv] The Opua School Philosophy: The Key Competencies

“Teaching kids to count is fine, but teaching them what counts is best.” [Bob Talbert]

The Key competencies make up the toolbox for an Opua School student. These form the basis of all learning skills.

Thinking: A wide range of skills to develop a creative and innovative outlook

Managing Self: Students will be self-motivated and have a ‘can do’ attitude

Participating and contributing: Students as group members will make a connection with others and create opportunities for others

Use of language, symbols and texts: Skilled in literacy and numeracy and talented in receiving and delivering languages and communication

Relating to others: Students can interact effectively with a diverse range of people and in a variety of contexts

Through these Key Competencies, our aim is to endeavour to prepare each child for complete living by securing in each child such habits and thought processes as to assist him or her in taking a valuable place in the world when it comes their time to leave. Everything that can be done to secure a feeling of confidence and security will be a great advantage in making the child’s life successful, productive and happy. A genuine effort will be made to produce good, understanding and considerate citizens who will take part co-operatively and effectively in the affairs of the local, national and international communities. As far as possible, the school will spread its influence and show its interest in the homes of the district and the general welfare of the children. Both of these play a part in developing the personality of the child and in obtaining the ‘common good’.

Above all, through effective development of children’s key competencies, we want our children to be independent, to be resourceful, to be tolerant, to be curious and to have the courage to take risks. [v] The Opua School Philosophy: The Good Teachers’ Directory

“Students don’t care how much you know until they know how much you care.”

Good Teachers have:

• Confidence in themselves; • Courage to make mistakes; • Compassion for children;

• Character to do their best; • Competence in their subjects; • Clarity in their objectives; • Communication skills; • Collaboration with their colleagues; • Connections between learning and events; • Challenges for themselves and their students; • Critical thinking to evaluate lessons, programmes and reflections; • Creativity to construct new approaches and lessons; • Curiosity to want to know more and perform better. Good Teachers are Good Learners too!

SECTION 2: OPUA SCHOOL’S CURRICULUM OUTCOMES 1. The main curriculum outcomes, consistent with Opua School’s Charter, are:

• To foster children’s enthusiasm and desire to learn by providing balanced programmes relevant to their needs. • To provide positive and supportive classroom environments where the children are encouraged to take risks. • To encourage the children to accept challenges and set realistic goals while striving for excellence. • To encourage tolerance and sensitivity towards others and to foster respect for the various cultures within the school. • To capitalise on the advantages of being near a port that is the base for overseas cruising yachts, where children can mix with children from other countries. • To recognise and appreciate teachers’ professionalism alongside parental input within a friendly cooperative environment. • To encourage teachers’ individual curriculum expertise and to utilise these strengths throughout the school. 2. Other longer term aims [ that underpin what we want and who we are ]:  All students will be able to access the NZ Curriculum as evidenced by progress and achievement in relation to the National Standards. 10

 The National Standards will be consistently used as exemplars to enable the students to set goals and to know what is expected.  All students, including Maori and Pasifika, are fully engaged in their learning and are achieving equitable academic success.  All students have pride in their unique identity and cultural backgrounds.  All families / whanau are engaged in supporting their children’s learning.  Students with special needs are supported in their learning so that they can progress in relation to the NZC and fully participate and contribute in their community environment. The school will be fully inclusive.  We will continue to develop and improve as a signatory to the Code of Practice for the Pastoral Care of International Students.  There will be focused budgeting giving priority to learning areas identified as requiring improvements.  All staff will engage positively in effective Professional Learning and Development that is in alignment with School Goals and the identified Annual Targets.  There will be an appointments’ process that appoints quality staff.  We will continue to refine our integrated curriculum approach around authentic and trans-disciplinary inquiry.  There will be school-wide learning, planning and assessment and we will ensure assessment is valid and fair.  There will be school-wide expectations and recognition of success.  There will be school wide commitment to formative assessment and evidence –based practices.  There will be school support programmes for children with special needs/requirements including gifted and talented students.  School wide assessment will include AsTTLe, National Exemplars, National Standards, PROBE, PM BENCHMARK and PAT.  Reporting against the targets will be based on the percentages of students who are WELL BELOW, BELOW, AT or ABOVE the National Standards. SECTION 3: OPUA SCHOOL’s STRATEGIC CURRICULUM GOALS The Opua School Board of Trustees has identified the following Strategic Goals for the school in the 3 year cycle from 2014 – 2016: 1. IMPROVING STUDENT LEARNING AND ACHIEVEMENT [Reading, Writing, Maths, Maori Student achievement] [N.A.G. 1 and 2a]; 2. IMPROVING THE SCHOOL’S SITE, ORGANISATION AND STRUCTURE [Documentation and Review/Community Consultation] [N.A.G. 2, 3, 4, 5, 6, 7, 8]; 3. IMPROVING THE QUALITY OF THE LEARNING ENVIRONMENT [Professional Learning and Development / ICT Facilities] [N.A.G. 3, 4, 5]. The Opua School Board of Trustees has outlined the following priorities within each area [For special Annual Targets, see Section 4 below]: 1. IMPROVING STUDENT LEARNING AND ACHIEVEMENT; A. To improve the percentage of Opua’s Maori students who are at or above the Reading National Standards; B. To improve the percentage of Opua’s students who are at or above the Writing National Standards by having a whole school writing focus; C. To improve the percentage of Opua’s students, especially its female students, who are above the Maths National Standards and are ‘extended’; D. To improve the school’s Attendance rate and endeavour to reduce transience and the issues related to it. 11

2. IMPROVING THE SCHOOL’S SITE, ORGANISATION AND STRUCTURE; A. To manage a series of major property developments and enhancements to upgrade and improve the school site; B. To improve further the depth and quality of Opua School’s consultation with its community and the use of these findings to inform planning; C. To improve further the method and regularity of sharing student achievement data with the Board, parents and students; D. To refine further a system of self-review.

3. IMPROVING THE QUALITY OF THE LEARNING ENVIRONMENT A. To provide for continued effective support and PLD, especially for the new Principal entering the second year of the FTP Programme and the new Beginning Teacher entering her second year of Provisional Registration; B. To ensure that classroom technologies are used more effectively to aid teaching and inspire learning; C. To ensure that the school’s Student Management System is used more effectively to collect and analyze achievement data, to produce effective reports and to keep detailed student information; D. To upgrade the quality of the school’s internet, cabling and server systems to advance the teaching and learning environment significantly; E. To begin to upgrade of Resource Room for improving quality of and access to resources for teaching and learning. Each of our Annual Goals and how we intend to achioeve them [related to each of these Strategic Goals] are tabulated and explained in much more detail in our Annual Charter document. SECTION 4: OPUA SCHOOL’S CURRICULUM ASSESSMENT

“The test of a successful education is not the amount of knowledge that a pupil takes away from a school but his appetite to know and his capacity to learn. If a school sends out children with a desire for knowledge and some idea of how to acquire and use it, it will have done its job. Too many leave school with the appetite killed and the mind loaded with undigested lumps of information”

“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

1. ASSESSMENT of ACHIEVEMENT

Purposes

• Assessment is to improve students’ learning and the quality of teaching. • It is to establish as complete a picture as possible of what the learner can do and what needs he or she might have.

Guidelines

• Information should be gathered through a variety of methods. Coverage sheets for each learning area will show the various formats being used in the teaching programmes. • Information can be gathered and recorded in a way that suits each individual teacher. Sample folders will be used school –wide to show on- going school improvement. • Information will be clear, concise and relevant to learning. All statements should be able to be substantiated. • Data on its own is of little use. It should be used to analyse the needs. • Methods of assessment should be non-threatening and feedback should be given as soon as possible to ensure that enhanced learning would be the outcome of the assessment. • Children should be aware of the criteria used for assessment before completing the tasks. These criteria should be reviewed with the children on a regular basis. • Achievement is measured against clear objectives, identified at the start of the unit of work. • Records should be readily available for discussion with the child, other teachers and the parents, as required.

2. CHARACTERISTICS of EFFECTIVE ASSESSMENT

 It benefits students. It clarifies for them what they know and can do and what they still need to learn. When students see that they are making progress, their motivation is sustained and their confidence increases.  It involves students. They discuss, clarify and reflect on their goals, strategies and progress with their teachers, parents and each other. This develops their capacities for self and peer assessment.  It supports teaching and learning goals. The students understand the desired outcomes and the criteria for success. Important outcomes are emphasised and the teacher gives feedback that helps the students reach their goals.  It is planned for and communicated. Outcomes, teaching strategies and assessment criteria are carefully matched. Students know in advance how and why they are to be assessed. The teachers’ programme planning is flexible so that they can make changes in response to new information, opportunities or insights.  It is suited to the purpose. Information is obtained by using a range of informal and formal assessment approaches. These are chosen to suit the learning being assessed.

 It is valid and fair. Teachers obtain and interpret information from a range of sources and then decide on how to use the evidence it provides, based on their professional judgement. They can have most confidence in the validity of the assessment analysis when it comes from more than one assessment.

SECTION 5: OPUA SCHOOL’S REPORTING on ACHIEVEMENT

Purposes

• To inform the parents and the children of progress. This is done formally twice a year and informally many times per year. • To form a partnership with parents for the benefit of the children’s learning. • To help the children set goals.

• To provide motivation and encouragement for the children to be part of all aspects of school life.

Guidelines • Effective communication with parents will be established early in the year. Parents and teachers are encouraged to make both formal and informal contact in ways that are appropriate for the specific need. • There will be one formal parent/ teacher/student interview during the year and two written reports, the last one incorporating a final summary at the end of the school year. Children’s sample folders will complement both of these and will form the basis for discussion with parents about their children’s progress. • Written reports will provide information on achievement. (Specifically including National Standards assessments in reading, writing and mathematics). Comments will be positive and specific and indicate advice for parents and next learning steps for the children. • Interviews with parents will provide an opportunity for teachers to discuss the children’s achievement, behaviour and attitudes and will provide a forum for offering suggestions for future learning. (Goal setting). • Regular newsletters will inform parents and the community about school organisational details, forthcoming events and achievements. • School assemblies and school sharing will be used to inform the children about general achievement and school events. Parents are encouraged to attend these assemblies. • Exercise books and record books are the recognised methods of recording children’s work. • Homework can give parents an indication of learning programmes and can give children an indication of strengths and weaknesses. Teachers will use their professional judgement on deciding the need, style or content of homework activities.

SECTION 6: OPUA SCHOOL’S CURRICULUM CONTENT – GENERAL INFORMATION

Introduction

The teaching programme throughout the school will give a balanced coverage of all eight learning areas. English, Mathematics, Science, Technology, Social Studies, Arts, Health and Physical Education and Languages. (Throughout these, there is strong emphasis on learnacy, literacy and numeracy) The key competencies will be developed as an integral part of the teaching programme. The NZ National Curriculum is the basis for the learning programmes. Each learning area will identify focus objectives that will provide data on individual children’s progress that could be used for school wide aggregation purposes. The teachers in charge of specific learning areas will oversee the purchasing and utilisation of resources for these areas. A curriculum overview will be developed and will provide the basis for individual teacher planning. This is reproduced at the end of this booklet. Teachers will use a planning format that suits their individual teaching styles, experience and professional judgement. Each year a strategic plan will be developed which highlights the curriculum priorities for the year.

Success Criteria

For some time many teachers have mainly focussed success criteria around end points and products, by using words/phrases like ‘By the end of the unit you will have….’ The Gillingham Study revealed that ‘product’ success criteria were relatively unhelpful to children compared with ‘process’ success criteria. Examples of product success criteria: Learning Intention To be able to use papier-mache effectively; Success criterion Everyone will have made a bowl.

This success criteria is broadly what the teacher wants but it does not indicate for the children, how the learning intention is to be fulfilled. Once the success criteria have been planned and written in the short-term plan, something magical follows. The activity agenda is now set, so less time is spent on the planning of the activity. There is now no mystery when asking the children for the success criteria. The lesson has been structured around those very things. The success criteria amount to no more than getting the children to summarise the teaching points so far.

Learning Intentions

Learning Intentions should essentially cover the following: WALT [We are learning to…] and WILF [What I’m looking for….]. We must plan our lessons for Learning Intentions and Success Criteria and give effective feedback to children, recognising their success against the Learning Intention and give suggestions for the ‘next steps’ in their learning. W must make sure that the Learning Intention (Learning Objective) of the task is clear. Clarify Learning Intentions 16

It must be a whole school approach. Children are to be told that: ‘From now on you will not only be told what we want you to do for every lesson but also what we hope you will be learning’.

Make it an expectation for children Teachers need to separate Learning Intentions and Success Criteria from the task. The children need to know the difference between what we want them to do and what we want them to learn.

Explain the Learning Intention in ‘Child Speak’ if necessary Learning Intentions seem to be more effective if, once stated clearly, it is then followed by an invitation to create the Success Criteria or ‘How will we know that we have achieved this?’

Invite the children to state how we will know that this has been done. Tell the children why they are learning this. How does it fit into the bigger picture or how is it relevant to everyday life?

Say why this is an important thing to learn The Learning Intention and Success Criteria need to be visually displayed. WALT and WILF

Write the Learning Intention and Success Criteria on the board. Ask the children to read aloud the Learning Intention.

Read it out loud together

SECTION 7: OPUA SCHOOL’S CURRICULUM CONTENT – SPECIFIC INFORMATION for EACH LEARNING AREA

A. THE ARTS

[i] FOCUS OBJECTIVES The aims of the Arts in the New Zealand Curriculum and at Opua School are: • To enable the students to develop literacies in dance, drama, music and the visual arts; 17

• To assist students to develop a lifelong interest in the arts; • To broaden understanding and involvement in the Arts of New Zealand.

[ii] Opua School Arts Statement We agree fundamentally that the arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, enriching the lives of all New Zealanders. We have a passion for the Arts and are committed to exposing pupils to a wide variety of experiences of the arts and to learn to share our passion for them. Through movement, sound, and image, the arts transform people’s creative ideas into expressive works that communicate meaning and develop depth of responsiveness in humans.

[iii] Introduction and structure The Arts develop the artistic and aesthetic dimensions of human experience. They contribute towards our intellectual ability and to our social, cultural and spiritual understandings. They are an essential element of daily living and lifelong learning.

Literacy within the Arts Literacies in the arts involve the ability to communicate and interpret meaning in the arts’ disciplines. Students develop literacy in each discipline as they: • Explore and use its elements, conventions, processes, techniques and technologies • Investigate the discipline and artworks in relation to their social and cultural contexts. • Draw on a variety of sources of motivation to develop ideas and make art works • Present and respond to artworks, developing skills in conveying and interpreting meaning. • Investigate the discipline and artworks in relation to their social and cultural contexts

Structure The Arts Curriculum has four disciplines: Dance, Drama, Music and Visual Arts [iv] Learning Area Strands These four disciplines are approached through four inter-related strands:  Developing practical knowledge in the Arts (PK)  Developing ideas in the Arts (DI)  Communicating and interpreting the Arts (CI)  Understanding the Arts in context (UC)

[v] Achievement objectives and levels Achievement objectives are expressed at eight levels and consideration should be given to the fluidity of the levels and the students’ individual learning within these levels. Learning in each discipline is spiral in nature and at each level it includes and builds upon learning from the previous levels. Details of the specific levels of each strand at each level in each discipline can be found by following this link: http://nzcurriculum.tki.org.nz/The-New-Zealand-Curriculum/Learning-areas/The-arts/Achievement-objectives

[vi] OPUA SCHOOL DANCE OVERVIEW

Opua School children will learn dance by utilising the special skills within the staff and engaging a number of locals with skills who are also generous with their time and expertise. The students will be exposed to a variety of dance styles and learn to appreciate the skills involved and be positive about dance activities. We expect the following progression:

LEVEL ONE

Students will: Understand dance in context  By demonstrate an awareness of dance in their lives and in their communities. Develop practical knowledge  By explore movement with a developing awareness of the dance elements of body, space, time, energy and relationships. Develop ideas  Improvising and exploring movement ideas in response to a variety of stimuli. Communicate and interpret  By sharing dance movement through informal presentation and share their thoughts and feelings in response to their own and others’ dances. LEVEL TWO

Students will: Understand dance in context  Identifying and describing dance in their lives and in their communities. Develop practical knowledge  Exploring and identifying, through movement, the dance elements of body, space, time, energy, and relationships. Develop ideas  Using the elements of dance in purposeful ways to respond to a variety of stimuli. Communicate and interpret  By sharing dance movement through informal presentation and identify the use of the elements of dance.

LEVEL THREE

Students will: Understand dance in context  By exploring and describing dances from a variety of cultures. Develop practical knowledge  By using the dance elements to develop and share their personal movement vocabulary. Develop ideas  By selecting and combining dance elements in response to a variety of stimuli. Communicate and interpret  By preparing and sharing dance movement individually and in pairs or groups.  By using the elements of dance to describe dance movements and respond to dances from a variety of cultures. LEVEL FOUR

Students will: Understand dance in context  By exploring and describing how dance is used for different purposes in a variety of cultures and contexts. Developing practical knowledge  By applying the dance elements to extend personal movement skills and vocabularies and to explore the vocabularies of others. Develop ideas  By combining and contrasting the dance elements to express images, ideas, and feelings in dance, using a variety of choreographic processes. Communicate and interpret  By preparing and presenting dance, with an awareness of the performance context.  By describing and recording how the purpose of selected dances is expressed through the movement.

[vii] OPUA SCHOOL DRAMA OVERVIEW

Opua School students will learn drama skills and engage in dramatic activites through a number of formal and informal teaching and learning activities throughout the year. The school will engage in the local community activity of a Christmas pantomime and will perform drama pieces on othe occasions, as suitable. The students will also be taken to see and reflect on professional and non-professional drama performances such as Capital E and the local college’s annual show. We expect the following progression: LEVEL ONE Students will: Understand drama in context  By demonstrating an awareness that drama serves a variety of purposes in their lives and in their communities. Develop practical knowledge  By exploring the elements of role, focus, action, tension, time and space through dramatic play. Develop ideas  By contributing and developing ideas in drama, using personal experience and imagination. Communicate and interpret  By sharing drama through informal presentation and responding to ways in which drama tells stories and conveys ideas in their own and others’ work.

LEVEL TWO Students will:

Understand drama in context  By identifying and describing how drama serves a variety of purposes in their lives and in their communities. Develop practical knowledge  By exploring and using elements of drama for different purposes. Develop ideas  By developing and sustaining ideas in drama, based on personal experience and imagination. Communicate and interpret  By sharing drama through informal presentation and responding to elements of drama in their own and others’ work.

LEVEL THREE

Students will: Understand drama in context  By investigating the functions and purposes of drama in cultural and historical contexts. Develop practical knowledge  By using techniques and relevant technologies to explore drama elements and conventions. Develop ideas  By initiating and developing ideas with others to create drama. Communicate and interpret  By presenting and responding to drama, identifying ways in which elements, techniques, conventions, and technologies combine to create meaning in their own and others’ work. LEVEL FOUR

Students will: Understand drama in context  By investigating the functions, purposes, and technologies of drama in cultural and historical contexts. Develop practical knowledge  By selecting and using techniques and relevant technologies to develop drama practice.  By using conventions to structure drama. Develop ideas  By initiating and refining ideas with others to plan and develop drama. Communicate and interpret  By presenting and responding to drama, identifying ways in which elements, techniques, conventions, and technologies create meaning in their own and others’ work.

[viii] OPUA SCHOOL MUSIC OVERVIEW

Opua School children perform regularly at school-wide musical events such as school parent evenings, prizegivings, fundraisers, church services, principals’ conferences, market days, gala days. Regatta Days and Welcome The Cruisers at The Opua Cruising Club. Programmes for these events are drawn from the year’s music programme. Because there is so much public performing, there is no annual musical show. Once a week there is School Sharing. Singing and dancing are part of the weekly Sharing programme.

Progression in Music Education The spiral curriculum emphasises a progression of music education from early childhood to year` 13 which will develop musical skills to match the child’s physical and intellectual ability. There is a recognised and effective order of learning in music starting from early childhood:  Imitating, exploring and improvising with sound;  Learning to sing in tune and to recognise a beat and pattern;  Learning to do notation and group music-making with instrumental skills;  Learning about a range of musical styles;  Learning to compose, improvise and perform at a high level of skill.

Years 1-3 The emphasis for these years should be on rhythm work and singing. If the groundwork in these areas is put in at this level it shows through as the children advance through the school classes. Developing practical knowledge (PK);

Listening and mood; The children will be encouraged to express mood, situation, occasion and culture through a variety of styles of music. This will be done by:  Participation in kapa haka and school sharing;  Participation in End of Year Concert;  Participation in End of Term Talent Show;  Listening for patterns;  Listening for styles of accompaniment;

 Recognising the difference in sound between major and minor keys;  Vocal and rhythmic imitation;  Enjoying music for its own sake;  Learning about programme music. [Music written for specific occasions such as TV themes, Olympic/Commonwealth Games etc..]

Developing Ideas in Music [DI]

Dynamics and Timbre The children will learn to recognise that the use of expression and different forms of accompaniment will enhance a piece of music through:  The use of dynamics where appropriate;  The use of staccato and legato;  the use of body percussion, un-tuned percussion and found objects to accompany songs.

Texture Children will learn to recognise that a difference can be made to a piece of music by:  using un-tuned percussion and body percussion as an improvised or directed accompaniment;  singing known songs with and without an accompaniment.

Communicating and Interpreting in Music (CI)

Singing  A wide range of songs will be taught including those that involve echo-singing and improvisation. New songs will be drawn from mainly ‘Love To…’ Songbooks and ABC Sing & Singalong 1990-2006; Moving  Children will be encouraged to express feelings through a variety of styles of music. This will be done by: Undirected movement that is appropriate response to a variety of styles of music; Directed movement to known songs; Lines dances and dances from, folk dances, new wave folk dance, ballroom; Jump Jam Videos, CD’s, DVD’s and tapes. Kapa haka 24

 Children will experience this once a week for one hour.

Understanding Music in Context (UC)

Music appreciation  This will happen incidentally within the lessons as many different styles of music will be used. Music from other countries will be explored as it arises.

Year 4-8 For these children the emphasis should be on the continuation of note reading skills through recorder playing which can later be readily translated to other instruments. Creating and appreciating music should be covered as well to provide a balanced programme.

Developing practical knowledge [PK]

Listening and Mood  Children will be encouraged to express mood, situation, occasion and culture through a variety of styles of music. This will be done by: Participation in Kapa Haka and School Sharing; Participation in End of Term Talent shows; Recognising melodic and rhythmic patterns involving repetition and contrast; Recognising the difference in sound between major and minor keys; Enjoying music for its own sake; Learning about programme music. Developing Ideas in Music (DI)

Dynamics and Timbre  Pianissimo to fortissimo;  Using body percussion and un-tuned percussion to accompany or enhance or as part of instrumental works. Harmony and Texture  Layers of instrumental and vocal sounds;

 Rounds, partner songs and descants;  Harmonies and descants in instrumental work.

Communicating and Interpreting Music (CI) Melody  Conventional music notation Middle C to A’ including all chromatic notes G Maj, F Maj, Bb Maj D Maj Key signatures;  Class music making using recorders;  Simple duple, triple quadruple time signatures triplets, tied notes and rests;  Repeat signs and Italian Terms for find way around music;  Singing new songs drawn mainly from Sing and Sing-Along Booklets. Movement  Directional movement through line dancing and folk dancing;  Traditional dances from other countries. New wave Folk dance;  Ballroom Dance;  Jump Jam Videos and tapes;  Improvised and self-choreographed dances in groups or classes. Performance  Many performance opportunities both for the children and by the children will be offered. All children from year 4 to 8 will be in the orchestra and will be expected to perform in public. Violin and guitar lesson are offered to these children.

Understanding Music in context (UC) Music Appreciation  This will happen incidentally within the lessons as many different styles of music will be used. Music from other countries will be explored as it arises.

[ix] OPUA SCHOOL VISUAL ARTS OVERVIEW Introduction

The visual arts comprise a broad range of conceptual material and dimensional forms through which we communicate, learn about ourselves and make meaning of the world. They involve people making objects and images through which ideas, experiences and feelings are made tangible. The visual arts link social, cultural and spiritual action and belief and reflect our relationships with other people and the environment.

Visual Art Strands, Achievement Objectives and Indicators Learning the languages of the Visual Arts In this strand students learn and use the language of the visual arts in making objects and images. They learn to identify, select and structure visual elements to communicate ideas in making two dimensional, three-dimensional and time-based works. They become fluent in visual art processes through experiences in a variety of forms, such as painting, sculpture and video. Students explore the relationships between elements and principles, and they use art making conventions and pictorial ands spatial devices to organise their ideas. They investigate the properties of materials and media and use tools and technologies to develop skills in a range of techniques. Developing ideas in the Visual Arts In this strand students initiate and develop ideas through observation, imagination and invention with materials. They also develop ideas in response to experience and feelings and as they reflect on their own art making. They learn to source ideas and to develop and organise them in ways that communicate their intentions. Students use selected drawing methods to explore and develop their ideas. They learn ways to conceptualise their ideas and express them through a range of media and materials. They reflection, test, clarify and regenerate ideas and they solve problems, individually and collaboratively in making objects and images.

Communicating and Interpreting Meaning in the Visual Arts

In this strand students interpret and respond to meanings and intentions communicated through the various forms of the visual arts. They investigate how meaning in their own and others’ works is mediated through technologies, the languages of the visual arts and the context in which the visual arts are presented and viewed. Students read a range of visual texts and develop skills in analysing, interpreting and evaluating meaning in objects and images created by others. They interpret public and personal signs and symbols systems used to make meaning and to communicate ideas. They articulate ideas about art making in order to engage with art works and to inform their own practice.

Understanding the Visual Arts in Context

In this strand students identify the functions and contexts of the visual arts in society. They develop informed responses to the visual arts in public and private settings and investigate objects and images from past and present cultures. Through the various media and forms of the visual arts they examine their significance for individuals, for their communities and for societies. Students identify contexts in which objects and images are made, viewed and valued. They investigate the role of the visual arts in societies and cultures and explore the relationships between the production of art and its social context. They understand the visual culture reflects and is shaped by the beliefs, technologies, needs and values of society.

Curriculum Plan for the Visual Arts

The model will focus on media/processes covering a minimum of five units of work per year to a maximum of eight per year (two a term) This will ensure that the children will have experiences in the eight processes of the visual arts over a two year period. Painting and drawing are seen as core media/processes. Included in the visual art programme will be:

At least one three Dimensional activity each year; The option of integrating with other curriculum areas; The option of following the same theme through a range of processes; Units of work that reflect coverage of all four strands in any one year. Some strands might be addressed a number of times over the year and others may be addressed only once in the year; Opportunities for collaborative art making will occur; Opportunities for some to be involved in enrichment programmes.

Planning and Organisation

Media/processes. Classes will select from the process/media listed in the two year overview giving consideration to the main topics being studied throughout the year Record the intended units of work on the visual arts year` planner and use the coverage sheets to monitor coverage of the four strands. Indicate on the year planner which strands will be assessed and highlight the units that might be used for portfolio work. Write appropriate Objectives/ Learning intentions that help inform the teaching of the units.

Duration of the unit 28

Teachers can choose to work within a weekly Visual Arts programme or use the Visual arts intensive approach. Care must be taken that programmes retain an in –depth approach covering at least two strands. Length of time spent on any one unit will vary dependent on the processes used. However, the intention is to ensure that the children are not having one-off learning experiences. More than one unit of work may be completed within a term or one unit may extend into the following term.

Exhibitions and displays

These must include a wide range of media/processes and include: Foyer and hall displays. Classes are asked to contribute work for these displays on a rotating basis. Class displays. It is expected that every child’s completed work will be exhibited in the classroom, mounted and labelled appropriately. Class displays can include evidence of developing ideas, communicating and interpreting and context strands as well as the final product. Art work from every child. These are all to be mounted and clearly labelled. This is often planned to coincide with the Regatta early in the year and need artworks from the previous year’s work.

Visual Arts Overview

For our Visual Arts Overview see Appendices [ii] through to [v] at the end of this Plan.

Visual Arts Overview of Processes at each level

Possible Term breakdown: Level 1 Level 2 Level 3 Level 4 Term 1 Sketching Painting Sketching Sketching Painting crayon Pen and In Marbling Marbling Marbling Pen and ink Pen and Ink Batik Charcoal Painting Chalk Charcoal Painting Batik 29

Term 2 Papier Mache Craft Craft Craft Painting Watercolour Fabric/weaving Rubbing/scratching Rubbings scratching Sewing Pastel Rubbing/scratchi sewing Patchwork Papier Mache ng Masks Collage Term 3 Clay pots Geometry Geometry Geometry printmaking Clay Translation Translation 3D sculpture Rotation Symmetry Rotation Symmetry Mosaics Mosaics 3D Ethnic patterns 3D Sculpture Term 4 Collage Floral art Floral art Floral art Mobiles Printmaking Printmaking Printmaking Kites PVA PVA, cardboard PVA, lino Wrapping paper Screen prints Screen prints Screen prints Boxes, toys stamps

Visual Arts Overview of Techniques and Media

Drawing Painting Collage Modelling/carving Fabric/fibre

Using a range of:

Pencils/pens Paints Torn paper Dough / Clay Weaving Chalk tempera, acrylic, water, Cut paper Relief tiles Paper Felts dye Magazine pages 3D Card frame looms Charcoal Painting tools Made papers Models /sculptures Range of fibre Coloured pencil Brushes card, sponges, Commercial paper Pinch pots Tukutuku rollers etc. Crayon Tissues Coiled slabs Plaiting Painting surfaces Pastels Card Finishing techniques Stitching Paper, card, Hessian, Chalk Other materials Oxiding Embroidery canvas etc. Ink Natural material gazing Sewn collage Styles Fabrics firing Fabric Impressionist, Different techniques Papier Mache Painting and drawing Pointillism, cubist etc. Flat collage Paper strips Batik Genres Relief Paper pulp Printing Still life, portrait , landscape, seascape etc. mosaics Relief Dyeing Techniques Over 3D Soft sculpture Blending underpainting. Casting Wearable arts Dry brush, overpainting, Plaster Paper making detailing limited palette Carving Clay Wood bone Techniques Printmaking Construction Design /graphic processes

Crayon pastel & dye Stamp/leaf prints Paper Design and make toys, Crayon & pastel Polystyrene/biro Card tools, containers Crayon/dye & ink PVA / String Junk Furniture, books, jewellery Crayon batik Monoprints Rolled paper Signs, symbols, emblems Limited colour range Card /collage relief Natural materials 31

Blending /layering Screen prints Wood Flags, banners Lino wood cuts Wire Pin hole camera Singe/multi colour Cane Cartoons Repeated patterns Kites Slide show Marbling Puppets Computer art Mobiles video dioramas

Drawing to develop ideas and gather information

B. HEALTH and PHYSICAL EDUCATION

[i] FOCUS OBJECTIVES

HEALTH  To develop the skills needed to maintain a Healthy lifestyle;  To become aware of the effects of influences and to make informed personal decisions. PHYSICAL EDUCATION  To participate fully in the physical Education programme to the best of their ability; 32

 To develop the skills required to become a team leader.

[ii] Opua School Health and Physical Education Statement Through learning in this curriculum area, students will gain the knowledge, skills and attitudes and values to enjoy a healthy lifestyle and to contribute actively to the well-being of other people and to the well-being of their community. Students will take an increasing responsibility for their own health and will learn movement skills in a wide range of contexts. They will develop the skills that will enable them to enhance their relationships with other people and they will participate in creating healthy communities by taking responsible and critical action.

[iii] Learning Objectives and Learning Area Strands

In health and physical education, the focus is on the well-being of the students themselves, of other people and of society through learning in health- related and movement contexts. The learning activities in health and physical education arise from the integration of the following four strands and their achievement objectives and seven key areas of learning. The four strands are:  Personal health and physical development, in which students develop the knowledge, understandings, skills, and attitudes that they need in order to maintain and enhance their personal well-being and physical development  Movement concepts and motor skills, in which students develop motor skills, knowledge and understandings about movement, and positive attitudes towards physical activity  Relationships with other people, in which students develop understandings, skills, and attitudes that enhance their interactions and relationships with others  Healthy communities and environments, in which students contribute to healthy communities and environments by taking responsible and critical action. The seven key areas of learning are:  mental health  sexuality education  food and nutrition  body care and physical safety  physical activity  sport studies  outdoor education. All seven areas are to be included in teaching and learning programmes. Achievement objectives and levels

LEVEL ONE Personal health and physical development – A 33

Students will: A1 Personal growth and development  Describe feelings and ask questions about their health, growth, development, and personal needs and wants. A2 Regular physical activity  Participate in creative and regular physical activities and identify enjoyable experiences. A3 Safety management  Describe and use safe practices in a range of contexts and identify people who can help. A4 Personal identity  Describe themselves in relation to a range of contexts.

Movement concepts and motor skills – B Students will: B1 Movement skills; B3 Science and technology  Develop a wide range of movement skills, using a variety of equipment and play environments. B2 Positive attitudes; B4 Challenges and social and cultural factors  Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.

Relationships with other people – C Students will: C1 Relationships  Explore and share ideas about relationships with other people. C2 Identity, sensitivity, and respect  Demonstrate respect through sharing and cooperation in groups. C3 Interpersonal skills  Express their own ideas, needs, wants, and feelings clearly and listen to those of other people. Healthy communities and environments – D Students will: D2 Community resources  Identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices. D3 Rights, responsibilities, and laws; D4 People and the environment  Take individual and collective action to contribute to environments that can be enjoyed by all.

LEVEL TWO Personal health and physical development – A Students will: 34

A1 Personal growth and development  Describe their stages of growth and their development needs and demonstrate increasing responsibility for self-care. A2 Regular physical activity  Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being. A3 Safety management  Identify risk and use safe practices in a range of contexts. A4 Personal identity  Identify personal qualities that contribute to a sense of self-worth. Movement concepts and motor skills – B Students will: B1 Movement skills  Practise movement skills and demonstrate the ability to link them in order to perform movement sequences. B2 Positive attitudes  Participate in and create a variety of games and activities and discuss the enjoyment that these activities can bring to them and others. B3 Science and technology  Use modified equipment in a range of contexts and identify how this enhances movement experiences. B4 Challenges and social and cultural factors  Develop and apply rules and practices in games and activities to promote fair, safe, and culturally appropriate participation for all. Relationships with other people – C Students will: C1 Relationships  Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups. C2 Identity, sensitivity, and respect  Describe how individuals and groups share characteristics and are also unique. C3 Interpersonal skills  Express their ideas, needs, wants, and feelings appropriately and listen sensitively to other people and affirm them. Healthy communities and environments – D Students will: D1 Societal attitudes and values  Explore how people’s attitudes, values, and actions contribute to healthy physical and social environments. D2 Community resources  Identify and use local community resources and explain how these contribute to a healthy community. D3 Rights, responsibilities, and laws; D4 People and the environment  Contribute to and use simple guidelines and practices that promote physically and socially healthy classrooms, schools, and local environments.

LEVEL THREE Personal health and physical development – A Students will: A1 Personal growth and development  Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes. A2 Regular physical activity  Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of well-being. A3 Safety management  Identify risks and their causes and describe safe practices to manage these. A4 Personal identity  Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. Movement concepts and motor skills – B Students will: B1 Movement skills  Develop more complex movement sequences and strategies in a range of situations. B2 Positive attitudes  Develop movement skills in challenging situations and describe how these challenges impact on themselves and others. B3 Science and technology  Participate in and describe how their body responds to regular and vigorous physical activity in a range of environments. B4 Challenges and social and cultural factors  Participate in cooperative and competitive activities and describe how cooperation and competition can affect people’s behaviour and the quality of the experience. Relationships with other people – C Students will: C1 Relationships  Identify and compare ways of establishing relationships and managing changing relationships. C2 Identity, sensitivity, and respect  Identify ways in which people discriminate and ways to act responsibly to support themselves and other people. C3 Interpersonal skills  Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these. Healthy communities and environments – D Students will: D1 Societal attitudes and values  Identify how health care and physical activity practices are influenced by community and environmental factors. D2 Community resources 36

 Participate in communal events and describe how such events enhance the well-being of the community. D3 Rights, responsibilities, and laws  Research and describe current health and safety guidelines and practices in their school and take action to enhance their effectiveness. D4 People and the environment  Plan and implement a programme to enhance an identified social or physical aspect of their classroom or school environment. LEVEL FOUR Personal health and physical development – A Students will: A1 Personal growth and development  Describe the characteristics of pubertal change and discuss positive adjustment strategies. A2 Regular physical activity  Demonstrate an increasing sense of responsibility for incorporating regular and enjoyable physical activity into their personal lifestyle to enhance well-being. A3 Safety management  Access and use information to make and action safe choices in a range of contexts. A4 Personal identity  Describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth. Movement concepts and motor skills – B Students will: B1 Movement skills  Demonstrate consistency and control of movement in a range of situations. B2 Positive attitudes  Demonstrate willingness to accept challenges, learn new skills and strategies, and extend their abilities in movement-related activities. B3 Science and technology  Experience / demonstrate how science, technology, and the environment influence the selection / use of equipment in a variety of settings. B4 Challenges and social and cultural factors  Participate in and demonstrate an understanding of how social and cultural practices are expressed through movement. Relationships with other people – C Students will: C1 Relationships  Identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses. C2 Identity, sensitivity, and respect  Recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people. C3 Interpersonal skills

 Describe and demonstrate a range of assertive communication skills and processes that enable them to interact appropriately with other people. Healthy communities and environments – D Students will: D1 Societal attitudes and values  Investigate and describe lifestyle factors and media influences that contribute to the well-being of people in New Zealand. D2 Community resources  Investigate and/or access a range of community resources that support well-being and evaluate the contribution made by each to the well-being of community members. D3 Rights, responsibilities, and laws; D4 People and the environment  Specify individual responsibilities and take collective action for the care and safety of other people in their school and wider community. [iv] Health and Physical Education Overview – General Information

Planning the Health/Physical Education Unit Consult the curriculum and identify concepts that will be covered during the unit. Refer to local needs and identify any areas related to your theme. You will need to write success criteria for learning intentions. These will need to be measurable. Select appropriate resources for the unit. Use a format for planning that is easy to follow. e.g. eTAP Planning matrix. Include in it the learning intentions and success criteria, resources and activities including assessment activities. Unit assessments will be best carried out by measuring pupils’ performance against the Learning intentions.

Selecting Resources These questions will help you assess the suitability of the resources:  Is the resource suitable for the students’ age, sex, ability and culture?  Does it cater for the health/PE needs you have identified?  Does it relate clearly to the curriculum?  Is the material concise, precise and clearly presented?  Will the children find it stimulating, relevant and challenging?  Will it help the children to become more actively involved in health issues in the community?  Are audio-visual aids supplied to back up the activities?  Can teachers preview all the material?  Will it be available when and where it is required?  Will it be acceptable to parents and members of the community? 38

 Is it a suitable size and durability? Allocation of time Time is allocated for Health and PE as follows: Fitness: 20 minutes daily; PE Skills: 2 X 30 minutes per week. During February, March, November and December most PE time is taken with swimming. Room 5 11:30 – 12:00 Room 4 12:00 - 12:30 Room 3 12:30 – 1:00 Room 2 2:00 – 2:30 Room 1 2:30 - 3:00 Organisation of the daily Fitness programme Any well-organised fitness programme requires:  Regularity, Variety, Enjoyment, Vigorous activity, Suitable clothing and Time for activities, changing, and drinks. A quality programme can have a positive impact on:  Cardio-vascular efficiency, Health/fitness, Muscular endurance, Flexibility, Body composition, Skills related fitness, Co-ordination, Balance, Power, Speed, Agility, Reaction times, Reducing risks, especially of Heart disease, Lower back injury, Hypertension, Obesity and Diabetes. Essential criteria:  Motivation initially and on-going; Teachers set a positive role model in participation; Routine so that children know where they are each day; Whatever theme is used there is a warm-up, warm -down and stretching.

Odd Year Term 1 Term 2 Term 3 Term 4

Context Skills for growing L2/3 Body Care Personal identity Keeping ourselves safe U.1 Building a school L4 Puberty Self-worth community U.2 Growing as a group Key areas of learning Mental Health Body care and safety Mental Health Body care and safety Sexuality

Health Assessment A4 analyse attitudes and D1 Find out how societal A4 analyse attitudes and A3 Meet and manage values and take actions that attitudes, values, beliefs, and values and take actions that challenges and risks in contribute in their personal practices affect well-being contribute in their personal positive health enhancing identity and self-worth A1 Gain understandings and identity and self-worth ways C1 Come to understand the skills to manage and adjust to the C1 Come to understand the D3 Understand the rights nature of relationships process of growth and nature of relationships and responsibilities, laws maturation and practices that relate top C2 Increase their understanding peoples’ well-being of personal identity and develop sensitivity to other people Physical Education Wk 1 Small group games Skipping Winter rotation Summer skills Wk 2 Swimming Winter sports rotation Rugby, netball, soccer, Minor games /aquatics/water safety Rugby, netball, soccer, hockey hockey Athletics Wk 3 College pool groups Tapuwae Cross country Swimming and safety Wk 4 Swimming races Tapuwae Russell Sports SBIPA Sports Physical Education B1 Develop and apply in B4 Develop and apply knowledge and understanding of the social and cultural factors that Assessment context a range of movement influence people’s involvement in physical activity skills and facilitate the development of physical competence. B2 develop a positive attitude towards physical activity by accepting challenges and extending personal capabilities. Events Regatta Camps, swimming Public Health Nurse Cross country Camps, trips, sun-smart. sports. Top School, sea week. Rugby netball Day Water safety Life Ed On-going Interpersonal skills, caring and sharing, making and maintaining friendships, relating to and respecting other people and their ideas etc.

Even Year Term 1 Term 2 Term 3 Term 4 Context Creating a positive classroom L2 Nutrition Skills for living Physical safety community L3 Body image U3 making positive decisions Road, bike, sun. home , water U 5 Celebrating you and me Key areas of learning Mental Health Body care and safety Mental Health Body care and safety Food and nutrition Sexuality education Outdoor education Health Assessment A4 analyse attitudes and D1 Find out how societal A4 analyse attitudes and A3 Meet and manage values and take actions that attitudes, values , beliefs, and values and take actions that challenges and risks in contribute in their personal practices affect well-being contribute in their personal positive health enhancing identity and self-worth A1 Gain understandings and identity and self-worth ways C1 Come to understand the skills to manage and adjust to C1 Come to understand the D3 Understand the rights and nature of relationships the process of growth and nature of relationships responsibilities, laws and maturation practices that relate top C1 Come to understand the peoples’ well-being nature of relationships. Physical Education Wk 1 Small group games Skipping Winter rotation Summer skills Wk 2 Swimming Winter sports rotation Rugby, netball, soccer, hockeyMinor games /aquatics/water safety Rugby, netball, soccer, hockeyCross country Athletics Wk 3 College pool groups Tapuwae Tapuwae Swimming and safety Wk 4 Swimming races Russell Sports SBIPA Sports Physical Education B1 Develop and apply in B4 Develop and apply knowledge and understanding of the social and cultural factors that Assessment context a range of movement influence people’s involvement in physical activity skills and facilitate the development of physical competence. B2 develop a positive attitude towards physical activity by 41

accepting challenges and extending personal capabilities. Events Regatta Camps, swimming Public Health Nurse Cross country Camps, trips, sun-smart. sports. Top School, sea week. Rugby netball Day Water safety Life Ed On-going Interpersonal skills, caring and sharing, making and maintaining friendships, relating to and respecting other people and their ideas etc.

[v] Swimming Overview – Swimming [1]

INSTRUCTOR ACTIVITY SHEET

Learners

COMPONENT: PURPOSE AND POINTS TO LOOK FOR:

Slide entry and exit: Retain contact with point of entry and exit. Place hands firmly. Slide until the shoulders are under. Climb out. Repeat. Exhalation test: Blow a hole in the water. Face above the surface. Note depth of depression and length of exhalation. Blowing bubbles: To teach that each time the head is submerged there is exhalation. Normal controlled breath. Submerge and exhale: Increasing confidence. Be aware that exhaling reduces buoyancy of the body. Pick up objects: Increasing confidence and practising exhalation. Head first for learners may be difficult. Bounce down bottom first Feet off the bottom: Using bottles for stability. “Sit in a bucket” Upright squat position. Arms out straight, chin on the surface. Back layout: Horizontal body position. Bottles level with waist. Legs together. No movement, body at balance. Return to: “sit in a bucket” position. Front layout: Basic glide position. Bottles forward of shoulders. Head down – exhale. Check weight distribution. After exhalation, return to squat position. Repeat front and back lay; add leg action: Long loose flippy-floppy feet. Eliminate the word kick from your vocabulary. 42

Movement through the water: Teaching the LA on front and back, retaining the horizontal position. Learner pushes off pool side in a front layout. After exhalation “Sit in a bucket” then back layout and leg action. Return to wall. Leg action back: Initially with bottles then board tummy in between arms. Then, no support. Points of balance retained. No bendy knees. No splashing feet just under the surface. Leg action Back no support: Look at the sky LLL and FFF Relaxed arm training along side of body. Watch straight lines on ceiling.

Learners Component: Purpose: Points: Horizontal rotation Water orientation skill Roll from front layout to back layout, keep spinal alignment Freestyle arm action Standing describe ‘over t6he rainbow’ Arms, elbows bent as the arch over a rainbow movement with arms shape NOTE: On no account should the hands meet at the front of the swimmer nor should they be diametrically opposed Freestyle swim Start with glide add LA Swim four arm strokes Head remains down during arm strokes Hands exhaling Stop return to poolside on back with flat and firm. Finger tips enter the water first LA extend fully underwater sweep under the body and out to thigh Find breathing side One arm stretched forward at surface head Change sides to find the more comfortable. This down on this arm with EAR IN FRONT of arm chosen side is the breathing side only during other arm at side LTS Breathing and leg action Hold end of kickboard in outstretched hand. Leg action is sideways if ear stays in front of Add LA maintain position on side to lane rope arm mouth and nose are out of the water and back Roll and breathe out As above to start. Take a breath and roll to front LA is sideways then up and down when learner and exhale. Roll back for another breath roll to rolls onto front to exhale. The body rolls not the front and exhale (4 sec exh) head. Freestyle swim. Glide LA Arm action. On the 4th cycle roll to Points of balance maintained slow strong arms breathing side inhale, roll back- continue cycle effective leg action Somersaults From turtle float and exhaling through nose use Body remains in tuck position. No leg action hands to flip the body over 43

Sculling Body is upright. ‘Sit in a bucket’ position – No floppy movements. Elbows are the pivot Squat. Bent elbows forward of the shoulders. point and remain fixed. Elbow to fingertips form Hands sweep in and out at 40 angle in an An efficient survival technique will support the elongated figure 8 head above water level Freestyle arm action Board Breathing side only. Leading arm hold board On no account alternate arms Changing hand with breathing side hand under Exhale pull leads to tapping out in front of swimmer. through roll and inhale. Recovering hand slides Stroking hand remains 10-12 cm under board under board repeat while exhaling

CONFIDENCE Component: Purpose: Points: Slide entry and exit Retain contact with point of Place hands firmly. Slide in until shoulders under. Climb out entry repeat. Blowing bubbles mouth and nose To teach that each time head is Normal sized breath. Controlled exhalation submerged there is exhalation Submerge and exhale Increasing confidence Be aware that exhaling reduces body buoyancy Pick up objects Increasing confidence Head first for learners might be difficult. Bounce down bottom practising exhalation first. Feet off the bottom Using bottles for stability. ‘sit Upright squat position. Arms out straight.. Chin on the surface in a bucket’ Back layout Horizontal body position. No movement. Body on balance. Return to ‘sit in a bucket’ Bottles level with waist. Legs position together. Front layout Basic glide position. Bottles Check weight distribution. After exhalation return to squat forward of shoulders. Head position down exhale. Repeat front and back layouts - add leg action – long loose flippy-floppy feet. Eliminate the word kick from vocabulary Movement through the water Use the bottles for balance. Learner pushes off from poolside in a front layout with LA After Teach the LA on front and exhalation ‘sit in a bucket’ position then back layout with LA to back using the horizontal wall. position

The learner should now3 be able to glide out change direction by leaning back on to the back layout and return to start Glide no leg action Arms behind ears. Chin on Check glide position. When exhalation is completed lean back – skin. Push off the wall and arms sweep to sides . LA on back to wall slide therou8gh the water. Return on back with LA Glide with leg action Glide with leg action As above Dolphin activities Deep glide through hoop – Check head position during dives. Chin on skin. Arms by sides for under kick board. Body body undulations undulation eels/worms etc. Legs flu8ed together. Head and shoulders initiate movements Turtles Tuck position. Head down on Knees are tucked under body.. Head on knees under water. Hold knees. Buoyancy test position position for 6 seconds

Swimming Overview – Swimming [2]

Breast stroke kick progressions

Sit on pool edge. Arms behind to adopt a lean back position. Legs underwater, stretched and together. Simulate a back glide.

Breaststroke feet feet dorsi-flex (hook) Glide feet. Feet plantar-flex (drop to glide position); swimmer s to repeat this until they feel calf muscles stretching as dorsi-flex the feet (toes to knees – Impossible but makes then flex the ankles fully)

BR/ST Kick bend knees to bring the back of the heels to that wall. Breast-stroke feet (feet hook) describe a circle back to glide position. Feet must be driving through the circle heels leading until legs come together in glide position. Then feet drop (plantar flex).

CHECK THAT KNEES REMAIN NO MORE THAN SHOULDER WIDTH APART THROUGHOUT THE MOVEMENT.

If knees spread wide the feet are unable to make an effective drive outside the line of the knees.

BS/Str kick at the wall; swimmer holds body in upright position against the wall arms folded on deck. Feet pointing to the pool floor knees bend to bring heels to buttocks (kick But) feet hook then circle and drive down to the pool floor. Heels lead the way Check that knees remain shoulder width apart

Breast stroke scull Is performed in front of the shoulder line. From glide hands scull outwards then sweep inwards under the nose/chin sweeping forward to return to glide with no pause. The elbows remain high throughout the scull. Coaching rule; BR/S arm action. The wrist never goes beyond the elbow. The elbow never goes beyond the shoulder.

BACKSTROKE

Component: Purpose: Points: Leg action on the back Initially with bottles then board –tummy ion between Points of balance retained. No bendy knees no arms. Then no support. splashing. Feet just under the surface.

Leg action on back no support. Looking at the sky. LLL FFF. Relaxed arms trailing Watch the straight lines in the sky. alongside body

Backstroke arm action Hand is a paddle flat and firm. Arm brushes past the ears. Recovery arm is straight. As arm sinks behind Little finger leads the way hand scoops down side to thigh. head elbow bends (Give the water a hug) and scoops to thigh

Be aware that a learner is still acquiring balance. When the arm lifts out of the water the hips may sink. (buoyancy vs gravity) the learner must learn the fat tummy technique to counter this. The under water action is not a straight arm pull

Backstroke body roll Waltz down the pool. Arms trailing at sides Body roll takes the hand to dense water for effective propulsion

Backstroke arm action continuous Arms brush past the ear. Head remains still . Body roll Horizontal body position. Effective arm action. and steady leg action Leg action continuous

Combine these progressions (front and back activities repetitions begin with the basics. Leading up the learners’ capabilities and repeating. Check that there is exhalation when the face is under water. Check that horizontal position is maintained front and back. In aquatics there are three forces to consider: BUOYANCY RESISTANCE PROPULSION

SWIMMING/AQUATICS/WATER SAFETY

LEVEL 1 CHALLENGES 1.1 Unassisted entry into the pool 1.2 Move in the water 1.3 Safe exits 1.4 Face and hair wet 1.5 Submerge and blow bubbles 1.6 Open eyes under water 1.7 Pick up objects from the pool floor

LEVEL 2 CHALLENGES 2.1 Sit and ¼ turn entry 2.2 Float on front and regain feet 2.3 Float on back and regain feet 2.4 Glide on front 2.5 Glide on back 2.6 Freestyle arm action 2.7 Horizontal rotation 2.8 Sculling 2.9 Rigid aid assistance LEVEL 3 CHALLENGES 3.1 Crouch and ¼ turn entry 3.2 Float with improvised aid 3.3 15m freestyle 3.4 15m backstroke 3.5 Breaststroke leg action 3.6 Breaststroke arm action 3.7 15m scull 3.8 Non-rigid aid assistance LEVEL 4 CHALLENGES 4.1 Safe dives 48

4.2 Dolphin body action 4.3 Individual survival initiatives and assistance signal 4.4 25m freestyle 4.5 25m backstroke 4.6 25m Breaststroke 4.7 15m survival backstroke 4.8

LEVEL 5 CHALLENGES 5.1 25m sidestroke 5.2 H.E.L.P. 5.3 Clothed survival 5.4 Group safety initiatives 5.5 50m freestyle 5.6 50m backstroke 5.7 50m Breaststroke 5.8 Unassisted entries for deep water

Unassisted entry/exit. Move freely in the water. Face and hair wet.

Blowing bubbles mouth and nose To teach that each time the head is submerged there is exhalation Front float Using bottles for stability get the feet off the bottom and into a horizontal position Back Float Pick up objects Teaching how to completely submerge and to find objects underwater Movement through the water Teaching the leg action on the front and back retaining horizontal position. Initially with bottles, then board, then no support Glide Bend forward push off the wall and slide through the water. No leg movement Glide with leg action Long legs and floppy feet boiling the water. No splashing Dolphin activities Deep glide through hoops. Dive under a board/rope. Check head position Freestyle arm action standing Standing up straight. Describe big slow circles. Hands go ‘over the rainbow’. If the movement are small and cramped, ‘Tough the ceiling with your fingers’ Finding the breathing side Bending over, one arm stretched forward on the surface. Head down on this arm with the ear in front of arm. Other arm at side. Mouth and nose out of the water.

Walk practising breathing Start in the above position. Inhale, roll head and shoulders into the water, blow bubbles without lifting the . Roll head and shoulders onto the side and inhale, roll back and exhale. Breathing position with leg action Hold end of board in outstretched hand. Add leg action and maintain this position on the side to the end of the pool Breathing with leg action As per walking and breathing. Check that the ear remains in front of the leading arm. Check the body roll and exhalation Freestyle swim Glide – leg action – arm action 4 cycles. Stop and stand. Start again; repeat to end of pool. Check that the head remains in the low position Freestyle swim continuous Glide- leg action – arm action 4 cycles. Roll onto back. As the body rolls over the arms sweep to the sides. Continue on back to end of pool Freestyle swim and breathing Glide- leg action – arm action 4 cycles. Roll onto breathing side. INHALE. Roll back onto front and continue Leg action on the back Ears back in the water. Eyes looking straight up. Fat tummy, long legs, feet boiling the water. No bendy knees. Eyes wide open breathing normally. Relaxed arms trailing alongside the body

Backstroke arm action Standing up straight. Arm swings up directly in front of the body. Arm brushes passed the ear. Flat hand with little finger leading the way into the water. Hand then scoops down the side to the thigh. Practise one arm then the other slowly. Backstroke drill Hold board at the end with both hands. Fingers on top. Begin the leg action. Pupil counts 1-2-3.One arms lifts brushing the ear. Little finger enters the water first Flat hand scoops the water down the side to grasp the end of the board. Count to 3. This allows time to readjust the body position. Repeat using the same arm and then alternate arms Repeat without the board. Watch the horizontal position being maintained. Slow arms – fast feet. hand should be flat and firm.

C. ENGLISH

[i] FOCUS OBJECTIVES

• To listen and interact appropriately in a variety of situations; • To interpret, analyse, identify and discuss qualities relating to personal experiences and other texts; • To speak confidently about experiences, ideas and opinions and in responding to others. 51

[ii] Opua School English Statement

We recognise that effective communication in English is essentail to success across the curriculum. We will endeavour to teach the essential skills required for such skilled communication whilst also exciting in pupils a love of reading and a desire to and a joy in writing.

Our English programme will ensure that all the skills of becoming an effective reader are modelled and taught. Our programme with build skills in our students in all the key English learning areas of Listening, Reading, Viewing, Speaking, Writing and Presenting. We will ensure that our delivery will not just focus on Reading and Writing [whilst reognising these as essential skills] because we believe, as a staff of experienced teachers, that:  being an active listener is a vital, teachable skill;  learning how to be a critical viewer of the media is essential in the modern world;  an ability to speak effectively is challenging but achievable for all students;  and that presenting your work in the most suitable and effective fashion to suit your purpose can be the difference between success and failure.

[iii] OVERVIEW

English Achievement Objectives Level 1 Oral Language Listening Formative Listen and respond top others Teacher observes students

Listen and respond to text  Ability to recall Identify and describe verbal and non-verbal features and text  Ability to listen and respond Identify, clarify and question meaning I spoken texts Teacher questions students Ask questions Speaking Formative Converse Teacher observes students Tell a story  Ability to recall Identify, describe and use verbal and non-verbal features  Ability to listen and respond Question meanings Self assessment Ask questions Student assess quality of own rehearsal and make agreed changes Written Language Diagnostic Reading Running records Select and read for enjoyment from a range of texts 6 Year net Respond to language and meanings in text Self-assessment Explore the choices made by the writer Reading logs Identify and express meanings of text Ability to share what they have learned Identify, retrieve, record and present information Writing Diagnostic Write spontaneously to record personal; experiences 6 Year net Write ion a variety of topics Formative Write instructions and recount events Individual conferences Explore choices made by the writer Identify and express meanings of text Identify, retrieve, record and present information Visual Language Diagnostic Viewing Teacher observes students Respond to meanings and ideas  Ability to show connections verbal/visual Understand that communication involves verbal and visual features Awareness of 53 how words and images combine to make meaning  Ability to understand signs/symbols View and use visual; text to gain information

Presenting Formative Present ideas using simple layouts and drama Teacher observes students Understand that communication involves verbal and visual features  Ability to retell a story using visual images Awareness of how words and images combine to make meaning View and use visual; text to gain information

English Achievement Objectives Level 2 Oral Language Listening Formative Listen and respond top others in group/class Teacher observes students Listen and respond to text. Recall main ideas  Ability to recall Identify and describe verbal and non-verbal features and text  Ability to listen and respond Identify, clarify and question meaning in spoken texts Teacher questions students 54

Ask questions

Speaking Formative Converse ask questions and talk about text Teacher observes students Tell a story recite, read aloud to audience  Ability to recall Identify, describe and use verbal and non-verbal features  Ability to listen and respond Question meanings Self assessment Ask questions Student discuss each others performances Written Language Diagnostic Reading Running records Select and read for enjoyment from a range of texts using cues, predicting and Self-assessment self-correcting Reading logs Respond to language and meanings in text Ability to share what they have learned Explore the choices made by the writer Identify and express meanings of text Identify, retrieve, record and present information Writing Diagnostic Write spontaneously and regularly to record personal experiences and PAT observations PROBE Write on a variety of topics and using a number of genre Formative Write instructions and recount events stating fact/opinion Individual conferences Explore choices made by the writer Identify and express meanings of text Identify, retrieve, record and present information

Visual Language Diagnostic Viewing Teacher observes students Respond to meanings and ideas. Identify and describe verbal and visual features  Ability to show connections verbal/visual Understand that communication involves verbal and visual features Awareness of  Ability to understand signs/symbols how words and images combine to make meaning View and use visual text to gain information Presenting Formative Use verbal and visual features to communicate ideas and stories Teacher observes students Present ideas using simple layouts and drama  Ability to retell a story using visual images Understand that communication involves verbal and visual features Awareness of how words and images combine to make meaning View and use visual; text to gain information

English Achievement Objectives Level 3

Oral Language Diagnostic Listening PAT Listening Listen to and interact with others Formative Listen and respond to text Respond to main ideas in organised way Teacher observes students Identify and describe verbal and non-verbal features and text  Ability to recall Identify, clarify and question meaning I spoken texts  Ability to listen and respond as they work in groups Ask questions  Ability to adhere to the storyline

Speaking Formative Converse in small and larger groups Teacher observes students Tell a story using texts from different genre  Ability to recall Read aloud and/or perform  Ability to listen and respond Identify, describe and use verbal and non-verbal features Self assessment Question meanings Student assess quality of own rehearsal and make agreed Ask questions changes Written Language Diagnostic Reading Running records Select and read for enjoyment from a range of texts PAT Comprehension and vocabulary Respond to language and meanings in text Self-assessment Explore the choices made by the writer Reading logs Identify, discuss and express meanings of text Ability to share what they have learned Identify, gather, select, retrieve, interpret, record and present information Writing Diagnostic Write regularly and with ease to express personal experiences Exemplars Write on a variety of topics using appropriate genre Formative Write instructions, explanations and recount events Individual conferences Explore choices made by the writer Dancing with the pen- characteristics of learner writers Identify and express meanings of text Self-assessment Identify, gather, select, retrieve , record and present information Against set criteria 57

Visual Language Diagnostic Viewing Teacher observes students Respond to meanings and ideas  Ability to show connections verbal/visual Understand that communication involves verbal and visual features Awareness of  Ability to understand signs/symbols how words and images combine to make meaning View and use visual; text to gain information Presenting Formative Use verbal and visual features to communicate information Teacher observes/listens to discussion to assess Identify important features of verbal and visual language understanding of verbal and non-verbal visual features Discuss how they combine for a particular purpose students View and use visual texts to retrieve, interpret, organise and present information  Ability to retell a story using visual images

English Achievement Objectives Level 4 Oral Language Listening Diagnostic Listen to and interact with others. Understanding of narrative, info, ideas and PAT Listening opinions Formative Listen and respond to text & respond in structured imaginative way Teacher observes students Identify and describe verbal and non-verbal features and text  Ability to listen as they work in groups

Identify, clarify and question meaning I spoken texts  Accuracy in recognising and comparing language Select, assemble and interpret information features  Ability to adhere to the story line

Speaking Formative Converse coherently in small and large groups Teacher records observations of individual contributions Using texts from several genre make meaning clear by using appropriate speech Self assessment and delivery Student assess quality of own rehearsal and make agreed Identify, describe and use verbal and non-verbal features changes Discuss and identify spoken text Select, assemble and interpret information

Written Language Diagnostic Reading Running records Select and read for enjoyment from a range of contemporary and historical PAT Vocabulary and comprehension texts Self-assessment Relate a range of texts to experiences, purposes, audience and other texts Reading logs Identify language features and discuss how they relate to the topic. Ability to share what they have learned Explore the choices made by the writer Identify and express meanings of text Identify, gather, select ,retrieve , record and present information Writing Diagnostic Write regularly and with ease to express a range of experiences Write on a Exemplars variety of topics using appropriate genre, spelling and sentence structure Formative Write instructions, explanations and factual accounts and express and explain a Individual conferences point of view Dancing with the Pen-characteristics of learner writers Explore choices made by the writer Self-assessment Identify and express meanings of text Against set criteria Identify, gather, select, retrieve, record and present information

Visual Language Diagnostic Viewing Teacher observes students Respond discuss and identify purpose of verbal and visual features  Ability to show connections verbal/visual  Ability to understand signs/symbols View and use visual; text to retrieve, interpret, organise and present information Identify important features of verbal and visual language and discuss how they can be combined for a particular purpose Understand that communication involves verbal and visual features Awareness of how words and images combine to make meaning View and use visual; text to gain information Presenting Formative Combine verbal and visual features to communicate information Teacher observes students Identify important features of verbal and visual language  Ability to retell a story using visual images Identify and discuss ways in which verbal and visual features can be combined  Students present their work and assess against set for a particular purpose criteria View and use visual texts to retrieve, interpret, organise and present  Presentation of visual language information

[iv] Teaching and Learning Emphasis Teacher modelling and guidance with all of the following: Daily writing in a variety of styles and contexts Exploring language, thinking critically and processing information using shared texts, the children’s, the teachers and other authors’ writings as cameos of language Exploring language (grammar, punctuation, patterning of text, rhyme, rhythm, vocabulary, forms of differing genre, openings, endings etc.) Grammar Maintaining and mastering the habitual use of applicable grammar and appropriate terminology. Teach/model/guide habitual use at an

60 appropriate level (in Context) Level One (awareness) Level Two (use) Level Three (habitual use)  Nouns  Adverbs  Active and passive verbs  Verbs  Subject  Modal auxiliaries  Adjectives  Verb and object  Verb agreement (tenses)  Singular/plural  Comparative adjectives  Adjective and adverbial phrases  Contractions  Belonging  Alliteration/assonance  Compound words  Apostrophe  Metaphor/simile  Conjunctions  Enhance and extend vocab  Pronoun  Irregular verbs  Enhance and extend vocab Punctuation Maintaining and mastering the habitual use of applicable punctuation and appropriate terminology. Teach/model/guide habitual use at the appropriate level Level One Level Two Level Three  Full stop  Hypen –syllabification (high-er) or extra  Colon, semi-colon Asterisks quotes –  Capital letters part to sentence brackets or parentheses (workshop on where they go followed by practice)  Exclamation marks  Punctuation within speech (eg, place of comma in speech)  Children to identify own criteria for  Speech marks  Emphasis marks” different writing genres of writing –  Question marks forming writer’s check-list and  Italics, for emphasis  Paragraphs teachers’ check-lists  Commas  Italics, bold Thinking Critically Maintaining and mastering the habitual use of applicable punctuation and appropriate terminology. Teach/model/guide habitual use at the appropriate level

Level One (awareness) Level Two (use) Level Three (habitual use)  Interesting words  Comparison of styles (reports/poems)  Comparison of styles  Simple sentence structure  Mature choice of vocabulary  Mature choice of vocabulary  Extension of sentences  Looking at layout (newspaper)  Layout  Varying of sentences  Structure of more extensive genre  More extensive genre  Variety of sentences beginnings  Identify the purpose and context of text  Identifying the purpose of the text  Beginnings of imagery to match  Identify the target audience  Identify the target audience description Thinking Critically – Skills Teachers will provide students with opportunities to develop skills to be able to: Level One (awareness) Level Two (use) Level Three (habitual use)  Identify  Investigate  Hypothesise  Discover  Record  Formulate  Listen  Report  Justify  Ask  Sketch the image from text  Assess  Explore  Classify  Invent  Teach  Categorise  Design  Compare  Create  Judge the value of  Construct  Estimate  Argue  Match  Produce  Prioritise  Observe  Compare/contrast  Predict  Find  Compose  Generate  Record  Calculate  Select  Assemble  Interpret  Verify  List  Outline  Determine  Interview  Construct  Devise

 Debate  Recommend  Rate

Processing Information Learning Outcomes may include: Level One (awareness) Level Two (use) Level Three (habitual use)  Brain storming  Brainstorming  Brainstorming  Story maps (captions, diagrams)  Listening/labelling  Story maps  Sequencing  Story maps  Timelines  Time lines  Flow chart  Flow chart  Graphing  Timelines  Structured overviews  Flow chart  Picture diagrams  Retrieval charts  Listing and labelling  Structured overviews  Pyramid learning  Research skills (computer/library)  Character maps  Concept maps  Retrieval chart  Retrieval charts  Sociograms  Innovating on texts  Sequencing  Venn diagrams  Simple structured overviews  Pyramid learning  Data base and spreadsheets  Skeleton outlines  Advertising charts  Posters  Etc (relating to all curricular areas)

By the end of [v] The Reading Standards Year 1 After one year at school, students will read, respond to, and think critically about fiction and non-fiction texts at the Green level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum) Key characteristics of texts at Green level Texts at Green level have been designed with characteristics that include:  generally familiar contexts and settings  one text form, and one main storyline or topic, for each text  most content explicitly stated but also some implicit content that provides opportunities for students to make simple inferences  illustrations that support and extend the meaning but may not exactly match the words  many high-frequency words  topic words and interest words (including a wide range of regular and irregular verbs and some adjectives and adverbs) that are likely to be in a reader's oral vocabulary and that are strongly supported by the context or illustrations  some visual language features such as diagrams or speech bubbles  sentences that run over more than one line but do not split phrases  dialogue between easily identified speakers  a range of punctuation, including speech marks and commas, to support phrasing and meaning.

By theAfter two years at school, students will read, respond to, and think critically about fiction and non-fiction texts at the end of Turquoise level of Ready to Read (the core instructional series that supports reading in the New Zealand Curriculum). Year 2 Key characteristics of texts at Turquoise level Texts at Turquoise level have been designed with characteristics that include:  some settings and contexts that may be outside the students’ prior knowledge but can easily be related to it  a mix of explicit and implicit content that provides opportunities for students to make simple inferences  illustrations that support the meaning and may suggest new ideas or viewpoints  mostly familiar words, but some new topic words and descriptive language that are supported by the context (for example, the text may include synonyms, definitions, or explanations) and/or by illustrations  some visual language features such as labelled diagrams, inset photographs, and bold text for topic words that are linked to a glossary  a variety of sentence structures, including compound sentences and a few complex sentences, so that students are required to notice and use punctuation as a guide to phrasing and meaning  frequent use of dialogue and more than one character speaking on a page.

After three years at school, students will read, respond to, and think critically about fiction and non-fiction texts at By the Gold level of Ready to Read (the core instructional series that supports reading in the New Zealand the Curriculum). Key characteristics of texts at gold level end of Texts at Gold level have been designed with characteristics that include: Year 3  some unfamiliar contexts and settings  shifts in time and/or place  (in narrative texts) many characters and events and more than one storyline  a mix of explicit and implicit content within text and illustrations that requires students to make connections between ideas in the text and their prior knowledge in order to make simple inferences  some pages with no illustrations  some unfamiliar words and phrases, the meaning of which is supported by the context or illustrations, including descriptive vocabulary, subject-specific vocabulary, and commonly used words that have multiple meanings  visual language features such as subheadings, text boxes, footnotes, glossaries, indexes, and diagrams and maps that are clearly explained and linked to the body text  ideas and information organised in paragraphs  a variety of sentence structures, including complex sentences  frequent use of dialogue, some of which is not explicitly attributed, and more than one character speaking on a page.

By the end of year 4, students will read, respond to, and think critically about texts in order to meet the reading By thedemands of the New Zealand Curriculum at level 2. Students will locate and evaluate information and ideas within texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the end of curriculum. Year 4 Key characteristics of texts that students read at this level The texts that students use to meet the reading demands of the curriculum at this level will often include:  some abstract ideas that are clearly supported by concrete examples in the text or easily linked to the students’ prior knowledge  some places where information and ideas are implicit and where students need to make inferences based on information that is easy to find because it is nearby in the text and there is little or no competing information  a straightforward text structure, such as a structure that follows a recognisable and clear text form  some compound and complex sentences, which may consist of two or three clauses  some words and phrases that are ambiguous or unfamiliar to the students, the meaning of which is supported by the context or clarified by photographs, illustrations, diagrams, and/or written explanations  other visual language features that support the ideas and information, for example, text boxes or maps  figurative language, such as metaphors, similes, or personification. Such texts will include both fiction and non-fiction in electronic and print media. They may be published individually, for example, as picture books, junior novels, multimedia resources, or junior reference materials, or they may appear in collections (for example, the School Journal often includes poems, plays, procedural texts, and information texts designed for this age group).

By the end of year 5, students will read, respond to, and think critically about texts in order to meet the reading By thedemands of the New Zealand Curriculum as they work towards level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer end of questions to meet specific learning purposes across the curriculum. The text and task demands of the curriculum are Year 5 similar for students in year 5 and year 6. The difference in the standard for year 6 is the students’ increased accuracy and speed in reading a variety of texts from across the curriculum, their level of control and independence in selecting strategies for using texts to support their learning, and the range of texts they engage with. In particular, by the end of year 6, students will be required to read longer texts more quickly than students in year 5 and to be more effective in selecting different strategies for different reading purposes. Key characteristics of texts that students read at this level The texts that students use to meet the reading demands of the curriculum at this level will often include:  abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students’ understanding  some ideas and information that are conveyed indirectly and require students to infer by drawing on several related pieces of information in the text  some information that is irrelevant to the identified purpose for reading (that is, some competing information), which students need to identify and reject as they integrate pieces of information in order to answer questions  mixed text types (for example, a complex explanation may be included as part of a report)  sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses)  a significant amount of vocabulary that is unfamiliar to the students (including academic and content-specific words and phrases), which is generally explained in the text by words or illustrations  figurative and/or ambiguous language that the context helps students to understand  illustrations, photographs, text boxes, diagrams, maps, charts, and graphs that clarify or extend the text and may require some interpretation. Such texts will include both fiction and non-fiction in electronic and print media. They may be published individually, for example, as junior novels or information texts, or they may appear in collections, such as the School Journal or other journals and magazines for this age group. Such collections often include poems, plays, stories, and procedural texts.

By the end of year 6, students will read, respond to, and think critically about texts in order to meet the reading By thedemands of the New Zealand Curriculum at level 3. Students will locate, evaluate, and integrate information and ideas within and across a small range of texts appropriate to this level as they generate and answer questions to meet end of specific learning purposes across the curriculum. The text and task demands of the curriculum are similar for Year 6 students in year 5 and year 6. The difference in the standard for year 6 is the students’ increased accuracy and speed in reading a variety of texts from across the curriculum, their level of control and independence in selecting strategies for using texts to support their learning, and the range of texts they engage with. In particular, by the end of year 6, students will be required to read longer texts more quickly than students in year 5 and to be more effective in selecting different strategies for different reading purposes. Key characteristics of texts that students read at this level The texts that students use to meet the reading demands of the curriculum at this level will often include:  abstract ideas, in greater numbers than in texts at earlier levels, accompanied by concrete examples in the text that help support the students’ understanding  some ideas and information that are conveyed indirectly and require students to infer by drawing on several related pieces of information in the text  some information that is irrelevant to the identified purpose for reading (that is, some competing information), which students need to identify and reject as they integrate pieces of information in order to answer questions  mixed text types (for example, a complex explanation may be included as part of a report)  sentences that vary in length and in structure (for example, sentences that begin in different ways and different kinds of complex sentences with a number of subordinate clauses)  a significant amount of vocabulary that is unfamiliar to the students (including academic and content-specific words and phrases), which is generally explained in the text by words or illustrations  figurative and/or ambiguous language that the context helps students to understand  illustrations, photographs, text boxes, diagrams, maps, charts, and graphs that clarify or extend the text and may require some interpretation. Such texts will include both fiction and non-fiction in electronic and print media. They may be published individually, for example, as junior novels or information texts, or they may appear in collections, such as the School Journal or other journals and magazines for this age group. Such collections often include poems, plays, stories, and procedural texts.

By the end of year 7, students will read, respond to, and think critically about texts in order to meet the reading By thedemands of the New Zealand Curriculum as they work towards level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer end of questions to meet specific learning purposes across the curriculum. The text and task demands of the curriculum are Year 7 similar for students in year 7 and year 8. The difference in the standard for year 8 is the students’ increased accuracy and speed in reading a variety of texts from across the curriculum, their level of control and independence in selecting strategies for using texts to support their learning, and the range of texts they engage with. In particular, by the end of year 8, students need to be confidently and deliberately choosing the most appropriate strategies for reading in different learning areas. Key characteristics of texts that students read at this level The texts that students use to meet the reading demands of the curriculum at this level will often include:  elements that require interpretation, such as complex plots, sophisticated themes, and abstract ideas  complex layers of meaning, and/or information that is irrelevant to the identified purpose for reading (that is, competing information), requiring students to infer meanings or make judgments  non-continuous text structures and mixed text types  sentences that vary in length, including long, complex sentences that contain a lot of information  adverbial clauses or connectives that require students to make links across the whole text  academic and content-specific vocabulary  words and phrases with multiple meanings that require students to know and use effective word-solving strategies to retain their focus on meaning  metaphor, analogy, and connotative language that is open to interpretation  illustrations, photographs, text boxes, diagrams, maps, charts, and graphs, containing main ideas that relate to the text’s content. Such texts will include both fiction and non-fiction in electronic and print media. They may be published individually (for example, as novels, reference materials, textbooks, or modified scientific and historical texts) or in collections (for example, age-appropriate newspapers, magazines, and journals, including the School Journal). Poetry, plays, procedural texts, and extended instructions (for example, in science and mathematics) often appear in collections

By the end of year 8, students will read, respond to, and think critically about texts in order to meet the reading By thedemands of the New Zealand Curriculum at level 4. Students will locate, evaluate, and synthesise information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific end of learning purposes across the curriculum. The text and task demands of the curriculum are similar for students in year Year 8 7 and year 8. The difference in the standard for year 8 is the students’ increased accuracy and speed in reading a variety of texts from across the curriculum, their level of control and independence in selecting strategies for using texts to support their learning, and the range of texts they engage with. In particular, by the end of year 8, students need to be confidently and deliberately choosing the most appropriate strategies for reading in different learning areas. Key characteristics of texts that students read at this level The texts that students use to meet the reading demands of the curriculum at this level will often include:  elements that require interpretation, such as complex plots, sophisticated themes,and abstract ideas  complex layers of meaning, and/or information that is irrelevant to the identified purpose for reading (that is, competing information), requiring students to infer meanings or make judgments  non-continuous text structures and mixed text types  sentences that vary in length, including long, complex sentences that contain a lot of information  adverbial clauses or connectives that require students to make links across the whole text  academic and content-specific vocabulary  words and phrases with multiple meanings that require students to know and use effective word-solving strategies to retain their focus on meaning  metaphor, analogy, and connotative language that is open to interpretation  illustrations, photographs, text boxes, diagrams, maps, charts, and graphs, containing main ideas that relate to the text’s content. Such texts will include both fiction and non-fiction in electronic and print media. They may be published individually (for example, as novels, reference materials, textbooks, or modified scientific and historical texts) or in collections (for example, age-appropriate newspapers, magazines, and journals, including the School Journal). Poetry, plays, procedural texts, and extended instructions (for example, in science and mathematics) often appear in collections or textbooks

By the end of [vi] The Writing Standards Year 1 After one year at school, students will create texts as they learn in a range of contexts across the New Zealand Curriculum within level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Key characteristics of students' writing at this level Students will plan for writing, using talk or pictures. They will independently write simple texts, drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions. The texts that students write will include, when appropriate:  an idea, response, opinion, or question  several sentences (including some compound sentences with simple conjunctions such as 'and')  some key personal vocabulary and high-frequency words  attempts at transferring words encountered in the writer's oral language or reading to their writing.  sentences that run over more than one line but do not split phrases  dialogue between easily identified speakers  a range of punctuation, including speech marks and commas, to support phrasing and meaning.

By the After two years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum at end of level 1. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Year 2 Key characteristics of students' writing at this level Students will understand their purpose for writing and will write using a process and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions. Students will independently write simple texts. These texts will include, when appropriate:  experiences, information, and/or ideas that relate to a curriculum topic, supported by some (mostly relevant) detail and/or personal comment  mainly simple and compound sentences that have some variation in their beginnings  simple conjunctions correctly used  mainly personal content vocabulary, as well as words and phrases that are drawn from the student’s oral vocabulary and from the book language that they know  some attempts at variety and precision in the use of adjectives, nouns, and verbs.

By theAfter three years at school, students will create texts in order to meet the writing demands of the New Zealand Curriculum as end of they work towards level 2. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Year 3 Key characteristics of students' writing at this level Students will write for a range of different purposes linked to the curriculum, using a process and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions. Students will independently write texts that are clearly directed to a particular audience. They will organise their texts according to a basic structure that meets their purpose for writing (for example, a story with a beginning, a middle, and an end). These texts will include, when appropriate:  content, mostly relevant, that conveys several experiences, items of information, and/or ideas relating to a curriculum topic and that sometimes includes detail and/or comment  mainly simple and compound sentences that vary in their beginnings and lengths and in the simple conjunctions used  attempts at some complex sentences  some specific vocabulary that is appropriate to the content of the text.

By the By the end of year 4, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 2. end of Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. Year 4 Key characteristics of students' writing at this level. Students will write for a range of different purposes to meet the specific demands of the curriculum at this level, using a process appropriate to the task and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions. Students will independently write texts, using language and a simple text structure that suit their audience and purpose (for example, when recounting, describing, narrating, reporting, or explaining). These texts will include, when appropriate:  content that is mostly relevant to the curriculum task, covers a range of ideas, experiences, or items of information, and often includes detail and/or comment supporting the main points  mainly simple and compound sentences that vary in their beginnings,structures, and lengths and are mostly correct grammatically  attempts at complex sentences  words and phrases, in particular, nouns, verbs, adjectives, and adverbs, that clearly convey ideas, experiences, or information.

By the By the end of year 5, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they end of work towards level 3. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. The text and task demands of the curriculum are similar Year 5 for students in year 5 and year 6. The difference in the standard for year 6 is the students’ increased accuracy and fluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writing processes and strategies, and the range of texts they write. In particular, by the end of year 6, students will be required to write more complex texts than students in year 5 and to be more effective in selecting different strategies for different writing purposes. Key characteristics of students' writing at this level Students will write for a range of different purposes on topics and themes across the curriculum at this level, applying a process appropriate to the task and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions. Students will independently write texts, choosing language and overall text structures that are appropriate for their audience and purpose (for example, when recounting, describing, narrating, reporting, arguing, or explaining). These texts will include, when appropriate:  content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points;  paragraphs that group ideas;  simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically;  words and phrases that are appropriate to the topic, register, and purpose, including subject-specific vocabulary.

By the By the end of year 6, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 3. end of Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. The text and task demands of the curriculum are similar for students in year 5 and Year 6 year 6. The difference in the standard for year 6 is the students’ increased accuracy and fluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writing processes and strategies, and the range of texts they write. In particular, by the end of year 6, students will be required to write more complex texts than students in year 5 and to be more effective in selecting different strategies for different writing purposes. Key characteristics of students' writing at this level Students will write for a range of different purposes on topics and themes across the curriculum at this level, applying a process appropriate to the task and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions. Students will independently write texts, choosing language and overall text structures that are appropriate for their audience and purpose (for example, when recounting, describing, narrating, reporting, arguing, or explaining). These texts will include, when appropriate:  content that is usually relevant to the curriculum task and includes detail and/or comment supporting the main points  paragraphs that group ideas  simple and compound sentences that are correct grammatically and some complex sentences that are mostly correct grammatically  words and phrases that are appropriate to the topic, register, and purpose,including subject-specific vocabulary.

By By the end of year 7, students will create texts in order to meet the writing demands of the New Zealand Curriculum as they the work towards level 4. Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. The text and task demands of the curriculum are similar end of for students in year 7 and year 8. The difference in the standard for year 8 is the students’ increased accuracy and fluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writing processes and Year 7strategies, and the range of texts they write. In particular, by the end of year 8, students need to be confidently and deliberately choosing the most appropriate processes and strategies for writing in different learning areas. Key characteristics of students' writing at this level Students will write for a range of different purposes on topics and themes across the curriculum at this level, selecting and applying a process appropriate to the task and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions. Students will independently write texts, choosing language and a clear and logical text structure to meet the requirements of the curriculum task (for example, when writing personal narratives, poems, arguments, feature articles, character profiles, research reports, essays, responses to literature, and short answers). These texts will include, when appropriate:  content that is concise and relevant to the curriculum task and that often includes detail and/or comment supporting or elaborating on the main points  paragraphs within which the ideas are clearly related and links within and between paragraphs  grammatically correct sentences  words and phrases that are appropriate to the topic, register, and purpose, including expressive, academic, and subject- specific vocabulary.

By the By the end of year 8, students will create texts in order to meet the writing demands of the New Zealand Curriculum at level 4. end of Students will use their writing to think about, record, and communicate experiences, ideas, and information to meet specific learning purposes across the curriculum. The text and task demands of the curriculum are similar for students in year 7 and Year 8 year 8. The difference in the standard for year 8 is the students’ increased accuracy and fluency in writing a variety of texts across the curriculum, their level of control and independence in selecting writing processes and strategies, and the range of texts they write. In particular, by the end of year 8, students need to be confidently and deliberately choosing the most appropriate processes and strategies for writing in different learning areas. Key characteristics of students' writing at this level Students will write for a range of different purposes on topics and themes across the curriculum at this level, selecting and applying a process appropriate to the task and drawing on the knowledge, skills, and attitudes that will help them achieve their purpose. The knowledge, skills, and attitudes expected at this level, including those needed for spelling and punctuation, are described in the Literacy Learning Progressions. Students will independently write texts, choosing language and a clear and logical text structure that they have deliberately chosen for their specific audience and purpose, drawing on their knowledge of the conventions for particular text forms (for example, when writing personal narratives, poems, arguments, feature articles, character profiles, research reports, essays, responses to literature, and short answers). These texts will include, when appropriate:  content that is concise and relevant to the curriculum task and that often includes detail and/or comment supporting or elaborating on the main points  paragraphs within which the ideas are clearly related and links within and between paragraphs  grammatically correct sentences  words and phrases that are appropriate to the topic, register, and purpose, including expressive, academic, and subject- specific vocabulary.

[vii] HANDWRITING

Aim: To ensure that all students are able to write legibly, fluently, without strain and with sufficient speed. Handwriting is a valuable skill and the development of an efficient, individual style depends on the mastery of basic skills. This can only be achieved through careful teaching and regular practice. Each teacher must understand the style used in New Zealand schools.

D. LEARNING LANGUAGES 84

[i] FOCUS OBJECTIVES • To listen and interact appropriately in a variety of situations using other language[s] effectively. [ii] WHY STUDY A LANGUAGE? • Languages link people locally and globally. They are spoken in the community, used internationally, and play a role in shaping the world. Oral, written, and visual forms of language link us to the past and give us access to new and different streams of thought and to beliefs and cultural practices. • Te reo Māori and New Zealand Sign Language (NZSL) are official languages of New Zealand. Because of New Zealand’s close relationships with the peoples of the Pacific, Pasifika languages also have a special place. • By learning an additional language and its related culture(s), students come to appreciate that languages and cultures are systems that are organised and used in particular ways to achieve meaning. Learning a new language extends students’ linguistic and cultural understanding and their ability to interact appropriately with other speakers. Interaction in a new language, whether face to face or technologically facilitated, introduces them to new ways of thinking about, questioning, and interpreting the world and their place in it. Through such interaction, students acquire knowledge, skills, and attitudes that equip them for living in a world of diverse peoples, languages, and cultures. As they move between, and respond to, different languages and different cultural practices, they are challenged to consider their own identities and assumptions. • As they learn a language, students develop their understanding of the power of language. They discover new ways of learning, new ways of knowing, and more about their own capabilities. Learning a language provides students with the cognitive tools and strategies to learn further languages and to increase their understanding of their own language(s) and culture(s). • The achievement objectives in the Communication strand provide the basis for assessment. The two supporting strands, Language knowledge and Cultural knowledge, are only assessed indirectly through their contribution to the Communication strand. [iii] Opua School Maori Language Statement Te Reo Maori is unique to New Zealand and is a source of our nation’s self – knowledge and identity. The Achievement objectives together with other elements of the curriculum guidelines, provide a flexible basis that allows teachers to use a wide range of different approaches to programme planning. Te Reo Maori and Tikanga Maori define Maori identity and are critical aspects of this country’s heritage. Learning Te Reo Maori in a New Zealand context has a very special significance for New Zealanders. [iv] Maori Language Overview Level 1: Achievement Objectives, Suggested Language Learning Contexts and Language Modes Suggested Level 1 Language Modes Language Learning Contexts Suggested Suggested topics Suggeste Achievement Whakarongo Pànui Màtakitaki Kòrero Kòrero Whakaari sociocultural d text Objectives – Listening – Reading – Viewing – Speaking – Speaking – Presenting themes types Students should be able to:

Ngà mihi Whànau, hapù, Kìwaha 1.1 greet, farewell, By the end of By the end of By the end of level By the end of By the end of By the end of (greetings) iwi (idioms) and thank people level 1, learners level 1, learners 1, learners can: level 1, learners level 1, learners level1, Te akomanga My home Pepeha and respond to can: can: • recognise the can: can: (the classroom) My classroom (iwi- greetings and • identify the • identify letters communicative • imitate the • write letters learners can: Te kura (the My school specific thanks; sounds of letters of the Màori significance of pronunciation, and numbers; • use school) Origin, identity, sayings) 1.2 introduce of the Màori alphabet particular facial intonation, stress, • write vowels appropriate Te whànau location Waiata themselves and alphabet (arapù), letter expressions and and rhythm of te with macrons; facial (extended Màori others and respond (arapù), letter combinations, other body reo Màori words, • reproduce expressions, family) (Màori to introductions; combinations, basic written language; phrases, and letter body Te kàinga songs) 1.3_communicate intonation, and language • interpret sentences; combinations (home) Whakata about number, using stress patterns; conventions, and meanings that are • respond and punctuation language, and ukì days of the week, • recognise and simple conveyed in appropriately to for te reo Màori images to (proverbsmonths, and dates; understand punctuation; combinations of simple, familiar words, phrases, convey ) 1.4 communicate simple, familiar • recognise and words and images instructions and and sentences in messages Captions about personal spoken words, understand or symbols. simple questions; familiar (with and for information, such as phrases, and simple, familiar • ask simple contexts; pictures name, age, sentences. written words, questions; • write simple, without and nationality, and phrases, and • initiate spoken familiar words, accompanyin photogra home; sentences. encounters in te phrases, and g verbal phs 1.5 communicate reo Màori, using sentences using language); Simple, about location; simple greetings, the conventions • use selected short 1.6 understand and questions, and of written dialogues use simple politeness statements. language, such features of Greeting conventions (for as appropriate visual and example, ways of spelling and language to leavetaki thanking people, punctuation. add meaning ng apologising, excusing to simple routines themselves, and Class complimenting written or timetable people); oral text. s 1.7 use and respond to simple classroom language (including asking for the word to express something in te reo Màori).

Level 2: Achievement Objectives, Suggested Language Learning Contexts, and Language Modes

Suggested Language Learning Contexts Level 2 Language Modes

Suggested Suggested Suggested text Achievement Whakarongo Pànui Màtakitaki Kòrero Kòrero Whakaari sociocultural topics types Objectives – Listening – Reading – Viewing – Speaking – Speaking –Presenting themes Students should be able to:

Marae me hui The marae: its Kìwaha 2.1 communicate By the end of By the end of By the end of By the end of By the end of level By the end of marae (marae and people and (idioms) about relationships level 2, learners level 2, learners level 2, learners level 2, 2, learners can: level 2, learners marae gatherings) places Pepeha (iwi- between people; can: can: can: learners can: • write simple, can: Te kura (the Whànau specific 2.2 communicate • identify • identify letters • respond • begin to use familiar words, • produce visual school) relationships sayings) about possessions; sounds of lettersof the Màori appropriately to pronunciation, phrases, and texts to present Te whànau (the (my family) Waiata Màori 2.3 communicate of the Màori alphabet, letter meanings intonation, sentences using information extended family) My school (Màori songs) about likes and alphabet, letter combinations, conveyed through stress, and spelling and and/or ideas; Te wharekai (the Weather and Whakapapa dislikes, giving combinations, and simple selected visual rhythm for punctuation • combine visual dining hall) seasons (simple family reasons where intonation, and punctuation; texts; emphasis and conventions; and verbal Whakapapa Food tree charts) appropriate; stress patterns; • recognise and • understand and to distinguish • convey simple te language to (genealogy) preferences Whakataukì 2.4 communicate • recognise and understand respond to meaning; reo Màori present Whanaungatanga (proverbs) about time, understand simple, familiar combinations of • respond messages in writteninformation Simple written weather, and familiar spoken written words, visual and verbal appropriately form; and/or ideas. forms seasons; words even in phrases, and language in to simple, • write a series of Informal 2.5 communicate some sentences; selected texts. familiar sentences in te reo personal notes about physical unfamiliar • understand instructions Màori describing Photograph characteristics, contexts; short written and simple the appearance or albums with personality and • understand a texts consisting questions; characteristics of captions feelings. range of short of familiar te • ask simple something. Posters oral texts reo Màori questions and Questionnaires containing words, phrases, give simple Simple email familiar and sentences; information; messages phrases and • get the gist of • initiate Simple, short sentences; slightly more simple dialogues • get the gist of complex or less conversations Simple slightly more familiar te reo in te reo weather complex or less Màori phrases Màori. familiar te reo and sentences. Màori phrases and sentences.

[v] Maori Language Suggested learning and assessment activities The following learning and assessment activities are listed under relevant achievement objectives. Level 1 1.1 Greet, farewell, and thank people and respond to greetings and thanks and 1.2 Introduce themselves and others and respond to introductions 87

Students could be learning through:  observing greetings, introductions, and leave-taking (for example, on video) in different contexts and taking turns to role-play;  filling in gaps in a familiar oral or written dialogue to complete the message;  cutting up a dialogue into two segments (one for the first speaker and one for the second speaker) and, in pairs, each saying their part of the dialogue so that it is reconstructed;  cutting up a dialogue into individual utterances, jumbling them up and reconstructing the dialogue from the pieces;  singing waiata about greetings and responses to greetings;  filling in labels on pictures to indicate appropriate greetings, for example, tènà kòrua;  playing a pronunciation-based board game involving picking up cards on which sentences are written and then saying these sentences as naturally as possible;  reciting pepeha and identifying the iwi and/or hapù they are associated with. 1.3 Communicate about number, using days of the week, months, and dates Students could be learning through:  playing number games involving adding, subtracting, and/or number patterning;  singing simple number songs and songs about days and months;  playing lotto or bingo;  making calendars. 1.4 Communicate about personal information, such as name, age, nationality, and home Students could be learning through:  simple role playing;  conducting surveys, for example, asking one another about their age and other personal details and then filling these details in on computer-generated forms, or asking and answering questions using completed forms (one student role-playing the person named on the form);  creating a form (for example, an ID card) with spaces for personal information details. 1.5 Communicate about location Students could be learning through:  locating things according to the teacher’s directions;  playing location games, such as identifying the location of assorted classroom objects located in various places around the room;  ticking vocabulary items on a list or holding up word cards to show that they recognize Màori vocabulary spoken by the teacher;  filling in the words on picture-based crossword puzzles;  designing a code. 1.6 Understand and use simple politeness conventions (e.g.: ways of thanking people, apologizing, excusing themselves, and complimenting people) Students could be learning through:  listening to informal dialogues and identifying when participants are thanking someone, apologizing, excusing themselves, or complimenting someone; 88

 filling in gaps in a familiar dialogue by providing appropriate expressions;  wishing someone a safe journey, a happy Matariki, and so on, and making greetings cards for special occasions;  learning and using appropriate kìwaha to praise others. 1.7 Use and respond to simple classroom language (including asking for the word to express something in te reo Màori) Students could be learning through:  responding physically to classroom instructions (for example, “Haere mai”). [vi] SPANISH and FRENCH At Opua School we also endeavour to give students exposure to Spanish and French. Spanish is taught to students who select to pursue this language. We use a community member who is an ex-Head of languages from secondary school. She devises and teaches her programme according to the age and ability level of the students who opt for it. The students commonly are taught for one hour per week. They are taught during Fitness / Assembly time. French is taught to all Room 5 students by our Deputy Principal. Her programme uses the following as a guideline: [vii] Learning-How-To-Learn Partnership A learner’s language competence increases as responsibility for learning is transferred progressively from the teacher to the learner. To facilitate the development of language-learning skills, teachers need to:  consistently build up students’ self-esteem in the context of learning French;  Focus positively on achievements, acknowledging that students progress at different rates and that recognizing their successes leads to further success and greater efforts in the future;  monitor students’ progress continuously and responding positively to their individual and group needs;  Be prepared to adapt plans and goals and to revisit material in different ways, recognizing that the students are unlikely to make significant progress without a solid foundation;  recognize that both accuracy and fluency are important;  create opportunities for uninterrupted fluency practice and finding non-threatening ways to help the students correct errors when appropriate;  understand that second languages are learned by different students in different ways;  provide a range of different kinds of activities, acknowledging that students learn in a variety of ways;  accept that language acquisition is a continuous but uneven process;  remember that it is natural for students to appear from time to time to have lost ground as they go through the process of assimilating new knowledge and understanding in preparation for another period of growth and development;  set clear, achievable goals with students and ensure that all the students understand their goals;  Explain to the students the purposes of the different types of activities;  create an effective, co-operative learning environment;  encourage the students to interact positively with one another as well as with the teacher and to show actively that they value one another’s contributions;

 plan activities where students work together in pairs and groups as well as individual and class activities;  provide many opportunities for the students to communicate with one another, and ensure that all students ask questions and make comments as well as responding to questions and providing information;  encourage students to express their interests and preferences;  give the students opportunities to make informed decisions about their own learning and to engage with topics that they find interesting;  use French for classroom management wherever possible;  encourage the students to use French to ask and respond to questions, to seek clarification and to offer information and suggestions;  recognize that not everything can be taught and that students may learn aspects of French language and culture that have not been explicitly introduced;  Progressively nurture independent, self-motivated language learning. To succeed as learners of a second language, students need to:  understand what they are trying to achieve in language learning;  monitor their own progress towards their language-learning goals;  be positive, active and willing learners of language and culture;  become aware of, and progressively build on, the language and language learning skills that they already have;  discover and develop language skills and language-learning skills that are useful beyond the classroom;  develop a range of skills to help them negotiate meaning;  learn to use appropriate reference materials;  feel confident in experimenting and taking risks with French as part of the language-learning process. [viii] An Approach To Programme Planning Refer to the ‘Oui: An Introduction to French’ Ministry resource which is in Room 5 and is used as our main planning reference document for the teaching of French. In general, though, to create successful language programmes, teachers should use a planning cycle made up of a series of logical steps. (At all stages, assessment is an integral part of planning and teaching.) In planning their programmes, teachers will:  identify the goals for the teaching and learning programme, including the philosophy and aims for teaching and learning French described in these guidelines;  identify the needs, interests, and prior language-learning experiences of their students;  identify, for each part of the programme, the achievement objectives and specific learning outcomes appropriate to the students’ needs;  identify any special requirements or school policies relating to language learning;  look at programme plans designed to realize shorter-term objectives (e.g. plans for units of work) in relation to longer-term programme- planning issues (e.g. school-wide timetables, levels sequencing, prep for national awards and links with programmes in other schools);  look for ways of connecting language learning with other curriculum areas or subjects (e.g. music, geography, history or food prep);  identify suitable themes, topics, text types, structures, and vocabulary for each section of the programme;  identify appropriate learning and assessment activities; 90

 decide how revision and extension activities will be integrated;  select, gather, create, and adapt (where necessary) suitable resources;  develop an assessment plan and a homework plan;  carry through the activities;  assess the students’ work against the planned outcomes;  evaluate the learning programmes in terms of the planned goals;  record assessment and report on results, giving clear and constructive feedback;  make any necessary adjustments to the programme;  revisit the philosophy and aims of the programme in the context of the adjustments made and continue on through the cycle.

Level 1: Achievement Objectives 1.1 greet, farewell and thank people and respond to greetings and thanks; 1.2 introduce themselves and others and respond to introductions; 1.3 communicate using days of the week, months, and dates; 1.4 communicate about personal information, such as name, age, nationality, and home; 1.5 communicate about location; 1.6 understand and use a range of politeness conventions (e.g., ways of thanking people, apologising, excusing themselves, complimenting people); 1.7 use and respond to simple classroom language (including asking for the word to express something in French).

Suggested Language Focus / Suggested Vocabulary  Adjectives: singular – agreement, position, nationalities  Adverbs: location, intensity  Articles: definite, indefinite  Conjunctions  Formulaic expressions: dates, wishes for special occasions, identification  Negation: basic  Nouns: classroom objects, days of the week, months, festivals and other celebrations, countries  Prepositions: location  Pronouns – subject, singular, (first, second, and third person), plural (second person), emphatic  Question forms: simple  Verbs: singular, plural (in formulaic expressions), imperative (for classroom instructions)  Other: letters of the alphabet, numbers

E. MATHEMATICS 91

[i] FOCUS OBJECTIVES  To recognise patterns and the general rule for any given pattern;  To explain the meaning of any given number;  To develop a sound knowledge of the metric system and to be able to apply this knowledge in practical situations. [ii] Opua School Mathematics Statement Numeracy arises out of effective mathematics teaching. All the strands in the mathematics curriculum are important in the pathway to numeracy. Number is central to this pathway although the relative emphasis on this strand changes with the stages of schooling.  In the first four years of schooling the main emphasis should be on the number strand;  In the middle and upper primary years of schooling the emphasis is spread across the strands of the curriculum;  Towards the end of schooling number sense becomes a tool for use across the other strands. At all stages students should:  Develop an understanding of numbers, the ways they are represented and the quantities for which they stand;  Develop accuracy, efficiency and confidence in calculating mentally, on paper and with calculators;  Develop the ability to estimate and to make approximations and to be alert to the reasonableness of results and measurements. These achievement aims enable students to develop the ability and inclination to use mathematics to solve problems in a range of contexts. Strategy Stages: Stage Zero: Emergent; Stage One: One to one counting; Stage Two: Counting on materials; Stage Three: Counting by Imaging; Stage Four: Advanced Counting (counting on); Stage Five: Early Additive Part-whole; Stage Six: Advanced additive part-whole; Stage Seven: Advanced multiplicative Part-whole; Stage Eight: Advance proportional Part- whole.

[iii] Mathematics Implementation Plan The Ministry of Education Numeracy Project documents will be the basis of all classroom planning and teaching programmes. Numeracy will be the focus of all classroom work and the other strands will be used as a context for numeracy study. The overview for study will be based ion the Number Framework especially pages 10 – 16. Planning will be based on the Getting Started booklets especially from pages 14 – 29. Content booklets will be used by the teachers to deliver the project strategies especially:  Teaching Number knowledge  Addition and Subtraction  Multiplication and Division  Fractions Decimals and Percentages

As a general indication 70% of the project delivery will be on knowledge and 30% on strategy teaching. For an example of a typical teaching session refer to ‘Getting Started” pages 4 & 5. There should usually be three groups operating within a class and cross grouping is an option. Each classroom has been supplied with resources to support the implementation of the Numeracy Project. The equipment must be used to support the teaching sessions at all levels. 92

[iv] Assessment and Evaluation Formative assessment of the children’s progress through stages will be recorded on the planners from Getting Started or similar tracking sheets. Summative assessment can be made using the I Can Sheets and or a selection of Snapshots or observations. The stages reached are recorded twice yearly on the school records.

[v] Maths Stage Indicators

0[vii]Emergent Maths 1 Level 1 The child is unable to count a collection of items. 2 3 4 6 Learning Beginning 1OutcomesOne to one Counting Level 1 The child is able to count a collection of objects but unable to solve addition and subtraction Progressing problems.

2 Counting from One On Level 1 The child is able to solve addition and subtraction problems by counting from 1 using Materials Progressing materials or fingers .

3 Counting from One by Level 1 The child counts from 1 to solve addition or subtraction problems by visualising/imaging Imaging Achieved rather than using objects or fingers

4 Advance Counting Level 2 The child thinks about the biggest number and counts on or counts back to solve the addition Progressing or subtraction problems.

5 Early Part/Whole Level 2 The child can pull apart numbers to solve problems. The child may use knowledge of their Thinking Achieved facts to 10 and doubles to solve addition/Subtraction problems.

6 Advanced Part/Whole Level 3 The child is able to use a range of strategies to solve 2 and 3 digit problems Thinking Progressing

[vi] Maths Structure and Levels Overview 4 8 Advanced proportional 3 7 Advanced multiplicativ e 3 6 Advanced 94

Early Part-whole Child can skip count in 2’s , 3’s, 4’s, 5’s & 10’s from 0-100

Child identifies numerals 0-1000 range Child can say a forward and backward number sequences by ones , tens and hundreds 0-1000 Child gives number one more or one less, 10 more or 10 less, 100 more or 100 less: range 1-1000 Child orders the numbers in range 1-1000 and fractions with the same denominators e.g. ¼ and 2/4 Child knows the numbers that add up to 100 particularly multiples of 5 Child knows the numbers that add up top 100 particularly centuries e.g.400+600 Child automatically recalls multiplication facts for 2,3,5,10 times tables and matching divisions Advanced Counting Child can say the forward and backward number word sequences from 0-100 Child can recognise the numerals 1-100 Child can recognise the fractions ½, ¼, 1/3, 1/5 Child knows the number before and after a given number in the range 1-100 Child can order numbers in the range 1-100 Child can skip count backwards and forwards 0-100 in 2’s, 5’s, 10’s Child can rapidly recall doubles to 20 and corresponding halves Child knows the names for 10 and the ‘teen’ numbers as 10 and Child can recall groups within 20 e.g. 14+ 6, 20-5 Child knows the numbers of tens in decades e.g. how many tens in sixty? Counting/imaging Child can identify all the numerals in range 1-20 Child can say forward and backward number word sequence in range 1-20 Child can say the number before and after in the range 1-20 Child can order the numbers in the range 1-20 Children know groups within 5 e.g. 3+2 Children know groups with 5 e.g. 5+2 Children know groups within 10 Children know how to recognise patterns to 10 including finger patterns Children can recall addition and subtraction facts to 5 Child can recall doubles to 10 Children can skip count forwards and backwards in 2’s , 5’s and in the range 1-20 Counting on materials Children can identify all the numerals in the range 1-10 Children can identify symbols for unit fractions ½, ¼ Children can say forward and backward number word sequences in the range 1-10 Children can order numbers in the range 1-10 Children can recognise patterns to 5 including finger patterns Children can say the before and after numbers in the range 1-10 One to One Children are able to count a collection of items in the range 1-10

[viii] Opua School Mathematics Achievement Statements Mathematics Achievement Statement: Statistics

Year 1: Can sort for colour, shape, size; Can sort to a given attribute; Predict what is certain; Collect and sort everyday objects and state why; Make a statement about a graph. Year 2: Gather information using a variety of recording items. E.g. tally marks; Classify or group; Interpret a simple graph. Year 3: Construct a bar graph. Collect data and read information; Recognise other graphs – pie, dot, plot, strip etc.. Year 4 Collect and sort objects into categories; Count objects in each category, display and discuss results; Classify events from their experiences in chart form and graphs. Year 5: Collect and display category and whole number data in line graphs, pictographs, tally charts and bar graphs, as appropriate; Talk about features of their own data displays and others; Compare events and order them on a scale from least likely to most likely.

Year 6: Plan a statistical investigation; Make sensible statements on the evidence of statistical plan; Use a schematic approach to count a set of possible outcomes; Predict the likelihood of outcomes on the basis of a set of observations. Year 7: Able to plan statistical investigations Able to construct frequency tables and bar graphs; Able to compare findings; Able to construct frequency tables, bar graphs and histograms; Able to construct and use tree diagrams. Year 8: Able to evaluate data gathered; Able to construct and interpret graphs involving time series data; Able to list all possible outcomes. Mathematics Achievement Statement: Algebra Year 1: Copy a colour patter ( 1 to 1); Copy a shape pattern ( 1 to 1 ); Copy a position patter ( half turn ); 96

Show a relationship ( 1 to 1); Copy a repeating pattern ( 3 elements); Copy a sequential pattern ( 2 elements); Use = in number sentences to 10. Year 2: Continue a pattern ( shapes ); Describe a pattern; Able to use more, less, big, small etc. when looking at sets etc.; Recognise calculators – know functions on/off basic use of number keys. Year 3: Continue a repeating pattern; Count in number patterns to 100 ( 2, 5, 10 etc.); Use signs +, -, <, >, = ; Year 4: Continue a repeating pattern; Write number sentences from story contexts; Describe repeating patterns. Year 5: Use mathematical symbols to show relationships; Continue a sequential pattern and describe the rule; Use graphs to illustrate relationships. Year 6: Make up a rule to create a sequential pattern; Use a rule; State a general rule for similar problems Use graphs to represent a number or relations; Solve problems of the type --- + 15 = 39. Year 7: Able to continue number sequences; Able to describe rule for number sequence; Able to use graphs to show relationships; Able to graph familiar situations. Year 8: Able to discuss strategies for finding rules; Able to interpret relationships illustrated on graphs.

Mathematics Achievement Statement: Geometry Year 1: Use positional language (above, below, around, beside); Identify circle, triangle, square, oblong; Recognise 3D shape. Ball/box; Able to create a geometrical pattern; Able to follow a simple direction. Year 2: Able to identify 2D basic shapes;

Identify and describe as seen in real life. Year 3: Recognise 2D shapes in everyday life situations; Recognise lines of symmetry; Rotation of shapes, clockwise, anticlockwise, half and quarter turns.

Year 4: Can recognise 2 and 3 Dimensional shapes and distinguish between them; Square rectangle, oblong, triangle, parallelogram, circle, hexagon, octagon; Cube, prism, pyramid, cylinder; Know what symmetry is and give examples; Know what repeating patterns are and construct; Make clockwise and anticlockwise turns. Year 5: Can design containers and 3D shapes from net; Can describe and interpret position using language of direction and distance; Able to identify a draw acute angles, obtuse and right angles; Able to draw / sketch 3D shapes such as pyramid and cube. Year 6: Can enlarge shapes using grids; Translate shapes using grids; Know about 3 basic triangles: Equilateral, isosceles and right angle; Make 3D shapes from own nets; Specify location using grid references. Year 7: Can draw simple shapes using instruments; Can design and construct 3D model to specifications; Can recognise symbols and grid references;

Year 8: Can create shapes and designs; Can construct net for own shapes; Can design and construct a variety of polyhedral; Can draw and use coordinates for location.

Mathematics Achievement Statement: Measurement Year 1: Can compare 2 objects using maths terminology (length, mass, volume); Use unconventional measures; Use language of time (faster, yesterday, tomorrow); Time (o’clock analogue); Recognise coins. Year 2: Recognise coins and notes;

Use unconventional measures (String, feet, cup etc.); Recognise small and large ruler, (cm, m ); State the days of the week and months of the year; Read clock face. (o’clock and half past); Quarter turn and half turn. Year 3: Recognise how far a kilometre is; Use a ruler starting from 0; Estimate before measuring; Read prices and give change to $1.00; Time analogue and digital (o’clock, half past, quarter past and quarter to). Year 4: Compare the value of notes and coins; Read prices; Read digital time; Recognise standard measures (cm, l, kg, km); Year 5: Carry out practical measure tasks using metric units for length mass and capacity; Give change for sums of money; Represent sums of money by different combinations of notes and coins; Read time and know units of time (minute, hour, week, month, year); Estimate measurements. Year 6: Estimate and measure length, mass, area, volume and temperature; Show analogue time as digital and vice versa; Read and interpret everyday statements about time. Year 7: Demonstrate ability to estimate cm, m and km accurately; Measure length in everyday situations; Convert analogue to digital and 24 hour time; Read and use a timetable or chart; Calculate perimeter of triangle; Calculate area of square; Use simple scales. Year 8: Demonstrate ability to estimate cm, m and km accurately; Measure length in everyday situations; Convert analogue to digital and 24 hours time; Read and use a timetable or chart; Calculate perimeter of triangle; Calculate area of square and rectangle; Explore measuring of qualitative data.

Measure circumference of circle.

[ix] Opua School Expectations for Numeracy Expectations Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8

NUMBER SENSE 0 -10 10-20 20-100 100-999 999-10,000 10,00-1,000,000 Everyday numbersEveryday numbers Reading and writing and ordering numbers Shoe sets and Read, write and order. Read, write and Read, write and Read, write Place value to Explain and use positive and n.egative digits. Number Place value tens and ones order. Place valueorder. Place and order. millions numbers. Integers recognition tens and ones hundreds, tens Place value and ones thousands, hundreds, tens and ones Rote count to 100 Rote count to Rote count from Understand Understand 2 Explain and use powers of numbers 1000 any number to 1 decimal decimal places in everyday use 10,000 place NUMBER + & - to 10 + & - to 20 = & - to 100 + & - 1000 + & - to = & - to millions +, -, x, / in everyday situations. Divide OPERATIONS 10,000 any number by single digit Addition including 1 subtraction decimal multiplication place division Verbalise and use Verbal, written and with X2, x5, x10 X3, x4 X6,x7,x8,x9 All times tables All basic facts immediate response equipment equipment with division

Doubles Basic addition subtraction facts to 20 Counting by 2’s, 10’s

[x] Suggested Content Overview 100

Suggested Content Overview Level 2-4

Strand Term 1 Term 2 Term 3 Term 4 Statistics Statistical Exploring probability Statistical Investigations Exploring probability investigations Classify events as certain possible or impossible, Plan a statistical investigation Continue from term 2 and build Gathering data least likely , most likely Collect and display data, strip, dot,up experiences with probability Interpret data Predict likelihood of outcomes plot, and prediction Graphing, bar, List possible outcomes Use own language to talk about picot, stem, tally investigation Discuss features of Construct quality data displays display Collect and display time series Make statements data about data Make statements about implications Number Computation and Exploring number Continue from term 1 Continue from term 2 estimation Number stories to 90 Make sensible Sets to 20 estimates and Rote count to 50 check Read and write whole number decimals powers reasonableness of Explore meaning of digits answers Order numbers Addition and subtraction to 30,000 Multiplication to 3 decimal places Fractions decimals and percentages

Measurement Developing Estimating and measuring Estimating and measuring mass Estimate and measure concepts of time, Length and area Order and compare mass InformalCapacity rate change and Order and compare lengths measure using non-standard mass Order and compare capacity money Informal measures using non-standard lengths Measure using kg and g Measure using litre. Ml, cubic Read aspects of Measure using m, cm, mm Read scales to nearest graduation metre time days of the Measure to the nearest graduation Measure and calculate mass Read scales to nearest graduation week, clocks to Measure and calculate area Measure volume of cube hour and half Read temperature hour. Read prices ,give change Read time analogue and digital. Read 24 hour clock 102

Read timetable, charts and scale

Algebra Exploring Exploring patterns and relationships Exploring equations and Exploring patterns and equations and Make and describe repeating and sequential expressions relationships expressions patterns, continue Continue from term 1 Continue from term 1 Write number Illustrate and talk about relationships sentences using = Use graphs to illustrate relationships Use <, >, = Use rule to describe pattern Solve problems Use rule to make prediction e.g. Use d graphs to interpret everyday situations ? + 15= 39 Solve word formula for given situation Solve simple linear equations Geometry Exploring shape Exploring symmetry and transformation Exploring shape and space Exploring symmetry and rotation and space Talk about symmetrical and repeating patterns Describe features of 2D and 3 D Describe patterns in terms of Identify own Quarter and fifth turns clockwise and Make containers to specific reflection, symmetry and language and counterclockwise requirements translation language of Create patterns which repeat and have rotational Model and describe 3D objects Describe rotational and reflective geometry Triangle symmetry Draw 3D objects front, back, sides symmetry , square, oblong, Construct circles and triangles Enlarge and reduce shapes. rectangle, circle, using instruments oval, pentagon, hexagon. Classify by shape everyday objects Follow and give sequence of instructions direction and movement

[xi] Mathematics Standards After one year at school, students will be achieving at early level 1 in the mathematics and statistics learning area of The New Zealand Curriculum. Number and algebra | Geometry and measurement | Statistics The following problems and descriptions of student thinking exemplify what is required to meet this standard:

Number and algebra In contexts that require them to solve problems or model situations, students will be able to:  apply counting-all strategies  continue sequential patterns and number patterns based on ones. During this school year, 'number' should be the focus of 60–80 percent of mathematics teaching time.

Example 1 Imagine you have 4 teddies. You get 5 more teddies. How many teddies do you have now? The student gets the correct answer of 9 teddies by counting all of the objects: 1, 2, 3, 4, 5, 6, 7, 8, 9. They may do so by imaging the teddies, preferably, or by using substituted materials (e.g., ﬁngers or counters). If they successfully use a more sophisticated strategy, such as counting on or doubling, they exceed the expectation.

Example 2 Imagine you have 8 strawberries. You eat 3. How many strawberries do you have left? The student gets the correct answer of 5 strawberries by counting all the objects (1, 2, 3, 4, 5, 6, 7, 8) and then counting back (7, 6, 5). They may do so by imaging the strawberries, preferably, or by using substituted materials (e.g., fingers or counters). If they successfully use a more sophisticated strategy, such as immediately counting back from 8 or using known facts, they exceed the expectation.

Example 3 Here are 3 kete. There are 3 kūmara in each kete. How many kūmara are there altogether?

The student gets the correct answer of 9 kūmara by counting all of the objects: 1, 2, 3, 4, 5, 6, 7, 8, 9. They may do so by imaging the kūmara, preferably, or by using substituted materials (e.g., fingers or counters). If they successfully use a more sophisticated strategy, such as skip-counting (3, 6, 9), they exceed the expectation.

Example 4 Build up the pattern below with your animal cards, one animal at a time, in front of the student.

Which animal comes next in the pattern? How do you know? The student identifies which animal comes next (the pig) by attending to its relative position in the repeating sequence: cow, pig, sheep. Geometry and measurement In contexts that require them to solve problems or model situations, students will be able to:  compare the lengths, areas, volumes or capacities, and weights of objects directly;  sort objects and shapes by a single feature and describe the feature, using everyday language;  represent reﬂections and translations by creating patterns;  describe personal locations and give directions, using everyday language. Example 5 Provide water in an ungraduated jug or bottle and 3 containers that are similar in capacity. Use water to find out which container holds the most. The student pours water directly from one container to another to find out which holds the most. Example 6 Provide the student with a set of attribute blocks. Sort the blocks into families. What is the same about the blocks in each family? The student sorts the blocks by a feature of their choice and explains their sorting. The feature may be colour, size, shape, thickness, or some other characteristic, such as number of sides, symmetry, 'pointiness', or 'roundness'. Example 7 Sit with the student at their desk in the classroom. Imagine I am standing at the door. I need to get to where Rawiri sits. Tell me how to get to his seat. The student gives clear directions that lead you to Rawiri’s seat. They may tell you to move backwards or forwards and to turn right or left. If the student specifies distances in steps or metres or uses half- or quarter-turns, they exceed the expectation. Statistics  In contexts that require them to solve problems or model situations, students will be able to: investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/or counting category data. 105

Example 8 Provide the student with the animal cards shown, randomly arranged.

Arrange the cards so that someone else can see how many of each animal there are at the zoo. How many zebras are there? Which animal is there most of? The student sorts the animals into categories and displays the number of animals in each category, using a set grouping or pictograph as above. They correctly answer that there are 4 zebras and more monkeys than any other animal.

After two years at school, students will be achieving at level 1 in the mathematics and statistics learning area of The New Zealand Curriculum. Number and algebra | Geometry and measurement | Statistics The following problems and descriptions of student thinking exemplify what is required to meet this standard: Number and algebra In contexts that require them to solve problems or model situations, students will be able to:  apply counting-on, counting-back, skip-counting and simple grouping strategies to combine or partition whole numbers;  use equal sharing and symmetry to find fractions of sets, shapes, and quantities;  create and continue sequential patterns by identifying the unit of repeat; 106

 continue number patterns based on ones, twos, fives and tens. During this school year, 'number' should be the focus of 60–80 percent of mathematics teaching time. Example 1 Imagine you have 9 stamps and 12 letters. How many more stamps would you need to post all the letters? The student gets the correct answer of 3 stamps by counting on 10, 11, 12 and tracking the count of 3. Alternatively, they may count back 11, 10, 9, tracking the count of 3. If the student successfully uses a part–whole strategy, they exceed the expectation (e.g., '9 stamps and 1 more is 10, and that leaves 2 more stamps, which is 12', or '12 is 4 threes, and 9 is only 3 threes, so I need 3 more stamps').

Example 2 Imagine there are 49 birds sitting in the tree. Another 4 birds come along. How many birds are in the tree now? The student gets the correct answer of 53 birds by counting on 50, 51, 52, 53 and tracking the count of 4. They may track the count by imaging or using substitute materials, including fingers. If the student successfully uses a part–whole strategy (e.g., '49 and 1 is 50; that leaves 3 more birds, so there are 53 birds in the tree'), they exceed the expectation.

Example 3 Here is a string of 12 sausages to feed 2 hungry dogs. Each dog should get the same number of sausages. How many will each dog get? The student uses equal sharing to distribute the sausages between the dogs. This might involve skip-counting ('2 sausages makes 1 each, 4 sausages makes 2 each ... 12 sausages makes 6 each') while tracking the count mentally or with fingers, or it might involve halving, that is, dividing 12 into 6 and 6. (Note that 6 and 6 is a symmetrical partitioning of 12.)

Example 4 Show the student a number strip with coloured cubes lined up along it, as in the diagram below. Provide extra coloured cubes.

What colour cube goes on the number 13 in this pattern? Geometry and measurement

In contexts that require them to solve problems or model situations, students will be able to:  compare the lengths, areas, volumes or capacities, and weights of objects and the durations of events, using self-chosen units of measurement  sort objects and shapes by different features and describe the features, using mathematical language  represent reflections and translations by creating and describing patterns  describe personal locations and give directions, using steps and half- or quarter-turns.

Example 5 Place 3 pencils of different lengths end-on-end with gaps between them, as shown. Give the student a collection of white, red, and light green Cuisenaire™ rods.

Place rods underneath each pencil to show how long it is. Without moving the pencils, can you tell me how much longer the orange pencil is than the blue pencil? The student places the same-coloured rods, with no gaps or overlaps, from one end to the other of each pencil. They count on or back to find the difference in length without needing to align the pencils directly. For example, if the orange pencil is 7 red rods long and the blue pencil is 4 red rods long, the student counts 5, 6, 7 or uses 4 + 3 = 7 to work out that the difference is 3 red rods. If the student uses different coloured rods and shows that they understand that, for example, 2 white rods are the same length as 1 red rod, they exceed the expectation.

Example 6 The students work in pairs. One student has a picture of a group of attribute blocks laid out in a certain way. The other student has a set of actual attribute blocks. Without showing their partner the picture or pointing to the blocks, the first student describes to the second how to arrange the group of blocks so that it matches the picture, and the second student follows their instructions. The student giving the instructions uses the appropriate positional language and geometric terms for shapes, and they accurately describe colours and turns (half and quarter). The other student is able to assemble the figure correctly with no errors in position or orientation of shapes. Statistics In contexts that require them to solve problems or model situations, students will be able to:  investigate questions by using the statistical enquiry cycle (with support), gathering, displaying, and/or identifying similarities and differences in category data;

 describe the likelihoods of outcomes for a simple situation involving chance, using everyday language.

Example 7 Provide the student with the graph.

It’s readathon week. Five students make this graph to show how many books each of them reads during the first day. Each time they finish reading a book, they add a book to the graph. How many books does each student read in the first day? How many more books does Aroha read than Leilani? Do the girls read more books than the boys? The student is able to say how many books individual students read (e.g., 'Kate reads 6 books. Sione reads 7.'). The student finds the difference between the number of books read by Aroha and Leilani by counting on or back (e.g., 'Aroha reads 6 more books than Leilani. I just counted the extra ones.'). To compare the total books read by girls and boys, the student needs to recognise which names are girls’ names and which are boys’. (You may need to help.) They count up the total for both and compare them. If the student uses additive thinking rather than counting, they exceed the expectation (e.g., 'The boys read 8 books and 7 books. 8 + 7 = 15 because 7 + 7 = 14'). If the student realises that the comparison is not representative (or fair) because there are 3 girls and only 2 boys, they exceed the expectation. The student should be able to ask their own comparison questions about the data. For example, 'How many more books does Oliver read than Kate?'

Example 8 Let the student watch as you put 4 blue cubes and 1 yellow cube into a paper bag. Put your hand in the bag and take out a cube, but don’t look at it. What colour will it be? The student identifies the two possible outcomes. If they omit one of them (e.g., 'It will be blue because there are more of them') or identify an outcome that is not possible (e.g., 'It will be green because that is my favourite colour'), they do not meet the expectation. If the student states that getting a blue cube is more likely than a yellow cube because there are more blue cubes than yellow cubes in the bag, they exceed the expectation.

After three years at school, students will be achieving at early level 2 in the mathematics and statistics learning area of The New Zealand Curriculum. Number and algebra | Geometry and measurement | Statistics

The following problems and descriptions of student thinking exemplify what is required to meet this standard: Number and algebra In contexts that require them to solve problems or model situations, students will be able to:  apply basic addition facts and knowledge of place value and symmetry to: - combine or partition whole numbers - find fractions of sets, shapes, and quantities  create and continue sequential patterns with one or two variables by identifying the unit of repeat  continue spatial patterns and number patterns based on simple addition or subtraction. During this school year, 'number' should be the focus of 60–80 percent of mathematics teaching time.

Example 1 You have 18 turtles, and you buy another 8 turtles from the pet shop. How many turtles do you have now? The student could use 'making tens' (e.g., '18 + 2 = 20; that leaves 6 remaining from the 8; 20 + 6 = 26') or apply their knowledge of doubles and place value (e.g., '18 = 10 + 8; first add the 8, then the 10; 8 + 8 = 16, 16 + 10 = 26'). If the student responds very quickly because they know the fact 18 + 8 = 26, this also meets the expectation. If the student counts on, they do not meet the expectation. Example 2 87 people are at the pōwhiri (welcome). 30 of the people are tangata whenua (locals). The rest of the people are manuhiri (visitors). How many manuhiri are there? The student uses place value knowledge, combined with either addition or subtraction, to solve the problem. They may add on (30 + 50 = 80, 80 + 7 = 87) or subtract (80 – 30 = 50, so 87 – 30 = 57). If they use counting up or back in tens (e.g., 40, 50, 60, 70, 80, 87), they do not meet the expectation. If they use a pencil and paper method to subtract 0 from 7 and 3 from 8, this doesn’t necessarily demonstrate enough understanding of place value to meet the expectation. If they use this method, they must show that they understand the place value of the digits and that they are not treating them all as ones.

Example 3 Here is a string of 12 sausages to feed 3 hungry dogs. Each dog should get the same number of sausages. How many will each dog get? The student applies basic addition facts to share out the sausages equally between the dogs. Their thinking could be based on doubles or equal dealing – for example, 5 + 5 + 2 = 12, so 4 + 4 + 4 = 12 (redistributing 1 from each 5), or 6 + 6 = 12, so 4 + 4 + 4 = 12, or 2 + 2 + 2 = 6, so 4 + 4 + 4 = 12. If the student solves the problem by one-to-one equal sharing, they do not meet the expectation. If they solve the problem using multiplication facts (3 x 4 = 12 or 12 ÷ 3 = 4), they exceed the expectation.

Geometry and measurement In contexts that require them to solve problems or model situations, students will be able to:  measure the lengths, areas, volumes or capacities and weights of objects and the duration of events, using linear whole-number scales and applying basic addition facts to standard units;  sort objects and two- and three-dimensional shapes by their features, identifying categories within categories;  represent reflections, translations and rotations by creating and describing patterns;  describe personal locations and give directions, using whole-number measures and half- or quarter-turns.

Example 4 Give the student 3 pencils of different lengths and a ruler. Use the ruler to find the length of each pencil. How much longer is the green pencil than the red pencil? The student correctly measures the length of each pencil to the nearest centimetre: they align the end of the pencil with zero on the scale and read off the measure correctly. They apply basic addition facts to find the difference in length between the green and red pencils (e.g., for 12 centimetres and 9 centimetres: '3 centimetres, because 10 + 2 = 12, so 9 + 3 = 12'; or '3 centimetres, because I know 9 + 3 = 12').

Example 5 Give the student a circle of paper. Fold this circle into 8 equal-sized pieces. The student uses reflective symmetry through repeated halving to partition the circle into eighths.

Example 6 Give the student a metre ruler or tape measure and show them the illustrations below. Write a set of instructions to explain to a visitor how to get from the library door to our classroom door. Make sure you include any right or left turns and distances in metres. You can use pictures to give the instructions, like this:

You can also use pictures or descriptions of objects such as buildings or trees. The student provides a set of instructions that are accurate enough for a visitor to find their way to the classroom door from the library. If the student specifies compass directions or clockwise or anti-clockwise turns, they exceed the expectation. Statistics In contexts that require them to solve problems or model situations, students will be able to:  investigate questions by using the statistical enquiry cycle (with support): - gather and display category and simple whole-number data - interpret displays in context  compare and explain the likelihoods of outcomes for a simple situation involving chance. Example 7

Each student writes the number of people that usually live in their house on a square of paper or a sticker. How many people live in the houses of students in our class? Arrange the squares to find out. What can you say about your arrangement?

The student sorts the whole-number data into groups. They may display the data in enclosed groupings or in a more organised display, such as a bar graph. The student makes a statement about the number of people living in students’ houses, based on their sorting of the data, for example, 'There are lots of different numbers of people living in houses, from 2 to 9' or '5 is the most common number of people'.

Example 8

Let the student watch as you put 3 blue cubes, 2 yellow cubes, and a red cube into a paper bag. Put your hand in the bag and take out a cube, but don’t look at it. What colour is the cube most likely to be? What colour is it least likely to be? Explain why. The student classifies the probability of getting each colour ('Blue is most likely, and red is least likely'). They discuss the numbers and colours of cubes to explain their answer (e.g., 'There are 3 blue cubes and only 1 red cube'). If the student gives the probabilities as fractions (e.g., 'There is a one-half chance of blue'), they exceed the expectation. If they explain the likelihoods without reference to the number of cubes (e.g., 'Yellow is my lucky colour' or 'I always get red'), they do not meet the expectation. By the end of year 4, students will be achieving at level 2 in the mathematics and statistics learning area of The New Zealand Curriculum. Number and algebra | Geometry and measurement | Statistics The following problems and descriptions of student thinking exemplify what is required to meet this standard:

Number and algebra In contexts that require them to solve problems or model situations, students will be able to:  apply basic addition and subtraction facts, simple multiplication facts, and knowledge of place value and symmetry to: - combine or partition whole numbers - find fractions of sets, shapes, and quantities  create, continue, and give the rule for sequential patterns with two variables  create and continue spatial patterns and number patterns based on repeated addition or subtraction. During this school year, 'number' should be the focus of 60–80 percent of mathematics teaching time.

Example 1 Imagine you have 37 lollies and you eat 9 of them. How many lollies would you have left? The student gets to the answer 28 by mentally partitioning numbers (e.g., 9 = 7 + 2 in the first calculation) and by using tidy numbers (e.g., 10 in the second calculation). Source: Numeracy Development Projects. (2008). Book 2: The diagnostic interview, p. 8.

Example 2 If there are 24 marbles in the bag, how many should each student get?

The student applies their knowledge of symmetry or number facts to partition the set of 24 – for example, by using repeated halving or by using trial and improvement with addition facts.

If the student knows or derives the fact 4 x 6 = 24, they exceed the expectation.

Example 3 Here is a 3-section matchstick fence:

How many matchsticks would it take to make an 8-section fence? The student continues the number pattern by using repeated addition, possibly in conjunction with written recording.

If the student draws an 8-section fence and then counts the matchsticks, they do not meet the expectation. Using a multiplicative strategy (e.g., (7 x 3) + 4 = 25 or (8 x 3) + 1 = 25) exceeds the expectation. Geometry and measurement In contexts that require them to solve problems or model situations, students will be able to:  measure the lengths, areas, volumes or capacities, weights, and temperatures of objects and the duration of events, reading scales to the nearest whole number and applying addition, subtraction, and simple multiplication to standard units;  sort objects and two- and three-dimensional shapes by two features simultaneously;  represent and describe the symmetries of a shape;  create nets for cubes;  describe personal locations and give directions, using simple maps.

Example 4 Give the student the 3 items shown and the torn measuring tape.

Measure the lengths of the bookmark, snake and ribbon, using the tape measure. The piece of the measuring tape has been torn but it can still be used for measuring. The student understands that any point on a whole number scale can be used as an arbitrary zero. They calculate the difference between 2 points on the measuring tape to find the length of an item giving the correct number and unit of measurement. The student must provide an accurate measurement for the length of the ribbon which is longer than the tape measure. They might take two measurements and add the results or they might fold the ribbon in two and double the measurement of that length. 115

Source: NEMP’s 2005 report on mathematics, p. 40. Example 5 Give the student the diagram and attribute blocks as per the illustration:

Put all the yellow blocks on Yellow Street. Put all the big blocks on Big Lane Which blocks should go in the intersection? The student simultaneously sorts the blocks by 2 features, size and colour, in order to place the blocks that are both big and yellow in the intersection.

Example 6 Give the student cards with the letters shown below on them:

The letter C has one line of reflective symmetry. The letter S has half-turn symmetry. What reflective and turn symmetry do these letters have?

The student identifies the symmetries of each letter as follows:  H has 2 lines of reflective symmetry [vertical and horizontal] and half-turn symmetry;  R has neither reflective nor turn symmetry;  Z has half-turn symmetry. 116

Statistics In contexts that require them to solve problems or model situations, students will be able to:  investigate questions by using the statistical enquiry cycle independently: - gather and display category and simple whole-number data - interpret displays in context  compare and explain the likelihoods of outcomes for a simple situation involving chance, acknowledging uncertainty.

Example 7 Here are 2 graphs showing information on a group of children’s favourite junk foods.

1. What percentage of children said biscuits were their favourite junk food? Which graph did you use to work this out? Why did you use that graph? 2. Which junk food did half the children say was their favourite junk food? Which graph did you use to work this out? Why did you use that graph? The student answers questions 1 and 2 correctly by reading from one of the graphs. They justify their choice of graph by explaining how it provides the required information. For question 1, they will use the bar graph, which gives number information. The pie chart shows proportions and is therefore the easier display to use in answering question 2. However, the student may also use the bar graph, noting that 50 percent is the same as a half.

By the end of year 5, students will be achieving at level 3 in the mathematics and statistics learning area of The New Zealand Curriculum. Number and algebra | Geometry and measurement | Statistics The following problems and descriptions of student thinking exemplify what is required to meet this standard: Number and algebra In contexts that require them to solve problems or model situations, students will be able to:  apply additive and simple multiplicative strategies and knowledge of symmetry to: - combine or partition whole numbers - find fractions of sets, shapes, and quantities  create, continue, and predict further members of sequential patterns with two variables

 describe spatial and number patterns, using rules that involve spatial features, repeated addition or subtraction, and simple multiplication. During this school year, 'number' should be the focus of 50–70 percent of mathematics teaching time.

Example 1 There are 53 people on the bus. 26 people get off. How many people are left on the bus? The student uses an efficient part–whole strategy for subtraction, such as subtracting in parts (e.g., 53 – 6 = 47, 47 – 20 = 27; or 53 – 20 = 33, 33 – 6 = 27) or subtracting a tidy number (e.g., 53 – 30 = 23, 23 + 4 = 27). If they count back or use repeated subtraction (e.g., 53 – 10 = 43, 43 – 10 = 33 …), they do not meet the expectation. If they use inverse relationships between subtraction and addition, such as adding on (e.g., 26 + 4 = 30, 30 + 23 = 53, 4 + 23 = 27, so 26 + 27 = 53) or doubling (e.g., 26 + 26 = 52, so 26 + 27 = 53), they exceed the expectation. If the student uses a written algorithm to solve the problem, they must explain the place value partitioning involved. Source: NumPA, Numeracy Development Projects, Book 2: The diagnostic interview, p. 8.

Example 2 How much does it cost to buy 4 pairs of socks and 8 hankies?

The student will generally use some form of written recording when working through this problem. Solving the problem using only mental calculations is also acceptable. The student uses multiplication facts and addition to correctly solve the problem. They may do so in any order and may work out the multiplication facts if they do not know them (e.g., by calculating 4 x 6 as double 2 x 6 or 8 x 3 as 10 x 3 – 6). The addition should make use of part–whole strategies (e.g., 24 + 24 = 40 + 8 = 48).

Vertical algorithms should not be needed for this problem. If the student uses repeated addition (e.g., 6 + 6 + 6 + 6 + 3 + 3 …), they do not meet the expectation. If they use only multiplication (e.g., ‘4 x 6 = 8 x 3, so the total cost is 8 x 6 = 48’), they exceed the expectation.

Example 3 Show the student the following illustration.

Scooters need 2 wheels. Tricycles need 3 wheels. Pushchairs need 4 wheels. Cars with trailers need 6 wheels. Trucks need 8 wheels. The factory orders 48 wheels. How many of each toy can they make with the 48 wheels? The student uses known multiplication facts or builds up answers with addition and multiplication. For example, to find how many twos are in 48 (for scooters), they may use doubles knowledge (24 + 24 = 48). To find how many threes are in 48 (for tricycles), they may use addition and multiplication (e.g., 12 x 3 = 36, so 13 x 3 = 36 + 3 = 39, 14 x 3 = …). If they use properties of multiplication efficiently, they exceed the expectation (e.g., 48 ÷ 3 is the same as 30 ÷ 3 = 10 plus 18 ÷ 3 = 6, so 48 ÷ 3 = 16; or 48 ÷ 6 = 8 (known fact), so 48 ÷ 3 = 16). Example 4 Show the student the following patterns:

How many tiles will be in pattern 4? How do you know? How many tiles will be in pattern 6? Explain how you know. The student identifies the rule for the pattern – that it is growing by four tiles each time because one tile is added to each arm. They use either addition (e.g., 5 + 4 = 9, 9 + 4 = 13) or multiplication (e.g., 4 x 3 = 12, 12 + 1 = 13) to find the number of tiles in pattern 4.

To find the number of tiles in pattern 6, they may use repeated addition (e.g., 13 + 4 = 17, 17 + 4 = 21) or multiplication (e.g., 4 x 5 = 20, 20 + 1 = 21). If they use counting on combined with drawing, they do not meet the expectation. Geometry and measurement In contexts that require them to solve problems or model situations, students will be able to:  measure time and the attributes of objects, choosing appropriate standard units and working with them to the nearest tenth;  sort two- and three-dimensional shapes, considering the presence and/or absence of features simultaneously and justifying the decisions made;  represent and describe the results of reflection, rotation, and translation on shapes;  create nets for rectangular prisms;  draw plan, front, and side views of objects.

Example 5 Give the student access to water, a capacity measure (e.g., a marked jug), a funnel, a 3 litre bottle, an unmarked 250 milli-litre plastic cup, and kitchen scales.

Find out how much water the plastic cup holds. Without using the bottle, estimate how many cups you could pour from a: a) 1 litre bottle b) 3 litre bottle c) 1.5 litre bottle. Use the scales to find out the weight of the 3 litre bottle when it is full of water. How much would a full 1.5 litre bottle weigh? Use the scales to check your answer. The student correctly reads the scales on the capacity measure and the kitchen scales to the nearest whole number (e.g., 'The full 3 litre bottle weighs 3 kilograms') or the nearest tenth (e.g., when weighing a half-full 3 litre bottle). They use their knowledge of place value and multiplication to connect results (e.g., 'A 1 litre bottle holds 4 cups because 4 x 250 = 1000 mL' and 'A 3 litre bottle holds 12 cups because 3 x 4 = 12'). If the student uses their knowledge of conversions between units (e.g., '1 litre of water weighs 1 kilogram, so 1.5 litres weighs 1.5 kilograms'), they exceed the expectation. Source: adapted from Figure it out – Measurement, levels 2–3, p. 6.

Will the drawing look like A, B, C, D, or E when it is reflected in the mirror? Why? The student correctly identifies D as the answer. They explain their choice by referring to features that change or do not change, for example, ‘The dog has to be upside down’, ‘It has to be facing the same way’, ‘It must still have straight legs and a bent tail’. Example 7 Show the student the following illustration.

What things are at B4 and C2 on the map? What is the location of the treasure? The pirate wants to use his compass to get back to his ship. In what direction should he go? The student correctly names the objects at B4 (a hut) and C2 (a tree) and gives the location of the treasure as G5. They state that the pirate must travel south-east to get to his ship, and they can trace his path. Statistics In contexts that require them to solve problems or model situations, students will be able to:  investigate summary and comparison questions by using the statistical enquiry cycle: - gather, display, and identify patterns in category and whole-number data - interpret results in context  order the likelihoods of outcomes for simple situations involving chance, experimenting or listing all possible outcomes.

Example 8 Ask each student in the class to measure their height to the nearest centimetre and to record it on a sticker. Put the stickers onto a board or photocopy them as data cards. Sort and display the heights of the students in our class. What patterns can you find in the data? The student sorts the heights from shortest to tallest. They are able to group the measurements into intervals and use displays for comparison, with or without the use of computer technology. For example:

The student makes statements about the data based on the ideas of middle, spread, and clustering, for example, ‘The middle height is about 133 centimetres’, ‘We are between 105 and 155 centimetres tall’, ‘Most people are between 130 and 150 centimetres tall’. Example 9 Students play the following game with a pack containing 10 digit cards (0, 1, 2 ... 9). Give the student these four scenarios and ask them to compare the chances of winning.

The student compares the probabilities of winning in the various scenarios by assessing the likelihood of getting a number between the two that are exposed. They may list the possibilities: the number 5 for between 4 and 6; 3, 4, 5, 6 for between 2 and 7; and so on. To meet the expectation, the student orders the probabilities correctly, noting that 2–7 and 3–8 have equal likelihood. 4–6 is the least likely to win and 1–9 the most likely. If the student uses fractions to order the probabilities, they exceed the expectation (e.g., 'There is a one-half (4 out of 8) chance of getting a card between 2 and 7'). By the end of year 6, students will be achieving at level 3 in the mathematics and statistics learning area of The New Zealand Curriculum. Number and algebra | Geometry and measurement | Statistics The following problems and descriptions of student thinking exemplify what is required to meet this standard. 123

Number and algebra In contexts that require them to solve problems or model situations, students will be able to:  apply additive and simple multiplicative strategies flexibly to: - combine or partition whole numbers, including performing mixed operations and using addition and subtraction as inverse operations - find fractions of sets, shapes, and quantities  determine members of sequential patterns, given their ordinal positions  describe spatial and number patterns, using: - tables and graphs - rules that involve spatial features, repeated addition or subtraction, and simple multiplication. During this school year, ‘number’ should be the focus of 50–70 percent of mathematics teaching time. Example 1 Mitchell had 231 toy sports cars. He sold 78 of them. How many cars did he have left? The student solves the problem by using an efficient strategy that involves mental calculation and place value understanding. They may draw on the inverse relationship of addition and subtraction, as illustrated in the speech bubble below. Use of recording is acceptable. If the student uses a vertical algorithm to solve the problem, they must explain the place value partitioning involved.

Example 2 What fractions of the whole birthday cake are pieces A and B? Explain your answer. You have 60 jelly beans to decorate the top of the cake. If the jelly beans are spread evenly, how many of them will be on 4−10 of the cake? The student uses either rotational symmetry, mapping how many of A or B will fit into a full turn, or multiplication to correctly name the fractions (e.g., 'B is 1−5 of 1−2 , so it is −10'). They use division and multiplication to find the number of jelly beans on four-tenths of the cake (e.g., '60 ÷ 10 = 6 jelly beans on 1−10 , 4 x 6 = 24 jelly beans').

Example 3 Check out the growth of a tapatoru pattern. How many crosses will be in the 20th tapatoru pattern? Show how you worked out your answer.

The student uses repeated addition or a multiplication rule in conjunction with a recording strategy. Alternatively, they might use spatial features of the pattern to solve the problem (e.g., by noting there’s an extra cross on each side as the pattern grows). Geometry and measurement In contexts that require them to solve problems or model situations, students will be able to:  measure time and the attributes of objects, choosing appropriate standard units;  use arrays to find the areas of rectangles and the volumes of cuboids, given whole-number dimensions;  sort two- and three-dimensional shapes (including prisms), considering given properties simultaneously and justifying the decisions made;  represent and describe the results of reflection, rotation, and translation on shapes or patterns;  identify nets for rectangular prisms;  draw or make objects, given their plan, front, and side views;  describe locations and give directions, using grid references, turns and points of the compass. Example 4 When you put a jar over a burning candle, the flame will soon go out. This is because the flame uses up the oxygen in the jar. Do this activity with a classmate. Before you start, draw up a table like this:

Get five jars of different sizes. Using a stopwatch, time how long the candle flame takes to go out after you put each jar over it. Do this 3 times for each jar and then record the middle time on your table. Measure each jar’s capacity by filling it with water and pouring the water into a measuring jug. Record the measurements in your table. 125

Can you predict how long the flame will take to go out if you know the capacity of the jar. Stick the candle in the base of an ice cream container. Put about 2 centimetres of water in the container. Put the jar over the lighted candle. Water rises up into the jar as the oxygen is used up. Estimate what fraction of the air in the jar was oxygen. The student carries out the investigation in an organized manner. They accurately measure both time and capacity, using appropriate units and devices. They use their measurement data to ‘generalise’ the time required for a candle flame to go out (about 3 seconds per 100mL of air). They estimate the fraction of the air in the jar that was oxygen as approximately one-fifth or 20 percent. (Note that the rise in water is due to a change in pressure, but it gives a reasonable estimate for the fraction of the air that was oxygen.) Example 5 Show the student the following illustration. Explain that they have to answer the question without physically cutting or folding the paper.

How many of these nets will fold up to make the box? Which ones are they?

The student correctly identifies that three nets – B, D, and E – will fold to make the cuboid model (a rectangular prism). They understand that the model must have four rectangular faces and two square faces, and they can visualise whether the faces overlap when folded and how the connected faces form parts of the model.

Example 6

Statistics In contexts that require them to solve problems or model situations, students will be able to:  investigate summary and comparison questions by using the statistical enquiry cycle: - gather or access multivariate category and whole-number data - sort data into categories or intervals, display it in different ways, and identify patterns - interpret results in context, accepting that samples vary;  order the likelihoods of outcomes for situations involving chance, considering experimental results and models of all possible outcomes. Example 7

Have each student in the class create a data card with answers to the following questions: Are you a boy or a girl? Can you whistle? Are you the oldest, the youngest, the only, or a middle child in your family? Which hand do you usually write with? Photocopy all the data cards onto A4 paper. Organise the students into pairs, hand out a set of data cards to each pair, and have them cut out all the data cards. Suggest some different types of questions that could be answered from the data – for example, summary questions like 'Can more people whistle than can’t whistle?' or comparison questions like 'Are more boys or girls left-handed?' Sort the class data to find the answers to your questions and display the results using graphs so that your classmates can clearly see the answers. The student asks summary and comparison questions that can be answered using the information provided by the data cards.

They sort and present the data in ways that clearly answer their questions and communicate their findings. To highlight differences, they use pictographs or bar graphs (made from the data cards). To highlight proportions, they might use strip graphs or pie charts. Source: NZ maths Example 8 When you toss two coins together, you could get these results:

Toss two coins 24 times. Each time you toss, put a new counter on a graph to show what you got, like this:

What does the graph show? Draw a diagram to explain why this happens. The student’s results will almost certainly suggest that the likelihood of heads-heads or tails-tails is less than that of one head and one tail. To explain their results, they should develop a model of all possible outcomes. Suitable models include:

From the model, they should explain that there is only one way of getting heads-heads or tails-tails but two ways of getting one head and one tail. If the student expresses the likelihoods as fractions, they exceed the expectation. Source: adapted from Figure it out – Statistics, levels 2-3, p. 22.

By the end of year 7, students will be achieving at level 4 in the mathematics and statistics learning area of The New Zealand Curriculum. Number and algebra | Geometry and measurement | Statistics The following problems and descriptions of student thinking exemplify what is required to meet this standard: Number and algebra In contexts that require them to solve problems or model situations, students will be able to:  apply additive and multiplicative strategies flexibly to whole numbers, ratios, and equivalent fractions (including percentages)  apply additive strategies to decimals  balance positive and negative amounts  find and represent relationships in spatial and number patterns, using: - tables and graphs - general rules for linear relationships. During this school year, 'number' should be the focus of 40–60 percent of mathematics teaching time. Example 1

There are 6 baskets and 24 muffins in each basket.

How many muffins are there altogether? The student uses an efficient multiplicative strategy to solve the problem mentally. This might involve drawing on their knowledge of place value (e.g., 6 x 20 + 6 x 4), working with tidy numbers [e.g. 6 x 25 - 6 x 1] or doubling and halving [e.g. 6 x 24 = 12 x 12]. If the student uses repeated addition or doubling [e.g. 24 + 24 = 48, 48 + 24 = 72…], they do not meet the expectation. If they use a vertical algorithm to solve the problem, they must explain the place value partioning involved.

Example 2 Tama has 4.95 litres of petrol in one can and 7.5 litres in the other can. How much petrol does he have altogether? The student demonstrates their understanding of decimal place value when combining the amounts. Appropriate strategies include using compensation (e.g., 4.95 + 7.5 = 4.45 + 8 = 12.45), working with tidy numbers (e.g., 5 + 7.5 = 12.5, so 4.95 + 7.5 = 12.45), or drawing on knowledge of place value (e.g., 4 + 7 = 11 and 0.9 + 0.5 = 1.4, so 4.95 + 7.5 = 12.45). If the student combines place values inappropriately (e.g., 4.95 + 7.5 = 11.100 or 4.95 + 7.5 = 11.145), they do not meet the expectation. If they use a vertical algorithm to solve the problem, they must explain the place value partitioning involved.

The Smith family and the Hohepa family are both driving home from their holidays. Which family has travelled the greatest distance? 130

The student shows that they understand that the value of a fraction of an amount depends on both the fraction and the amount. They do so by calculating the distance each family has travelled, using multiplication and division (e.g., 1−3 of 180 = 180 ÷ 3 = 60). If the student recognises that 4−6 is equivalent to 2−3 , the second calculation is considerably simplified ( 2−3 of 90 = 90 ÷ 3 x 2 = 60). If the student bases their answer on just the amounts (e.g., 'The Smiths because 180 is greater than 90') or just the fractions (e.g., 'The Hohepas because 4−6 is greater than 1−3'), they do not meet the expectation. If they notice and use the doubling and halving relationship ( 1−3 of 180 = 4−6 of 90 because 4−6 = 2 x 1−3 ), they exceed the expectation.

Example 4 Show students the following illustration.

Funky Furniture sells tables that can be joined together for large meetings. Tables and chairs are set up this way. If a line of 24 tables is set out like this, how many chairs will be needed? Can you give a rule for the number of chairs needed for any given number of tables? The student recognises that 3 extra chairs are needed for each extra table. They apply multiplicative thinking to calculate the number of chairs needed for 24 tables (e.g., '21 more tables x 3 = 63 extra chairs, 11 + 63 = 74 chairs altogether' or '5 chairs for table one + 23 tables x 3 = 74 chairs altogether'). The student devises a general rule for any number of tables (e.g., 'Multiply the number of tables by 3 and add 2'). If they give an algebraic equation (e.g., 'If x = tables and y = chairs, then y = 3x + 2'), they exceed the expectation. Geometry and measurement In contexts that require them to solve problems or model situations, students will be able to:  measure time and the attributes of objects, using metric and other standard measures;  make simple conversions between units, using whole numbers;  use side or edge lengths to find the perimeters and areas of rectangles and parallelograms and the volumes of cuboids, given whole-number dimensions;  sort two- and three-dimensional shapes into classes, defining properties and justifying the decisions made;  identify and describe the transformations that have produced given shapes or patterns;  create or identify nets for rectangular prisms and other simple solids;  draw plan, front, side, and perspective views of objects;  describe locations and give directions, using grid references, simple scales, turns, and points of the compass.

Example 5 Provide the students with coins and kitchen scales, as required for Number 1 below. The students at Springfield School made a coin trail using 20-cent coins to raise money for Daffodil Day. 1. The length of the coin trail was 21 000 millimetres. What was its length in centimetres? What was it in metres? 2. Here are 100 twenty-cent coins. Use the kitchen scales to find their combined weight. Using your answer, what would 1000 twenty-cent coins weigh? What would 10 twenty-cent coins weigh? For Number 1, the student reads the scales accurately to give the combined weight as 400 grams. They use their knowledge of place value, metric measures, and multiplicative strategies to correctly answer all other questions – for example, for 1., 'There are 10 millimetres in a centimetre, so 21 000 mm = 2100 cm; there are 1000 millimetres in a metre, so 21 000 mm = 21 m'; for 2., '1000 coins must weigh 10 times 400 grams, which is 4000 grams or 4 kilograms; 10 coins must weigh one-tenth of 400 grams, which is 40 grams.' Source: adapted from 'Coin trail' (MS2161) in the Assessment resource banks Example 6 Give the student the following collection of shapes.

1. What is a common property of all these shapes? 2. Identify a property that some of the shapes have and sort all the shapes into groups by that property. For 1, the student identifies at least one property that is common to all the shapes – for example, they all have 4 sides, 4 corners (vertices), or straight sides (that is, they are all polygons). For 2, the student identifies an appropriate property and sorts the shapes into classes by that property – for example, whether each shape has:

Statistics In contexts that require them to solve problems or model situations, students will be able to:  investigate summary, comparison, and relationship questions by using the statistical enquiry cycle: - gather or access multivariate category and measurement data - sort data and display it in multiple ways, identifying patterns and variations - interpret results in context, accepting that samples vary and have no effect on one another  order the likelihoods of outcomes for situations involving chance, checking for consistency between experimental results and models of all possible outcomes. Example 8 Show the student the illustrations below. Here are the results from a class opinion poll, recorded on a tally chart and displayed in three different graphs.

Look at the data gathered in the poll. Suggest some different types of questions that could be answered from the data, for example, summary questions like 'How many girls disagree that keeping animals in zoos is wrong?' or comparison questions like 'Do more boys or girls agree that keeping animals in zoos is wrong?' Now write down some 'I wonder' questions about people’s opinions on topics of interest to you, your friends, or your family. Work with one or two other students to use the statistical enquiry cycle to investigate one or more of your questions.

Make sure your records of your investigation clearly show how you gathered, sorted, and displayed your data and what you interpreted from it. The student should move through all stages of the enquiry cycle. (Note that at times their findings may require them to go back to previous stages.) They may phrase the problem as a summary question (e.g., 'What do people feel about banning fireworks?'), a comparison question (e.g., 'Do boys and girls

134 feel differently about banning fireworks?'), or a relationship question (e.g., 'Is there a link between people’s ages and how they feel about banning fireworks?'). In planning the investigation, the student should consider what data they need to answer the question and how they will collect and manage this data. This may involve finding a way of 'measuring' aspects such as people’s feelings or attitudes. Having collected the data, the student should consider how they will sort and display it to provide answers to their question. They should use tables and graphs and may access a computer program to create their displays. Their displays should be appropriate for the type of data, for example, bar or pie charts for category data, stem-and-leaf plots or dot plots for whole-number data, histograms for measurement data, and line graphs for time-series data. The student may use multiple displays to identify patterns and variations in the data. The student should interpret and report their results in context, using features of their displays to support The student should interpret and report their results in context, using features of their displays to support their findings and acknowledging that different samples might give different results. Example 9 Show the student a bucket containing 2 red balls and 2 blue balls.

What are all the possible outcomes when you randomly draw 2 balls from the bucket? What is the probability of getting 2 red balls? How many times would you expect to get 2 red balls in 60 draws? Now trial the situation by drawing 2 balls 60 times and recording your results on a tally chart. Then summarise your results on a frequency table, like this:

How do your results compare with your prediction of how often you’d draw 2 red balls? Do the results make you change your prediction? If you repeated the trial with 60 draws, how many times would you get 2 red balls?

By the end of year 8, students will be achieving at level 4 in the mathematics and statistics learning area of The New Zealand Curriculum. Number and algebra | Geometry and measurement | Statistics The following problems and descriptions of student thinking exemplify what is required to meet this standard: Number and algebra In contexts that require them to solve problems or model situations, students will be able to:  apply multiplicative strategies flexibly to whole numbers, ratios, and equivalent fractions (including decimals and percentages)  use multiplication and division as inverse operations on whole numbers  apply additive strategies flexibly to decimals and integers  find and represent relationships in spatial and number patterns, using: - tables and graphs - equations for linear relationships - recursive rules for non-linear relationships  apply inverse operations to simple linear relationships. During this school year, 'number' should be the focus of 40–60 percent of mathematics teaching time.

Example 1 Mani competed in the hop, step, and jump at the athletics sports. Her jump was 2.65 metres, and her step was 1.96 metres. The total of her triple jump was 5.5 metres. How long was her hop?

The student applies their knowledge of decimal place value to correctly calculate the answer. They use a combination of mental and written strategies, which may include equations, vertical algorithms, or empty number lines.

Example 2 Andre has ordered 201 tennis balls. They are sold in cans of 3 balls. How many cans should he receive?

The student gets the correct answer of 67 and, when explaining their strategy, demonstrates understanding of division and place value. Their strategy might involve partitioning numbers into hundreds, tens, and ones, using tidy numbers (e.g., 210) and compensating, or using divisibility rules [e.g.: There are 33 trees in 100 with 1 left over]. Example 3 With 26 matchsticks, you can make 4 fish in this pattern.

How many fish can you make with 140 matchsticks? Write an equation that gives the rule for the number of matchsticks you need for a given number of fish.

The student finds a linear relationship between the number of fish and the number of matchsticks, and they write an equation that expresses that relationship (e.g., y = 6x + 2). To solve the problem, they use a graph or apply inverse operations to their rule or equation, for example, 'undoing' or 'reversing' the 'six times the number of fish plus two' rule (140 – 2 = 138, 138 ÷ 6 = 23). If they simply continue a table to solve the problem (1 fish, 8 matches; 2 fish, 14 matches; 3 fish, 20 matches ...), they do not meet the expectation. Geometry and measurement In contexts that require them to solve problems or model situations, students will be able to:  use metric and other standard measures;  make simple conversions between units, using decimals;  use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles and the volumes of cuboids;  sort two- and three-dimensional shapes into classes, considering the relationships between the classes and justifying the decisions made;  identify and describe the features of shapes or patterns that change or do not change under transformation;  create or identify nets for rectangular prisms and other simple solids, given particular requirements;  draw or make objects, given their plan, front, and side views or their perspective views;  describe locations and give directions, using scales, bearings, and co-ordinates. Example 4

Give the student a ruler, a toy car to measure, and the illustration of boxes shown above. Use the ruler to measure as accurately as possible how long, how wide, and how high this car is. Give your answer firstly in millimetres and then in centimetres.

Using the ruler, the student accurately measures the length, width, and height of the toy car to the nearest millimetre, and they are able to convert between millimetres and centimetres. They choose the most suitable box – that is, the one with dimensions that exceed the dimensions of the car by the least possible amount. Example 5 Is there a family that all 3 of these solid shapes belong to? Why?

Is there another family of solid shapes that the Rolo packet could belong to? The student states that all three solids are prisms. They explain that a prism has a uniform cross-section and that this gives the prism its name (e.g., a 'triangular prism'). There is debate about the definition of a prism and whether a cylinder is a prism. If the student rejects the cylinder as a prism, explaining that it does not have rectangular faces like other prisms, they still meet the expectation. In answer to the second question, the student could place the cylinder in the family of curved solids that includes spheres and cones. Any other plausible possibility for an alternative family of solids is also acceptable (e.g., solids with circular faces). 139

Example 6 Provide the student with a selection of shapes including squares, rectangles, diamonds, regular hexagons, regular octagons, circles, and equilateral, right-angled, and scalene triangles. Which of these shapes will tessellate? Why?

The student explains that shapes that tessellate must fit together around a point and that therefore, for a regular shape, its interior angle must divide evenly into 360. For each shape, they refer to an angular measure to justify their conclusion as to whether it will tessellate or not (e.g., 'An equilateral triangle tessellates because 6 x 60° = 360°, so 6 triangles will surround a point'). Statistics In contexts that require them to solve problems or model situations, students will be able to:  investigate summary, comparison, and relationship questions by using the statistical enquiry cycle: - gather or access multivariate category, measurement, and time-series data - sort data and display it in multiple ways, identifying patterns, variations, relationships, and trends and using ideas about middle and spread where appropriate - interpret results in context, identifying factors that produce uncertainty  express as fractions the likelihoods of outcomes for situations involving chance, checking for consistency between experimental results and models of all possible outcomes.

Example 7 Jane’s class was doing a unit on healthy eating. Jane wanted to see if the unit would make any difference to her classmates’ eating habits, so she developed a scale to measure the healthiness of the lunches they were eating.

She applied the scale before and after the unit and created two dot plots to display the results. Jane concluded that because of the unit, her classmates were now eating healthily. Do you agree? Why or why not? The student uses data from the graphs to support and/or argue against Jane’s conclusion. For example, they should identify that more students are now eating healthier lunches and that all students are now bringing or buying a lunch. With prompting, they should be able to identify that although the spread of unhealthy to healthy lunches has not changed, the clustering of lunch scores has shifted to more above zero than below, and therefore the 'middle healthiness' has increased. The student should point out that Jane’s conclusion that 'her classmates were now eating healthily' is not supported by the data, which shows that a small group of students continue to eat unhealthy lunches. They should also recognise that without additional data (such as a larger sample across different days or information from interviews), the improvement in lunch healthiness is not necessarily due to the class unit. For example, the tuck shop may have changed its menu while the class was doing the unit.

Example 8 This is a game you might use at the school gala. Put 2 red balls and 2 blue balls in a bucket. Without looking, a player takes out 2 balls. If the balls are the same colour, they win. If the balls are different, they lose. Carry out an experiment by playing 30 games and recording how often the player wins and loses. Draw a diagram to show all the possible outcomes when you draw 2 balls from the bucket. Does this help explain your results? How? If you played 30 more games, would the results be the same as or different from your first experiment? If they would be different, how?

The student plays 30 games and organises their results systematically, for example, by using a table or tally chart. They notice that there are more losses than wins. (The results will generally be around 10 wins and 20 losses.)

The student creates a model of all possible outcomes, for example, a network or tree diagram. From the model, the student concludes that the chances of winning and losing are one-third and two-thirds respectively. They accept that their results may not exactly reflect these likelihoods (e.g., 12 wins from 30 games is slightly more than one-third). The student understands that the first experiment does not influence the second. They explain that the results are likely to be around 10 wins and 20 losses but unlikely to be identical to the results from the first experiment – that is, they accept the variability and independence of samples. (In this case, the sample consists of 30 games.)

F. SCIENCE [i] FOCUS OBJECTIVES  To design, implement and carry out fair tests;  To be able to investigate changes to properties and apply this knowledge to other situations. [ii] Opua School Science Statement

The achievement objectives are presented in five strands:  The Nature of science. The students learn what science is and develop the skills attitudes and values that provide the foundation for further study;

 The Living World. Biology exploring living things and how they interact with each other and the environment. The emphasis is on the biology of New Zealand and on our school’s local area;  Planet Earth and Beyond. The cyclic process that occur on Earth and in space and the interactions between them;  The Physical World. Physics is the study of matter and the interactions between the basic components of the universe. Physics covers a wide range of phenomena including light, sound, heat, electricity, magnetism, forces and motion;  The Material World. Chemistry is the study of properties and reactions of materials in terms of the particles that make up matter. Our students will experience learning opportunities which will cover all these strands in a comprehensive but relevant manner. [iii] Science Achievement Objectives and Strands

The fundamental aims of science education are expressed as a series of achievement aims, grouped by strand. (For these, see Science curriculum achievement objectives) The achievement objectives at each level are derived from the aims and are similarly grouped by strand. There are 5 of these strands and Opua School students will progress through levels of understanding in each of these strands as outlined below:

LEVEL ONE

Nature of Science Understanding about Science  Students will appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation; Investigating in Science  Students will extend their experiences and personal explanations of the natural world through exploration, play, asking questions and discussing simple models. Communicating in Science  Students will build their language and develop their understandings of the many ways that the natural world can be represented. Participating and contributing  Students will explore and act on issues and questions that link their science learning to their daily living.

Living World Life processes  To recognise that all living things have certain requirements so that they can stay alive. Ecology  To recognise that living things are suited to their particular habitat. Evolution  To recognise that there are lots of different living things in the world and that they can be grouped in different ways.  To explain how we know that some living things from the past are now extinct.

Planet Earth and Beyond Earth Systems  To explore and describe local, natural features and resources and how they can change. Astronomical Systems  To share ideas and observations about the sun and the moon and their physical effects on the heat and light available to earth. Interacting Systems  To describe how natural features are changed and resources affected by natural events and human actions.

Physical World Physical Inquiry and physics concepts  To explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves and heat.  To seek and describe simple patterns in physical phenomena.

Material World Properties of materials and changes of matter  To observe, describe and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated or cooled; Chemistry and society  To find out about the uses of common materials and relate these to their observed properties.

LEVEL TWO

Nature of Science Understanding about Science  Students will appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation. Investigating in Science  Students will extend their experiences and personal explanations of the natural world through exploration, play, asking questions and discussing simple models. Communicating in science  Students will build their language and develop their understandings of the many ways that the natural world can be represented. Participating and contributing  Students will explore and act on issues and questions that link their science learning to their daily living.

Living World 144

Life processes  To recognise that all living things have certain requirements so that they can stay alive. Ecology  To recognise that living things are suited to their particular habitat. Evolution  To recognise that there are lots of different living things in the world and that they can be grouped in different ways.  To explain how we know that some living things from the past are now extinct.

Planet Earth and Beyond Earth Systems  To observe and describe local, natural features and resources and how they can change. Astronomical Systems  To share ideas and observations about the sun and the moon and their physical effects on the heat and light available to earth. Interacting Systems  To describe how natural features are changed and resources affected by natural events and human actions.

Physical World Physical Inquiry and Physics concepts  To explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves and heat.  To seek and describe simple patterns in physical phenomena.

Material World Properties of materials and changes of matter  To observe, describe and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated or cooled. Chemistry and society  To find out about the uses of common materials and relate these to their observed properties.

LEVEL THREE

Nature of Science Understanding about Science  Students will appreciate that science is a way of explaining the world and that science knowledge changes over time.  They will identify ways scientists work together and provide evidence to support their ideas. 145

Investigating in Science  Students will build on prior experiences, working together to share and examine their own and others’ knowledge.  They will ask questions, find evidence, explore simple models and carry out appropriate investigations to develop simple explanations Communicating in science  Students will begin to use a range of scientific symbols, conventions and vocabulary.  They will engage with a range of science texts and begin top question the purposes for which these texts are constructed. Participating and contributing  Students will use their growing science knowledge when considering issues of concern to them.  They will explore various aspects of an issue and make decisions about possible actions.

Living World Life processes  To recognise that there are life processes that are common to all living things and that these occur in different ways. Ecology  To explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced. Evolution  To begin to group plants, animals and other living things into science –based classifications.  To explore how the groups of living things we have in the world have changed over long periods of time and appreciate that some living things in New Zealand are quite different from living things in other areas of the world.

Planet Earth and Beyond Earth Systems  To appreciate that water, air, rocks and soil and life forms make up our planet and recognise that these are also earth’s resources. Astronomical Systems  To investigate the components of the solar system, developing an appreciation of the distances between them. Interacting Systems  To investigate the water cycle and its effect on climate, landforms and life.

Physical World Physical Inquiry and Physics concepts  To explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe the effect of forces (contact and non-contact) on the motion of objects; identify and describe everyday examples of sources of energy, forms of energy, and energy transformations.

Material World Properties of materials and changes of matter  To group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials;  To compare chemical and physical changes. Chemistry and society  To relate the observed, characteristic chemical and physical properties of a range of materials to technological uses + natural processes.

LEVEL FOUR Nature of Science Understanding about Science  Students will appreciate that science is a way of explaining the world and that science knowledge changes over time.  They will identify ways scientists work together and provide evidence to support their ideas. Investigating in Science  Students will build on prior experiences, working together to share and examine their own and others’ knowledge.  They will ask questions, find evidence, explore simple models and carry out appropriate investigations to develop simple explanations. Communicating in Science  Students will begin to use a range of scientific symbols, conventions and vocabulary.  They will engage with a range of text types and begin to question the purposes for which the texts are constructed. Participating and contributing  Students will use their growing science knowledge when considering issues of concern to them.  They will explore various aspects of an issue and make decisions about possible actions. Living World Life processes  To recognise that there are life processes that are common to all living things and that these occur in different ways. Ecology  To explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced. Evolution  To begin to group plants, animals and other living things into science–based classifications.  To explore how the groups of living things we have in the world have changed over long periods of time and appreciate that some living things in New Zealand are quite different from living things in other areas of the world.

Planet Earth and Beyond Earth Systems 147

 To develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources. Astronomical Systems  To investigate the components of the solar system, developing an appreciation of the distances between them. Interacting Systems  To investigate the water cycle and its effect on climate, landforms and life. Physical World Physical Inquiry and Physics concepts  To explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe the effect of forces (contact and non-contact) on the motion of objects; identify and describe everyday examples of sources of energy, forms of energy and energy transformations.

Material World Properties of materials  To group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials;  To compare chemical and physical changes. The structure of matter  To begin to develop an understanding of the particle nature of matter and use this to explain observed changes. Chemistry and society  To relate the observed, characteristic chemical and physical properties of a range of materials to technological uses + natural processes. [iv] OVERVIEW of SCIENCE – Strands and suggested topics a. Living World

Level 1 Level 2 Level 3 Level 4

Plants – growing, structure and NZ bush – structure and Ecosystems Protecting our Environment function, reproduction, function, life processes, classification protective mechanisms Environment Sustainability Endangered Species Biodiversity Insects / Bees Ocean Life Kiwi Requirements of Organisms Sustainability Rocky Shore Kauri Food change/web Rocky Shore – structure and Rock Pools Sustainability Interdependence function, biodiversity, protection mechanisms, the rock pool 148

Biodiversity Ocean Life Sustainability Rocky Shore – structure and Plant / animal studies function, respiration, food chain, reproduction Bees Rocky Shore – structure and function, the ecosystem, tolerance, adaptation, Rock pools b. Planet Earth and Beyond

Space Geology Changing Landscape Earth’s formation Dinosaurs c.f. mammals Soil Composition Volcanoes / earthquakes Structure of the Earth Fossils Local Geology Space Tectonic Plates Weathering Volcanic Rock Sedimentary rock Soil Studies Water / Soil pollution c. Physical World

Torches Sound Temperature Changes Seeing is Believing Electricity and Light Producing Sound Vibrations Insulation Properties of light Reflection and Shadow Floating and Sinking Radiation Colours Simple machines / toys Falling and Flying Convection Reflection; Lenses Forces and Motion Wind Cooking Magnification Levers, ramps and wheels Gliders and Planes Wind The human eye The push of air Sand Metals d. Material World

Solids and Liquids Breadmaking Changing Substances Permanent Changes Changes in State Mixtures Cooking Physical Change Dissolving Milk, clay, concrete Physical Change Chemical Change Water, drinks, milk Slime Chemical Change Variables affecting rates of change Dyes Rates of Reaction Fizzing and Foaming Recycling Corrosion Food preservation

G. SOCIAL STUDIES

[i] FOCUS OBJECTIVES.  To gain knowledge of people and their interaction with each other  To identify, discuss and respect other views, values and cultures.

[ii] Opua School Social Studies Statement

Through our Social Studies programme, students at Opua School will develop knowledge and understandings of the people in their community, New Zealand and the world. Opua School will empower students to participate as confident, informed and responsible citizens in a changing society. We will engage with the wider world and endeavour to create global citizens.

[iii] Social Studies Concepts

The Social Sciences learning area is about 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.

Achievement objectives for Social Studies integrate concepts from one or more of four conceptual strands:

Identity, Culture, and Organisation

 Students learn about society and communities and how they function. They also learn about the diverse cultures and identities of people within those communities and about the effects of these on the participation of groups and individuals. Place and Environment  Students learn about how people perceive, represent, interpret, and interact with places and environments. They come to understand the relationships that exist between people and the environment. Continuity and Change  Students learn about past events, experiences, and actions and the changing ways in which these have been interpreted over time. This helps them to understand the past and the present and to imagine possible futures. The Economic World  Students learn about the ways in which people participate in economic activities and about the consumption, production, and distribution of goods and services. They develop an understanding of their role in the economy and of how economic decisions affect individuals and communities.

Understandings in relation to the achievement objectives can be developed through a range of approaches. Using a social inquiry approach, students:  ask questions, gather information and background ideas, and examine relevant current issues;  explore and analyse people’s values and perspectives;  consider the ways in which people make decisions and participate in social action;  reflect on and evaluate the understandings they have developed and the responses that may be required.

Inquiry in the social sciences is also informed by approaches originating from such contributing disciplines as history, geography, and economics.

[iv] Social Studies Achievement Objectives and Strands

LEVEL ONE

Students will gain knowledge, skills, and experience to:  Understand how belonging to groups is important for people.  Understand that people have different roles and responsibilities as part of their participation in groups.  Understand how the past is important to people.  Understand how places in New Zealand are significant for individuals and groups.  Understand how the cultures of people in New Zealand are expressed in their daily lives.

LEVEL TWO

Students will gain knowledge, skills, and experience to:  Understand that people have social, cultural, and economic roles, rights, and responsibilities.  Understand how people make choices to meet their needs and wants.  Understand how cultural practices reflect and express people’s customs, traditions, and values.  Understand how time and change affect people’s lives.  Understand how places influence people and people influence places.  Understand how people make significant contributions to New Zealand’s society.  Understand how the status of Māori as tangata whenua is significant for communities in New Zealand.

LEVEL THREE

Students will gain knowledge, skills, and experience to:  Understand how groups make and implement rules and laws.  Understand how cultural practices vary but reflect similar purposes.  Understand how people view and use places differently.  Understand how people make decisions about access to and use of resources.  Understand how people remember and record the past in different ways.  Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.  Understand how the movement of people affects cultural diversity and interaction in New Zealand.

LEVEL FOUR

Students will gain knowledge, skills, and experience to:  Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities and societies.  Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.  Understand how exploration and innovation create opportunities and challenges for people, places, and environments.  Understand that events have causes and effects.  Understand how producers and consumers exercise their rights and meet their responsibilities.  Understand how formal and informal groups make decisions that impact on communities.  Understand how people participate individually and collectively in response to community challenges.

[v] OVERVIEW of SOCIAL STUDIES – Strands and suggested topics

152 a. Identity, Culture and Organisation

Starting School Medieval Life Natural Disasters Treaty of Waitangi Moving House Our School / Area Samoan Matai System Anzac Day Our Class Sports / games General Elections Bay of Islands Whakapapa Emergencies Coaches / Captains Whalers and Sealers Special Occasions Voluntary Groups Royal Family Gumdiggers Family Events Helping Organisations Boards Historical / Sacred Sites Ceremonies Dance and Body Decoration Gold Mining Celebrations Meeting and greeting b. Place and Environment

Our teachers National Parks Nomadic Lifestyle Whale Rescue School Staff Structure Place Names Reclaimed Areas Civil Defence Our District Mapping Living in a hot / cold place Famine / Plague Aborigines Pa Sites Parks and Reserves Living in other Lands Maori Carvings Pacific Islands Hydro dams/towns Building / Construction Marae Local Community City Living Town Planning Conservation Mangroves Sustainability Harbours Resource Management c. Continuity and Change

Rights and Responsibilities Rights and Responsibilities Inventors / Inventions Disasters Holidays Mapping Transport Refugees Traditional Stories and Myths My Place BOI Leaders Wars 153

Monuments Pacific Islands Sustainability Air / Sea Rescue Local Community Explorers Helping Agencies e.g. UN Whalers / Sealers Famine; Plague Voyages of Discovery Pioneer Families d. Economic World

Food Gathering Kai Moana / Fishing Clothing / Shelter Air / Water Pollution Festivals Hunting / Harvesting Orchards / vineyards Consumer Rights Tourist Centres Tenancy Tribunal Forestry Current Affairs Sustainability Financial Literacy

H. TECHNOLOGY [i] FOCUS OBJECTIVES  To investigate and explain in some detail technological processes and their uses;  To be able to evaluate and modify designs and outcomes to meet set criteria. [ii] Opua School Technology Statement: In every technology unit all curriculum strands will be covered where possible. There will be a minimum of two units taught each year. The choice of unit may be based on an area, or a real, identified need or opportunity that could be based on a school event or requirement. Technology units may be planned separately from other curriculum areas. Units are generally taught in four to five week blocks with links to other curriculum areas within this time frame. Year 7 & 8 will be involved with the technology curriculum at Moerewa School. [iii] OVERVIEW Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities. Adaptation and innovation are at the heart of technological practice. Quality outcomes result from thinking and practices that are informed, critical, and creative.

Technology makes enterprising use of its own particular knowledge and skills, together with those of other disciplines. Graphics and other forms of visual representation offer important tools for exploration and communication. Technology is never static. It is influenced by and in turn impacts on the cultural, ethical, environmental, political, and economic conditions of the day. [iv] Technology General Structure The learning area comprises three strands: Technological Practice, Technological Knowledge, and Nature of Technology. Teaching and learning programmes will integrate all three, though a particular unit of work may focus on just one or two. Knowledge and skills are learned in context. By offering a variety of contexts, teachers help their students to recognise links and develop generic understandings. Students should be encouraged to access relevant knowledge and skills from other learning areas. In the technological practice strand, students examine the practice of others and undertake their own. They develop a range of outcomes, including concepts, plans, briefs, technological models and fully realised products or systems. Students investigate issues and existing outcomes and use the understandings gained, together with design principles and approaches, to inform their own practice. They also learn to consider ethics, legal requirements, protocols, codes of practice, and the needs of and potential impacts on stakeholders and the environment. Through the technological knowledge strand, students develop knowledge particular to technological enterprises and environments and understandings of how and why things work. Students learn how functional modelling is used to evaluate design ideas and how prototyping is used to evaluate the fitness for purpose of systems and products as they are developed. An understanding of material properties, uses and development is essential to understanding how and why products work the way they do. Similarly, an understanding of the constituent parts of systems and how these work together is essential to understanding how and why systems operate in the way they do. Through the nature of technology strand, students develop an understanding of technology as a discipline and of how it differs from other disciplines. They learn to critique the impact of technology on societies and the environment and to explore how developments and outcomes are valued by different peoples in different times. As they do so, they come to appreciate the socially embedded nature of technology and become increasingly able to engage with current and historical issues and to explore future scenarios. [v] Technology Achievement Objectives and Strands LEVEL ONE Technological practice Students will: Planning for practice  Outline a general plan to support the development of an outcome, identifying appropriate steps and resources. Brief development  Describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available. Outcome development and evaluation  Investigate a context to communicate potential outcomes. Evaluate these against attributes; select and develop an outcome in keeping with the identified attributes. Technological knowledge Students will: Technological modelling 155

 Understand that functional models are used to represent reality and test design concepts and that prototypes are used to test technological outcomes. Technological products  Understand that technological products are made from materials that have performance properties. Technological systems  Understand that technological systems have inputs, controlled transformations, and outputs. Nature of technology Students will: Characteristics of technology  Understand that technology is purposeful intervention through design. Characteristics of technological outcomes  Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature. LEVEL TWO Technological practice Students will: Planning for practice  Develop a plan that identifies the key stages and the resources required to complete an outcome. Brief development  Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources available. Outcome development and evaluation  Investigate a context to develop ideas for potential outcomes. Evaluate these against the identified attributes; select and develop an outcome. Evaluate the outcome in terms of the need or opportunity. Technological knowledge Students will: Technological modelling  Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose. Technological products  Understand that there is a relationship between a material used and its performance properties in a technological product. Technological systems  Understand that there are relationships between the inputs, controlled transformations, and outputs occurring within simple technological systems. Nature of technology Students will: 156

Characteristics of technology  Understand that technology both reflects and changes society and the environment and increases people’s capability. Characteristics of technological outcomes  Understand that technological outcomes are developed through technological practice and have related physical and functional natures. LEVEL THREE Technological practice Students will: Planning for practice  Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. Brief development  Describe the nature of an intended outcome, explaining how it addresses the need or opportunity. Describe the key attributes that enable development and evaluation of an outcome. Outcome development and evaluation  Investigate a context to develop ideas for potential outcomes. Trial and evaluate these against key attributes to select and develop an outcome to address the need or opportunity. Evaluate this outcome against the key attributes and how it addresses the need or opportunity. Technological knowledge Students will: Technological modelling  Understand that different forms of functional modelling are used to inform decision making in the development of technological possibilities and that prototypes can be used to evaluate the fitness of technological outcomes for further development. Technological products  Understand the relationship between the materials used and their performance properties in technological products. Technological systems  Understand that technological systems are represented by symbolic language tools and understand the role played by the “black box” in technological systems. Nature of technology Students will: Characteristics of technology  Understand how society and environments impact on and are influenced by technology in historical and contemporary contexts and that technological knowledge is validated by successful function. Characteristics of technological outcomes  Understand that technological outcomes are recognisable as fit for purpose by the relationship between their physical and functional natures. LEVEL FOUR 157

Technological practice Students will: Planning for practice  Undertake planning that includes reviewing the effectiveness of past actions and resourcing, exploring implications for future actions and accessing of resources, and consideration of stakeholder feedback, to enable the development of an outcome. Brief development  Justify the nature of an intended outcome in relation to the need or opportunity. Describe the key attributes identified in stakeholder feedback, which will inform the development of an outcome and its evaluation. Outcome development and evaluation  Investigate a context to develop ideas for feasible outcomes. Undertake functional modelling that takes account of stakeholder feedback in order to select and develop the outcome that best addresses the key attributes. Incorporating stakeholder feedback, evaluate the outcome’s fitness for purpose in terms of how well it addresses the need or opportunity. Technological knowledge Students will: Technological modelling  Understand how different forms of functional modelling are used to explore possibilities and to justify decision making and how prototyping can be used to justify refinement of technological outcomes. Technological products  Understand that materials can be formed, manipulated, and/or transformed to enhance the fitness for purpose of a technological product. Technological systems  Understand how technological systems employ control to allow for the transformation of inputs to outputs. Nature of technology Students will: Characteristics of technology  Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines. Characteristics of technological outcomes  Understand that technological outcomes can be interpreted in terms of how they might be used and by whom and that each has a proper function as well as possible alternative functions. Resources Major resourcing will be allocated to designated technology areas throughout the year depending on needs. The annual technology budget will include consumables. This needs to be spent prudently as the overall budget is limited. Thought should be given to alternative sources of materials or by encouraging students to adapt or change designs to fit available resources. Materials and structures and mechanisms have been linked together for planning and use of equipment [vi] STRAND OVERVIEW and General Information 158

The intention is to cover all strands over a 3 year period. See Curriculum Overviews in Appendices [ii] through to [v]. Staff Development Each year, based on staff interest and resources available, all teachers will have the opportunity for teacher development. This may include: Staff meetings, staff visits, Advisory support, staff strengths and/or workshops. Planning The two syndicates, (Junior/ Senior) will plan units based on the one compulsory area. The choice of the other area will either be syndicate based or individual teacher based. Points to remember when planning:  Incorporate an authentic need or opportunity;  Students must produce something that is tangible, a product, system or environment;  All units must include design and graphics;  Teachers should consider their own knowledge base a and decide whether the chose topic is appropriate for then to enhance the children’s learning. Assessment Assessment must be a part of the process of learning and should build on the assessment from the students previous learning in Technology. Technological skills and conceptual gateways should be identified at the beginning of the unit./ These will drive the assessment process. Negotiated or unplanned or unexpected gateways should be allowed for. Safety Teachers along with students in the classes must complete a risks analysis management matrix. This should be displayed on the wall and added to as the unit progresses. Refer to the Safety in Technology handbook. A safe and hygienic environment must be provided.

I. OVERVIEWS and APPENDICES APPENDIX [i]: The Curriculum Overview: An Introduction The curriculum overview at Opua School is based on Literacy. This encourages integrated classroom learning programmes and, in the day-to-day learning, particularly of Writing, Reading and Social Studies, there will often be no separation of the different subjects. This overview has a two year cycle based round curriculum strands, not topics. This ensures that after eight years at Opua School, all curriculum strands will have been covered. We have a two year rather than a four year cycle because we have two Year levels in each classroom. The suggested topics are only the scaffolding on which to hang the teaching and learning of processes, skills and the Key Competencies and they are only suggestions. Teachers may discard the suggested topics and choose topics that utilise their individual strengths, interests and passions. They may also take advantage of available resources or those able to be budgeted for. There may be instances where the same topic is used in a junior class and later in a senior class. For example, Space may be the topic for the Planet Earth and Beyond strand in both junior and senior classes. Bearing in mind that the topic is only the scaffolding, this is acceptable as the teaching of the processes and skills around this topic are taught at a more advanced level in a senior class than in a junior class, as will be the knowledge gained. The same applies to Art. Self-portraits may be done every year and the art techniques and skills will become more sophisticated as the children move

159 through the school. The self-portraits will emerge from integrated Science, Social Studies or Health programmes or from the Key Competencies and the emphasis will be different in each classroom.

APPENDIX [ii]: The Curriculum Overview Junior School [Even Years] TERM 1 TERM 2 TERM 3 TERM 4 READING Reading: Teaching responses, timelines, skeleton Reading: Teaching responses, timelines, skeleton Reading: Teaching responses, timelines, skeleton Reading: Teaching responses, timelines, skeleton outlines, concept maps, pyramid charts, retrieval outlines, colour wheel outlines, colour wheel outlines, colour wheel charts, overviews, character maps, flow charts Reading rotations: Colour wheel Reading rotations: Colour wheel Reading rotations: Colour wheel etc Shared reading: Cross curricula Shared reading: Cross curricula Shared reading: Cross curricula Reading rotations: Colour wheel GSR: Earth & Space – students above Purple GSR: Myths & legends – students above Purple GSR: Myths & legends – students above Purple Shared reading: Beach and sea Independent reading: Boxes Independent reading: Boxes Independent reading: Boxes GSR: Beach and sea – students above Purple Independent reading: Boxes WRITING Focus: Personal recount, cameo, recrafting, Focus: Personal recount, cameo, recrafting, Focus: Personal recount, cameo, recrafting, Focus: Personal recount, cameo, recrafting, publishing, exploring language, imagery publishing, exploring language, imagery publishing, exploring language, imagery publishing, exploring language, imagery Transactional report: Sea creatures Transactional report: Explanation – making Transactional report: Explanation - making Narrative: Graphic story Narrative: Beach trip rules, reasoning rules, reasoning Transactional report: Explanation – eg The Factual recount: Space Recount: Myths, Legends & Fairy Tales Secret Garden ORAL Context: Questioning, arguing, reasoning. Context: Social interaction. Context: Social courtesies. Context: Developing performance oracy. Focus: Questioning, arguing, reasoning. Focus: Through purposeful talking and listening, Focus: Appropriate language for various Focus: Exploring language, vowels/consonants, Give opinion, agree/disagree politely, resolve children test their understanding and make situations, respect for others, interruptions, language of conversation, formal & informal conflict, co-operative attitudes, listen critically, modifications. Think of and use own knowledge, speaking & listening opportunities, gaining talking, spoken & written language, body language, listen & learn for entertainment, deal with express one’s feelings, express doubts, formulate attention, giving & receiving messages & gestures etc through story telling, poetry, different viewpoints appropriately – class rules, questions, make hypotheses, explain & persuade, compliments, answering phones, being persuasive. drama, play reading, role play. conflict management. listen. VISUAL Context: Three significant events – celebrations, Context: Space Context: Healthy Food Context: Growing things NZ Day, Waitangi etc Focus: Making a board game Focus: Create a poster Focus: Charts Focus: Create a fold-out Skills: Colour, font, layout, symbols, signs, space Skills: Lines, guidelines, layout, symbols, signs, Skills: Lines, guidelines, layout, symbols, signs, Skilke: Colour, font, layout, symbols, signs, space, colour, text space, colour, text, labels space SCIENCE Context: Living World Context: Planet Earth & Beyond Context: Physical World R 2 Focus: Tidal communities, rocky shore Focus: Sustainability - Earth systems and Focus: Chemical changes, food heating & cooking, Context: Living World Key understanding: Marine creatures have interacting systems, cooking appliances, hangi Focus: Green Earth – is this a plant? adapted to the ocean environment by Key understanding: Our relationship with the Key understanding: In different times people Key understanding: Different sorts of plants development of characteristics consistent with Earth, Earth’s relationship with the sun, the used different technology. When we cook we may be grouped in many different ways. Plants the marine world. Some marine creatures differ moon, other planets & other bodies, day/night, increase the heat content. Heat can be make their own food, respond to things around from sea-mammals in that they do not nurture moon phases, tides, seasons, orbits, our galaxy, generated by different means. them and produce new plants. We can often tell their young. life elsewhere. Skills: Convey and receive information and ideas which group plants belong to by looking at their 160

Skills: Observe and identify parts of marine Skills: Information Gathering - present in a range of cultural, language and social features. creatures. Use written, verbal and non-verbal information clearly, logically, concisely and contexts. Skills: Make meaning from information, identify, communication to make meaning from accurately. gather, locate, store, retrieve and process from information. a range of sources. Rms 1 & 3 Integrated with Social Studies TECHNOLOGY Context: Technological practice - planning Context: Technological Knowledge - modelling Integrated with Science Context: Nature of Technology - outcomes Focus: Cooking pipi fritters Focus: Making a rocket or mini-galaxy Focus: Containers for precious things, containers Key understanding: There is a defined sequence Key understanding: Mock-ups allow us to for growing plants. to making fritters. Different people do evaluate a design and modify according to need. Key understanding: The investigation, use and different tasks in the production process. A A rocket may need reliable propulsion testing. development of materials to achieve the planned production line makes more than an individual can Skills: Reflecting on learning and developing self- results – Materials and Technology book p8 in the same time. knowledge. Set goals and monitor performance. SOCIAL Context: Identity, Culture & Organisation Context: The Economic World Context: Continuity & Change Rms 1 & 3 SCIENCES Focus: My life Focus: Sustainability – integrated with Science Focus: Myths, Legends & Fairy Tales, traditions Context: Place & Environment Key understanding: Recognise differences and customs Focus: Russell past & present between people. Accept self-worth and how each Key understanding: Myths, legends & fairy tales Key understanding: Russell was formally called person can contribute. Recognize roles played by give us an explanation for the unexplained. Many Kororareka. It was once the capital of New different people and organisations – police, St cultural customs have developed from these. Zealand. It was an early mission station and John’s, teachers etc Skills: To develop an awareness of cultural supply town. It is important for its history back Skills: To participate and contribute in similarities and differences through stories, to the early missions and the printing presses. communities involves developing a sense of place, food, dance and drama The old church is important as a survivor of the belonging and mana. Students will be able to Battle for Russell. acknowledge individual differences and Skills: Compare, contrast and categorise demonstrate respect for the rights of other information about early Russell and the present people. They will develop knowledge and day Russell. understanding of why people belong in groups and R2 Integrated with Science be able to give examples of the benefits of belonging to groups HEALTH Context: Relationships with other people Context: Personal health & physical development Context: Healthy communities & environment Context: Personal health & physical Focus: Feeling good about myself Focus: Looking after ourselves Focus: Healthy food practices, hangi development Key understanding: Everyone is unique because Key understanding: Making decisions and keeping Key understanding: It is important that food is Focus: Safety in summer they have their own ideas, needs, strengths & ourselves safe. Being able to identify dangers in cooked and stored properly for good health Key understanding: We need to use safe feelings. our home and community. Skills: Key competencies - share tasks, co- processes in our activities – sun, road, play - so Skills: Key competencies - co-operation, Skills: Key competencies - self-discipline, taking operate that we stay relatively unharmed. fairness, perseverance, tolerance, respect, responsibility for our own actions and decisions Skills: Identify hazards at home, school & in the honesty, reliability community to enhance social & physical well-being PE Context: Movement concepts & motor skills Context: Movement concepts & motor skills Context: Movement concepts & motor skills Context: Movement concepts & motor skills Focus: Aquatics, water safety, ball handling Focus: Ball handling Focus: Ball handling Focus: Athletics, aquatics Skills: Swimming - correct techniques, fitness Skills: Small and large balls - team games Skills: Large ball - team games Skills: Athletics – running, jumping, throwing Ball handling – small ball Aquatics – basic strokes, water safety MUSIC ARTS ART: Integrated with Social Studies and ART: Mobiles, sculpture, modelling ART: Clay work, printmaking ART: Science – making containers LANGUAGES Science MUSIC: Untuned percussion, rhythm, Jump MUSIC: Untuned percussion, rhythm, Jump MUSIC: Untuned percussion, rhythm, Jump MUSIC: Untuned percussion, rhythm, Jump Jam, Jam, folk dances, singing, nga rakau Jam, folk dances, singing, nga rakau Jam, folk dances, singing, nga rakau. Preparation folk dances, singing, nga rakau MAORI: Te Reo, kapa haka MAORI: Te Reo, kapa haka, for end-of year prizegiving, preparation for MAORI: Te Reo, kapa haka Greet the Cruisers MAORI: Te Reo, kapa haka,

EVENTS Opua Regatta – wk 4 Matariki Maori Language Week Camps/trips 161

Russell Swimming Sports – wk4 Spanish Cross Country Paihia Athletics Day Sea Week – wk 5 Ballroom dancing – Year 4s Spanish Prizegiving Talent Show Ballroom dancing – Year 4s Greet the Cruisers performance Spanish Spanish Ballroom dancing – Year 4s Ballroom dancing – Year 4s Senior Dance – Year 4s APPENDIX [iii]: The Curriculum Overview Junior School [Odd Years] TERM 1 TERM 2 TERM 3 TERM 4 READING Reading: Teaching responses, timelines, skeleton Reading: Teaching responses, timelines, skeleton Reading: Teaching responses, timelines, skeleton Reading: Teaching responses, timelines, skeleton outlines, concept maps, pyramid charts, retrieval outlines, colour wheel outlines, colour wheel outlines, colour wheel charts, overviews, character maps, flow charts Reading rotations: Colour wheel Reading rotations: Colour wheel Reading rotations: Colour wheel etc Shared reading: Cross curricular Shared reading: Cross curricular Shared reading: Cross curricular Reading rotations: Colour wheel GSR: Earth & Space – students above Purple GSR: Myths & legends – students above Purple GSR: Myths & legends – students above Purple Shared reading: Beach and sea Independent reading: Boxes Independent reading: Boxes Independent reading: Boxes GSR: Beach and sea – students above Purple Independent reading: Boxes WRITING Focus: Personal recount, cameo, recrafting, Focus: Personal recount, cameo, recrafting, Focus: Personal recount, cameo, recrafting, Focus: Personal recount, cameo, recrafting, publishing, exploring language, imagery publishing, exploring language, imagery publishing, exploring language, imagery publishing, exploring language, imagery Transactional report: Sea creatures Transactional report: Explanation – making Transactional report: Explanation - making Narrative: Graphic story Narrative: Beach trip rules, reasoning rules, reasoning Transactional report: Explanation – The Secret Factual recount: Sustainability Procedure: Making popcorn Garden ORAL Context: Questioning, arguing, reasoning. Context: Social interaction. Context: Social courtesies. Context: Developing performance oracy. Focus: Questioning, arguing, reasoning. Focus: Through purposeful talking and listening, Focus: Appropriate language for various Focus: Exploring language, vowels/consonants, Give opinion, agree/disagree politely, resolve children test their understanding and make situations, respect for others, interruptions, language of conversation, formal & informal conflict, co-operative attitudes, listen critically, modifications. Think of and use own knowledge, speaking & listening opportunities, gaining talking, spoken & written language, body language, listen & learn for entertainment, deal with express one’s feelings, express doubts, formulate attention, giving & receiving messages & gestures etc through story telling, poetry, different viewpoints appropriately – class rules, questions, make hypotheses, explain & persuade, compliments, answering phones, being persuasive. drama, play reading, role play. conflict management. listen. VISUAL Context: Three significant events – celebrations, Context: Solar System Context: Healthy Food Context: Growing things NZ Day, Waitangi etc Focus: Making a board game Focus: Create a poster Focus: Charts Focus: Create a fold-out Skills: Colour, font, layout, symbols, signs, space Skills: Lines, guidelines, layout, symbols, signs, Skills: Lines, guidelines, layout, symbols, signs, Skills: Colour, font, layout, symbols, signs, space space, colour, text space, colour, text, labels SCIENCE Context: Living World Context: Planet Earth & Beyond Context: Physical World Context: Material World Focus: Tidal communities, rocky shore Focus: Sustainability - Earth systems and Focus: The Popcorn Shop TKI Social Studies Focus: Properties of matter Making soap Key understanding: Marine creatures have interacting systems, Gardening, chickens, bees, Unit, chemical changes, food heating & cooking, Key understanding: Using their knowledge of adapted to the ocean environment by endangered species cooking appliances chemistry children will be better able to development of characteristics consistent with Key understanding: Our relationship with the Key understanding: Understand how popping corn understand science-related challenges such as the marine world. Some marine creatures differ Earth, Earth’s relationship with the sun, the can be changed into popcorn by heating. environmental sustainability and the development from sea-mammals in that they do not nurture moon, other planets & other bodies, day/night, Understand that flavour changes when different of new materials. their young. moon phases, tides, seasons, orbits, our galaxy, additives are combined with the popcorn. Skills: Make meaning from information, identify, Skills: Observe and identify parts of marine life elsewhere. Skills: Explore, observe and describe the gather, locate, store, retrieve and process from creatures. Use written, verbal and non-verbal Skills: Information Gathering - present physical properties of a range of corn products. a range of sources. communication to make meaning from information clearly, logically, concisely and information. accurately. TECHNOLOGY Context: Technological practice - planning Context: Technological Knowledge - modelling Integrated with Science Context: Nature of Technology - outcomes Focus: Cooking pipi fritters Focus: Making mobiles Focus: Containers for precious things, containers Key understanding: There is a defined sequence Key understanding: Mock-ups allow us to for growing plants. to making fritters. Different people do evaluate a design and modify according to need. Key understanding: The investigation, use and different tasks in the production process. A A rocket may need reliable propulsion testing. development of materials to achieve the planned production line makes more than an individual can Skills: Reflecting on learning and developing self- results – Materials and Technology book p8 in the same time. knowledge. Set goals and monitor performance. 162

SOCIAL Context: Identity, Culture & Organisation Context: Place & Environment Context: Economic World Context: Continuity & Change STUDIES Focus: My life Integrated with Science Focus: The Popcorn Shop TKI Social Studies Focus: Opua past & present Key understanding: Recognise differences Key understanding: After investigating the Key understanding: Understand that Opua used between people. Accept self-worth and how each properties of corn and corn products, students to be a thriving port connected to the rest of person can contribute. Recognize roles played by will focus on popcorn, working cooperatively to New Zealand by rail and sea as well as road. different people and organisations – police, St make popcorn to sell at Stalls’ Day using a range Cruise ships used to berth at Opua Wharf up John’s, teachers etc of flavours. until the early 1990s. Local long-time residents Skills: To participate and contribute in Skills: Surveys to determine which flavours are Myra Larcombe, Flo Morrison and Margaret communities involves developing a sense of place, the most popular, explore the costs of producing Sinclair are a mine of information on the history belonging and mana. Students will be able to popcorn, make a profit, work within a budget, of Opua. acknowledge individual differences and learn how to give change, receive feedback from Skills: Compare, contrast and categorise demonstrate respect for the rights of other consumers to identify their achievements. information about early Opua and the present people. They will develop knowledge and day Opua. understanding of why people belong in groups and be able to give examples of the benefits of belonging to groups HEALTH Context: Relationships with other people Context: Personal health & physical development Context: Healthy communities & environment Context: Personal health & physical Focus: Feeling good about myself Focus: Looking after ourselves Focus: Healthy food practices, nutrition development Key understanding: Everyone is unique because Key understanding: Making decisions and keeping Key understanding: It is important that food is Focus: Safety in summer they have their own ideas, needs, strengths & ourselves safe. Being able to identify dangers in cooked and stored properly for good health Key understanding: We need to use safe feelings. our home and community, First Aid. Skills: Key competencies - share tasks, co- processes in our activities – sun, road, play - so Skills: Key competencies - co-operation, Skills: Key competencies - self-discipline, taking operate that we stay relatively unharmed. fairness, perseverance, tolerance, respect, responsibility for our own actions and decisions Skills: Identify hazards at home, school & in the honesty, reliability community to enhance social & physical well-being

PE Context: Movement concepts & motor skills Context: Movement concepts & motor skills Context: Movement concepts & motor skills Context: Movement concepts & motor skills Focus: Aquatics, water safety, ball handling Focus: Ball handling Focus: Ball handling Focus: Athletics, aquatics Skills: Swimming - correct techniques, fitness Skills: Small and large balls - team games Skills: Large ball - team games Skills: Athletics – running, jumping, throwing Ball handling – small ball Aquatics – basic strokes, water safety MUSIC ARTS ART: Integrated with Social Studies and ART: Mobiles, sculpture, modelling ART: Clay work, printmaking ART: Science – making containers LANGUAGES Science MUSIC: Untuned percussion, rhythm, Jump MUSIC: Untuned percussion, rhythm, Jump MUSIC: Untuned percussion, rhythm, Jump MUSIC: Untuned percussion, rhythm, Jump Jam, Jam, folk dances, singing, nga rakau Jam, folk dances, singing, nga rakau Jam, folk dances, singing, nga rakau. Preparation folk dances, singing, nga rakau MAORI: Te Reo, kapa haka MAORI: Te Reo, kapa haka, for end-of year prizegiving, preparation for MAORI: Te Reo, kapa haka Greet the Cruisers MAORI: Te Reo, kapa haka, EVENTS Opua Regatta – wk 4 Matariki Maori Language Week Camps/trips Russell Swimming Sports – wk4 Spanish Cross Country Paihia Athletics Day Sea Week – wk 5 Ballroom dancing – Year 4s Spanish Prizegiving Talent Show Ballroom dancing – Year 4s Greet the Cruisers performance Spanish Spanish Ballroom dancing – Year 4s Ballroom dancing – Year 4s Senior Dance – Year 4s APPENDIX [iv]: The Curriculum Overview Senior School [Even Years] TERM 1 TERM 2 TERM 3 TERM 4 READING Reading rotation: Revise process of Reading rotation: GSR & Reading rotation: GSR & independent - Reading rotation: Independent & GSR – shared reading and reading responses SR – origin of the slave labour, conservation, profit margins, myths and legends, traditional tales, GSR rotation focus: Beach and sea marathon, town criers, shopping, supermarkets, boutiques voyages of discovery Reading to class: Sea stories telephones, radio, Reading to class: Newspaper articles Focus on target group Identify target group television, computers, Peer tutoring weeks 7 – 10 163

ipods, mobile phones Focus on target group Reading to class: Room 5: Dictionary skills Communication Focus on target group

WRITING Focus: Personal recount, cameo Focus: Narrative, report, Focus: Report, exposition, personal Focus: Cameo writing, report, explanation. writing, report, explanation. personal recount. recount. Publishing, exploring language, Publishing, exploring language, imagery, Publishing, exploring language, Publishing, exploring imagery, dialogue dialogue, poetry forms, irony imagery, dialogue language, imagery, dialogue Report: News item – natural disaster Narrative: Greek/Maori, other cultures’ Personal recount: Beach trip Narrative: Getting the affecting a country’s resources myths Exposition: R4 Safe roads message across Explanation: Sustainability Explanation: How and why Captain Cook got R5 School uniforms Report: The first to NZ television/radio broadcast

ORAL Context: Questioning, arguing, Context: Social Context: Social courtesies Context: Developing performance oracy reasoning interaction Focus: Appropriate language for various Focus: Exploring language, Focus: Give opinion, agree/disagree Focus: Express one’s situations, respect for others, vowels/consonants, language of politely, resolve conflict, co-operative feelings, express doubts, interruptions, speaking & listening conversation, formal & informal talking, attitudes, listen critically, listen & formulate questions, make opportunities, gaining attention, giving & spoken & written language, body language, learn for entertainment, deal with hypotheses, explain & receiving messages & compliments, gestures etc through story telling, poetry, different viewpoints appropriately – persuade, listen. answering phones, being persuasive. drama, play reading, role play, preparation class rules, conflict management. for speech contest. VISUAL Context: Tidal communities Context: Evolution of the Context: Sustainability Context: Artistic interpretation of Focus: Create a visual message about mobile phone Focus: Advertisements Greek/Maori/other cultures’ gods tidal communities Focus: Powerpoint Skills: persuasive message, layout, spacing, Focus: Interpreting pictures Skills: central focus, anchor, design, Skills: storyboard, text font, colour, hook, graphics, message, Skills: Symbolism, colour, effect, shape, colour, lettering depth, information, graphics, appropriate audience. foreground, background. proportion, use of space, guidelines, colour, font, layout, signs, foreground/background. symbols, background sound, photos. Context: Sustainability SCIENCE Context: Living World Context: Material World Context: Planet Earth & Beyond Focus: Physical World TECHNOLOGY Focus: Tidal communities, rocky shore Focus: Properties & Focus: Earth systems and interacting Focus: Battery hen farming Key understanding: Living things changes of matter. systems, sustainability. Key understanding: Look at how our depend on one another & on the living Key understanding: Key understanding: Investigate rain thinking about animals is intimately bound environment. Beach ecosystems are a Understand and use forests’ deforestation, palm oil production, up with our ideas about ourselves as balance of living & non-living elements fundamental concepts of endangered species individuals and members of society and to which interact with each other. chemistry. Understand that Skills: Information Gathering - present think more carefully about concepts of Skills: Focusing & Planning – ask changes in materials can be information clearly, logically, concisely & empathy, compassion, suffering, freedom, questions of themselves and their caused by many things. accurately. captivity, and justice. group to identify questions suitable Permanent, physical & R5 Technology - Moerewa Skills: Reporting – children’s posters and for scientific investigation. chemical changes, variables verbal reports will demonstrate what was affect rates of change, learnt. fizzing & foaming, corrosion, R5 Technology - Moerewa food preservation. 164

Skills: Processing & Interpreting – group materials in different ways, compare chemical and physical changes. SOCIAL Context: Identity, Culture & Context: Continuity & Context: Economic World Context: Place & Environment SCIENCES Organisation Change Focus: Tracking food from its seed to the Focus: Mapping Focus: Social organisation, key Focus: Evolution of supermarket shelves; advertising Key understanding: Maps represent competencies modern technology Key understandings: topography and are useful for planning, Key understanding: An effective Key understanding: Level 3 –Understand how people make meteorology and navigation. community is made up of each Understand how innovation decisions about access to, and use of, Skills: Scale, orientation, compass points, individual working responsibly towards creates opportunities and resources. grid references, reading atlases and road the whole. Everybody belongs. With challenges for people. Level 4 – Understand how producers and maps, hemispheres, oceans, continents, NZ every right there is an associated Understand that modern consumers exercise their rights and meet geography responsibility. electronic equipment has their responsibilities. TKI Social Studies Resources - Dr Skills: Participating effectively as evolved must faster than Skills: Being discerning about being a Livingstone I Presume, Far and Near responsible citizens in a democratic early forms of consumer. Journeys. society. communication. Rm 5 – Careers Guidance Day: Invite Skills: Research skills, parents/visitors to spend time with the using social networking class talking about their jobs. responsibly. Rm. 5 – Careers Guidance Individual/Paired research on chosen careers’ pathways. Present to class.

HEALTH Context: Relationships with other Context: Healthy Context: Personal Growth & Development Context: Personal Health & Physical people Communities & Focus: Life Skills Development Focus: Creating a positive classroom Environments Key understanding: Time management & Focus: Body Care & Physical Safety environment Focus: Food and nutrition self management are important for a Key understanding: We need to use safe Key understanding: A healthy Key understanding: We smooth-running existence. processes in our activities – sun, road, play - community is one in which people stay healthy through a Skills: Key Competency – Managing Self. so that we stay relatively unharmed. respect the rights of others & value balanced diet and good Skills for Living - budgeting, routines, Skills: Key Competency – Participation & diversity. nutrition - it is cheaper forward planning, using a diary or calendar, Co-operation. Working effectively, both Skills: Key Competency - self- and healthier to prepare career choices independently & in groups. discipline & taking responsibility for food rather than buy it actions & decisions. ready-made, and through cleanliness and adequate sleep. Skills: Achieve healthy living by keeping ourselves clean, well fed and by getting adequate sleep. PE Context: Movement concepts & Context: Movement Context: Movement concepts & motor Context: Movement concepts & motor motor skills concepts & motor skills skills skills 165

Focus: Aquatics, water safety Focus: Rugby, hockey, Focus: Rugby, hockey, netball, soccer, Focus: Athletics - high jump, long jump, Skills: Correct techniques, fitness. netball, soccer. cross country. discus, shot, relays. Aquatics - correct swimming techniques. Small ball - cricket skills, MUSIC ARTS LANGUAGES ART focus: Mural ART focus: Takahe ART focus: Advertisements ART focus: Dioramas Skills: Painting on board Skills: multimedia Skills: Collage Skills: 3D, depth MUSIC focus: Ukuleles, singing, MUSIC focus: As T 1 & 2 MUSIC focus: As T1 + instrumental – MUSIC focus: As T1, 2 & 3 + Jump Jam, folk dancing, orchestra, + glocks, xylophones, chime bars, keyboards, preparation for end-of year prizegiving, nga rakau instrumental guitars preparation for Greet the Cruisers MAORI: Te Reo, kapa haka. MAORI: Te Reo, kapa MAORI: Te Reo, kapa haka MAORI: Te Reo, kapa haka. haka.

MATHS NUMBER: Whole term NUMBER: Whole term NUMBER: Whole term NUMBER; Whole term SKILLS: Revise basic facts, fractions, SKILLS: basic facts, SKILLS: basic facts, fractions, decimals, SKILLS: basic facts, fractions, decimals, decimals, percentages fractions, decimals, percentages percentages percentages STATISTICS: Wks 3 & 4 SKILLS: STATISTICS: Wks 3 & 4 STASTISTICS: Wks 3 & Classify different veges - hangi, predict SKILLS: Wind machine: explore 4 SKILLS: Cars amount needed, graph probability, predict using Franklin St - classify, MEASUREMENT: Wks 5 & 6 SKILLS: MEASUREMENT: Wks 5 & 6 SKILLS: predict, graph Kg, gm, tonne, read scales, estimate, Capacity - litre, ml, cubic metre, read MEASUREMENT: Wks 5 compare temperatures & 6 SKILLS: ALGEBRA/GEOMETRY: Wks 7 & 8 ALGEBRA/GEOMETRY: Wks 7 & 8 Estimate, order, compare, SKILLS: 2D, 3D draw, construct models, SKILLS: Reflection, symmetry, rotation, measure draw circles, triangles enlarge & reduce ALGEBRA/GEOMETRY: Wks 7 & 8 SKILLS: Tessellations EXTRAS & EVENTS AsTTle writing data collection AsTTle reading data AsTTle writing data collection AsTTle reading data collection Life Education Caravan collection Maori Language Week Camps/trips Opua Regatta Maromaku Rugby Netball Hangi Paihia Athletics Day Russell Swimming Sports Day Cross Country Prizegiving Sea Week Matariki Talent Show Greet the Cruisers performance Talent Show Talent Show Spanish Cruising Club Pantomime Spanish Spanish Ballroom dancing Talent Show Ballroom dancing Spanish Ballroom dancing Paihia Santa Parade Senior Dance

APPENDIX [v]: The Curriculum Overview Senior School [Odd Years] TERM 1 TERM 2 TERM 3 TERM 4 166

READING Reading rotation: Revise process of Reading rotation: GSR & Reading rotation: GSR & independent - Reading rotation: Independent & GSR – shared reading and reading responses SR – origin of the slave labour, conservation, profit margins, castaways, explorers, seafarers, graphic GSR rotation focus: Beach and sea marathon, town criers, shopping, supermarkets, boutiques novels & sophisticated picture books Reading to class: Sea stories telephones, radio, Reading to class: Newspaper articles Peer tutoring weeks 1-4 Identify target group television, computers, Peer tutoring weeks 7 – 10 Focus on target group ipods, mobile phones Focus on target group Reading to class: Communication Focus on target group

WRITING Focus: Personal recount, cameo Focus: Narrative, report, Focus: Report, exposition, personal Focus: Narrative, explanation, personal writing, report, explanation. personal recount. recount. Publishing, exploring language, recount. Publishing, exploring language, Publishing, exploring language, Publishing, exploring imagery, dialogue imagery, dialogue, poetry forms, irony imagery, dialogue language, imagery, dialogue Report: News item – natural disaster Narrative: Graphic story Personal recount: Beach trip Narrative: Getting the affecting a country’s resources Explanation: How a machine works Exposition: R4 Safe roads message across Explanation: Sustainability R5 School uniforms Report: The first television/radio broadcast

ORAL Context: Questioning, arguing, Context: Social Context: Social courtesies Context: Developing performance oracy reasoning interaction Focus: Appropriate language for various Focus: Exploring language, Focus: Give opinion, agree/disagree Focus: Express one’s situations, respect for others, vowels/consonants, language of politely, resolve conflict, co-operative feelings, express doubts, interruptions, speaking & listening conversation, formal & informal talking, attitudes, listen critically, listen & formulate questions, make opportunities, gaining attention, giving & spoken & written language, body language, learn for entertainment, deal with hypotheses, explain & receiving messages & compliments, gestures etc through story telling, poetry, different viewpoints appropriately – persuade, listen. answering phones, being persuasive. drama, play reading, role play, preparation class rules, conflict management. for speech contest.

VISUAL Context: Tidal communities Context: Evolution of the Context: Sustainability Context: Graphic novels Focus: Create a visual message about mobile phone Focus: Advertisements Focus: Make your own. Interpreting tidal communities Focus: Powerpoint Skills: persuasive message, layout, spacing, pictures, using a minimum of dialogue, Skills: central focus, anchor, design, Skills: storyboard, text font, colour, hook, graphics, message, matching texts to drawings. shape, colour, lettering depth, information, graphics, appropriate audience. Skills: symbolism, colour, effect, proportion, use of space, guidelines, colour, font, layout, signs, foreground, background. foreground/background. symbols, background sound, photos. Context: Sustainability SCIENCE Context: Living World Context: Material World Context: Planet Earth & Beyond Focus: Physical World TECHNOLOGY Focus: Tidal communities, rocky shore Focus: Properties & Focus: Earth systems and interacting Focus: Physical concepts Key understanding: Living things changes of matter. systems, sustainability. Key understanding: How things work and depend on one another & on the living Key understanding: Key understanding: Investigate and interact with each other – forces & motion, environment. Beach ecosystems are a Understand and use understand that the geosphere, electricity, magnetism, gearing, motors, balance of living & non-living elements fundamental concepts of hydrosphere, atmosphere and biosphere are electromagnets which interact with each other. chemistry. Understand that connected via a complex web of processes. Skills: Reporting – children’s presentations Skills: Focusing & Planning – ask changes in materials can be Skills: Information Gathering - present will demonstrate what was learnt, in ways 167

questions of themselves and their caused by many things. information clearly, logically, concisely & and forms appropriate to their peer group. group to identify questions suitable Permanent, physical & accurately. R5 Technology - Moerewa for scientific investigation. chemical changes, variables R5 Technology - Moerewa affect rates of change, fizzing & foaming, corrosion, food preservation. Skills: Processing & Interpreting – group materials in different ways, compare chemical and physical changes. SOCIAL Context: Identity, Culture & Context: Continuity & Context: Economic World Context: Place & Environment SCIENCES Organisation Change Focus: Tracking food from its seed to the Focus: Local heroes Focus: Social organisation, key Focus: Evolution of supermarket shelves; advertising Key understanding: Students will gain competencies modern technology Key understandings: knowledge, skills, and experience to Key understanding: An effective Key understanding: Level 3 –Understand how people make understand how people make significant community is made up of each Understand how innovation decisions about access to, and use of, contributions to Northland’s society and to individual working responsibly towards creates opportunities and resources. understand that people have social, cultural, the whole. Everybody belongs. With challenges for people. Level 4 – Understand how producers and and economic roles, rights, and every right there is an associated Understand that modern consumers exercise their rights and meet responsibilities. responsibility. electronic equipment has their responsibilities. Skills: Participating effectively as evolved must faster than Skills: Being discerning about being a Skills: Researching, interview skills, responsible citizens in a democratic early forms of consumer. collating information society. communication. Rm 5 – Careers Guidance Day: Invite Skills: Research skills, parents/visitors to spend time with the using social networking class talking about their jobs. responsibly. Rm 5: - Careers Guidance Individual/Paired research on chosen careers’ pathways. Present to class. HEALTH Context: Relationships with other Context: Healthy Context: Personal Growth & Development Context: Personal Health & Physical people Communities & Focus: Life Skills Development Focus: Creating a positive classroom Environments Key understanding: Time management & Focus: Body Care & Physical Safety environment Focus: Food and nutrition self management are important for a Key understanding: We need to use safe Key understanding: A healthy Key understanding: We smooth-running existence. processes in our activities – sun, road, play - community is one in which people stay healthy through a Skills: Key Competency – Managing Self. so that we stay relatively unharmed. respect the rights of others & value balanced diet and good Skills for Living - budgeting, routines, Skills: Key Competency – Participation & diversity. nutrition - it is cheaper forward planning, using a diary or calendar, Co-operation. Working effectively, both Skills: Key Competency - self- and healthier to prepare career choices independently & in groups. discipline & taking responsibility for food rather than buy it actions & decisions. ready-made, and through cleanliness and adequate sleep. 168

Skills: Achieve healthy living by keeping ourselves clean, well fed and by getting adequate sleep. PE Context: Movement concepts & Context: Movement Context: Movement concepts & motor Context: Movement concepts & motor motor skills concepts & motor skills skills skills Focus: Aquatics, water safety Focus: Rugby, hockey, Focus: Rugby, hockey, netball, soccer, Focus: Athletics - high jump, long jump, Skills: Correct techniques, fitness. netball, soccer. cross country. discus, shot, relays. Aquatics - correct swimming techniques. Small ball - cricket skills, MUSIC ARTS LANGUAGES ART focus: Mural ART focus: Takahe ART focus: Advertisements ART focus: Dioramas Skills: Painting on board Skills: multimedia Skills: Collage Skills: 3D, depth MUSIC focus: Ukuleles, singing, MUSIC focus: As T 1 & 2 MUSIC focus: As T1 + instrumental – MUSIC focus: As T1, 2 & 3 + Jump Jam, folk dancing, orchestra, + glocks, xylophones, chime bars, keyboards, preparation for end-of year prizegiving, nga rakau instrumental guitars preparation for Greet the Cruisers MAORI: Te Reo, kapa haka. MAORI: Te Reo, kapa MAORI: Te Reo, kapa haka MAORI: Te Reo, kapa haka. haka.

MATHS NUMBER: Whole term NUMBER: Whole term NUMBER: Whole term NUMBER; Whole term SKILLS: Revise basic facts, fractions, SKILLS: basic facts, SKILLS: basic facts, fractions, decimals, SKILLS: basic facts, fractions, decimals, decimals, percentages fractions, decimals, percentages percentages percentages STATISTICS: Wks 3 & 4 SKILLS: STATISTICS: Wks 3 & 4 STASTISTICS: Wks 3 & Classify different veges - hangi, predict SKILLS: Wind machine: explore 4 SKILLS: Cars amount needed, graph probability, predict using Franklin St - classify, predict, graph MEASUREMENT: Wks 5 & 6 SKILLS: MEASUREMENT: Wks 5 & 6 SKILLS: Kg, gm, tonne, read scales, estimate, Capacity - litre, ml, cubic metre, read MEASUREMENT: Wks 5 compare temperatures & 6 SKILLS: ALGEBRA/GEOMETRY: Wks 7 & 8 ALGEBRA/GEOMETRY: Wks 7 & 8 Estimate, order, compare, SKILLS: 2D, 3D draw, construct models, SKILLS: Reflection, symmetry, rotation, measure draw circles, triangles enlarge & reduce

ALGEBRA/GEOMETRY: Wks 7 & 8 SKILLS: Tessellations EXTRAS & EVENTS AsTTle writing data collection AsTTle reading data AsTTle writing data collection AsTTle reading data collection Life Education Caravan collection Maori Language Week Camps/trips Opua Regatta Maromaku Rugby Netball Cross Country Paihia Athletics Day Russell Swimming Sports Day Talent Show Prizegiving Sea Week Matariki Spanish Greet the Cruisers performance Talent Show Talent Show Ballroom dancing Cruising Club Pantomime Spanish Spanish Interschool Speech contest Ballroom dancing Talent Show Spanish Ballroom dancing 169

Paihia Santa Parade Senior Dance

APPENDIX [vi]: OPUA SCHOOL ASSEMBLIES There has been some active debate occurring for some time about the quality and structure of our Opua School assemblies. I offer the following document to help parents and other interested professionals and school community members understand our thinking behind our assemblies and what happens during them. I have given my perspective and have also asked Margaret Lange, our Deputy Principal, to give hers. I hope this detail helps answer questions and allay any concerns. A. From my perspective as Principal The rationale for our daily assemblies is as follows: 1. Assemblies create a school togetherness and unity that is vital. The school is not a business; it is an extended family. We start our day around the ‘breakfast table’, together as a family. We are building human capacity and this helps with that; 2. Our assemblies allow for periods of whole school, co-operative learning, sharing and caring. Commonly, the majority of Learning Areas are touched upon and supported during our assemblies; 3. There are many opportunities taken in assemblies to grow our young leaders. The qualities in our young leaders are born and developed in our assemblies; 4. Role-modeling opportunities are effective ways to send out strong and positive messages to our younger students; 5. Opua School students are commonly confident public speakers because of the focus we put on this and the opportunities afforded all students to learn to and want to contribute orally; 6. Opportunities are taken to give inspirational presentations or messages from visitors, teachers or senior students; 7. Ad hoc sharing and celebration of individual students’ findings, creations, experiences and/or personal landmarks are regular, special moments which are individually and collectively memorable times; 8. Reading is modelled in assemblies. Our vibrant library and the very many boys and girls who love books at our school is partly due to such modelling; 9. Assemblies are often used to hear reports from students who attend extra-curricular activities in the hope that this will encourage others to get involved in positive activities outside of normal school hours; 10. Assemblies sometimes have to be used to organize whole school events such as Beach trips and various competitions so that all students are safe, know what they are doing and how the event is planned; 11. Assemblies are used to train the students in kapahaka and to get a high level of performance out of all the students when we have to present publicly or engage in a powhiri; 12. It is a more effective use of resources and saves the school money. It is part of the way we meet teacher release time without paying for relievers to come in to school. Some facts about our assemblies that are sometimes forgotten or misunderstood:

1. Our Assemblies do not start until 9.30am due to our Health and Fitness programme that commonly runs until that time. Depending on what is being covered, the actual assembly for the whole school commonly runs for 15 to 20 minutes or, uncommonly, up to 30 minutes if something special is occurring, being presented or being discussed; 2. The Assemblies are a crucial feature of our success. They are the main way we get whole school messages over and create the school’s very successful and often admired ethos and spirit. All the work done there, on a daily basis by the teachers, reinforces the standards, behaviours and attitudes we expect of students at our school. It is one of the main reasons why we have virtually no bullying, why we have a safe environment for students and why we are a school of choice for many parents out of our immediate school catchment area. This all takes energy, focus and – yes – time on a daily basis; 3. Whole school ‘grumbles’ are extremely rare. When they occur, the concept underpinning them is constructive not destructive and they are done because ‘tough love’, used sparingly, works especially when a consistent, whole school message needs stressing; 4. Assemblies are most often very happy, positive and enjoyable ‘together times’; 5. Finally, we are a team of extremely experienced educators. We think about and modify the content and structure of our assemblies regularly.

B. From our Deputy Principal’s perspective

We have whole-school Assemblies each day from Monday to Thursday. These last for 15 minutes up to a maximum of half an hour and include many deliberate acts of teaching as follows: 1. ENGLISH:  Spelling - three related words are given out each day, one for Rooms 1 & 2, one for Rooms 3 & 4 and one for Room 5. The children are invited to spell their class’s word and explain its meaning to Simon at playtime and the first one to do so correctly from each group gets a small reward. This supports the classroom English programmes.  Oral language - We hear reports from those children who have been to Scouts, St John’s, sporting fixtures and the like. We also hear reports about one-off activities that the children have done and about any special things the children wish to show us. This is an extremely valuable part of our Assemblies and it is part of the reason that our children are so comfortable with public speaking. This supports and extends the classroom Language programmes. It is important that we know about our children’s extramural activities and interests and it is a chance for the other children to learn about after-school activities that they might want to join. It is also a very good time to remind the children that our expectations of their behaviour, when they attend anything that is led by people other than us, are that they will treat the adult leaders with even more respect than they give us and that their attitude towards property and other people’s rights doesn’t change because a teacher isn’t in charge. This supports and reinforces the teachers’ on-going work with the Key Competencies.  Listening – Thinking, focusing, listening and understanding inference are emphasized and we are always on the lookout for any opportunity for the children to learn to apply learned skills to new situations. This also supports and reinforces the teachers’ on-going work with the Key Competencies.  Reading and Writing - On Tuesdays and Thursdays Simon reads to Rooms 3, 4 and 5 for about 10 minutes after the daily assembly. He also reads to Rooms 1 and 2 after lunch on Mondays and Wednesdays. This isn’t just for the sake of entertainment. Good writing techniques are 171

investigated and the children are constantly encouraged to make the connection to their own Written Language. This supports and extends the classroom Written Language programmes.  Grammar – Good use of language is pointed out as it crops up and our children are exposed to such things as metaphor, personification, onomatopoeia, hyperbole, litotes and oxymoron from when they start school. Even our five year olds can recognize simile and alliteration. One of the first things our Year 9s always report back to us from their new High Schools is that it is often only the ex-Opua pupils who know about figurative language and it is noticeable that most new students from other schools have no idea what we are talking about. This is because our children have been exposed to it regularly in Assemblies from when they are five and it supports and extends the classroom English programmes. 2. SOCIAL SCIENCES: Last term we did NZ geography and this term it is World geography and next term it is ‘Continents’. The children find that day’s place on the map and Simon gives them a few relevant facts about it. They are also quizzed about the previous day’s place. Any important current events are brought to their attention and discussed. This supports and extends the classroom Social Science programmes. 3. SCIENCE: We discuss such things as earthquakes, tectonic plates, landslides and tsunamis as they arise from the geographic place of the day or from current events. Correct recycling of rubbish at school is discussed regularly as are the school gardens, bees, chooks and chicks so that the every child is made aware of his or her place in the world, both locally and globally. Simon will be dealing with the A to Z of the human body in Term 3 assemblies. This supports the classroom Science programmes. 4. MATHS: Maths problems often arise during this time and the children are given the opportunity to solve them and explain the strategy used. Alternative strategies are then discussed and demonstrated, supporting and reinforcing the classroom Maths’ work. 5. HEALTH: The children are reminded almost every day in the summer about being Sun Smart. The importance of adequate sleep and rules for keeping ourselves healthy are emphasized regularly. This supports the classroom Health & PE programmes. 6. KEY COMPETENCIES: School rules are clarified and reasons given as to why we have these rules. Reminders are given about anti-social behaviour and the consequences and this is an extremely important part of our Assemblies. These rules and reminders along with their consequences are made very clear to the children and, because it is done with the whole school there, all of the children are left in no doubt that all the teachers will reinforce the rules, if necessary, not just their classroom teacher. This is one of the reasons our children are so good with each other and we are often told by new children to the school just how safe Opua School is when compared to the previous schools they have attended. We reinforce our motto of Manaakitanga me te Awhina and encourage all our children constantly to take every opportunity that is presented to them. Leadership, co-operation and self-management are also emphasised and our Prefects assist when appropriate. This supports and reinforces the teachers’ on-going work with the Key Competencies. 7. SPECIAL EVENTS:We celebrate any birthdays or milestones together. The children are informed of upcoming events, they may be reminded to check that they have paid for any shows or trips we may have had and they are told about any changes to the timetable there may be for that day. OTHER POINTS:

Because all of this is done with the whole school there, the teachers can be assured that all the children have had the chance to know exactly what is expected of them and that they have all been given the same message. Teachers contribute by sharing their interests and skills, so a wide range of topics can be covered. In this way, the children can learn about a staff member’s particular passion for, say, sustainability or the origin of words, without having to wait until they are in that teacher’s class to acquire knowledge and skills that could have been useful to them from when they started school. In our classrooms we do differentiated teaching where, by the use of ability grouping, all levels of ability are recognised and appropriately targeted. The lower ability children can be doing an activity in their ability range and at the same time be absorbing what the more academically capable ones are being taught. They are being extended, whether they know it or not. Our Assemblies are an excellent example of differentiated teaching on a larger scale. Our tired children struggle with it, as they do with all their schoolwork, but the rest benefit greatly, both academically and socially. We think that it is extremely important that each day starts with us all together. We have all experienced Assemblies at many other schools and we have all taught in schools where daily Assemblies don’t happen. In these schools there is often little staff collegiality, the children don’t know each other and therefore don’t care about each other, the teachers have different expectations and standards, the children play one teacher off against another, not everyone knows what is happening that day and there is an absence of the family feeling and cohesion that is an integral part of Opua School. SCHOOL SHARING: On Fridays we have School Sharing for about an hour. This is run by the Room 5 pupils and each week the work of the children from one House is highlighted. This means that over a four week period every child has had a chance to show his or her work and explain it. We have two or three songs or dances scattered in between presentations, the Thinking cup and the Caring & Sharing cup for the week are presented, House points are announced and the Junior and Senior Academic Students of the Week are each awarded a badge to wear for the week. All our students are expected to speak clearly to the whole school from the age of five and most become very comfortable doing this quite quickly. It is noticeable that new students to the school are almost always very poor public speakers and don’t like doing this at all the first few times. We always acknowledge those who have spoken at School Sharing for the first time. School Sharing is a very valuable learning activity both for the teachers and the children. The teachers pick up a lot of ideas from each other and the children can all see quite clearly what the learning progressions and the expected standards of work are going to be as they go through the school. They have to be able to give a logical and sequenced explanation of their work and, as we do no extra practice for this Assembly as is common in most other schools, the children have to learn to listen carefully to what others say about their work and to think quickly on their feet so they do not repeat what the others have already said. The way we do School Sharing is something that we think is unique to Opua School. It is an extremely positive time of celebration of our children’s learning achievements and we are very proud of it.