Junior School Handbook 2017 - Kristin School

 
Junior School Handbook 2017 - Kristin School
Junior School Handbook 2017
Junior School Handbook 2017 - Kristin School
Front Cover: Beijing Tour 2016
Back Cover: Year 4-6 Athletics Day 2016
Junior School Handbook 2017 - Kristin School
Contents

School Term Dates..............................................................................................................2
Daily Routine.......................................................................................................................3
From the Junior School Principal........................................................................................4
Teaching Staff......................................................................................................................5
What to do...........................................................................................................................6
Student Conduct..................................................................................................................7
Student Support..................................................................................................................9
Dress Code Requirements................................................................................................10
Junior School Uniform.......................................................................................................11
Recognition.......................................................................................................................12
Prestige Cups....................................................................................................................13
Junior School ezlunch.......................................................................................................15
Emergency Evacuation and Lockdown Procedures..........................................................16
International Baccalaureate Primary Years Programmes..................................................17
Overall Aims......................................................................................................................18
Kristin Programme of Inquiry.............................................................................................20
Enhanced Learning...........................................................................................................25
Language - English...........................................................................................................26
Language - Chinese..........................................................................................................27
Language - Te Reo and Tikanga Maori.............................................................................29
Language Taster - French, Spanish and Chinese.............................................................30
Mathematics......................................................................................................................31
PYP Inquiry - Social Studies, Science, Personal and Social Education (PSPE)...............32
The Performing and Creative Arts.....................................................................................35
Physical Education............................................................................................................37
Sport..................................................................................................................................38
Sport Code of Conduct......................................................................................................39
Outdoor Education............................................................................................................39
Houses..............................................................................................................................41
Teaching and Learning Technologies................................................................................42
Assessment and Reporting...............................................................................................43
The Junior Library - The Hive............................................................................................44
Kristin School Map............................................................................................................48

                                                                                                                                            1
School Term Dates 2017

    Term 1       Tuesday 31 January – Friday 7 April
    Term 2         Monday 1 May – Friday 30 June
    Term 3      Monday 24 July – Friday 29 September
    Term 4    Monday 16 October – Thursday 7 December

                       2017

                       2018

2
Daily Routine

       BELL TIME:                    PERIOD:
         8.15am                     Doors Open
     8.30am – 9.25am                 Period 1
    9.30am – 10.25am                 Period 2
    10.25am – 10.45am                 Interval
    10.50am – 11.35am                Period 3
    11.40am – 12.25pm                Period 4
    12.25pm – 12.40pm        Supervised Lunch Eating
    12.40pm – 1.25pm                Lunch Break
     1.30pm – 2.15pm                 Period 5
     2.15pm – 3.00pm                 Period 6
     3.00pm – 3.10pm                Tutor Period

Junior School Assemblies:     Friday, 2.00pm – 3.00pm

                                                        3
From the Junior School Principal – Mrs Diana Patchett

    Welcome to the Kristin Junior School.

    Current educational research supports what I have long held to be true; that the
    foundation for success in life is laid with children in their early years. The development of
    strong literacy and numeracy skills, enhanced through inquiry-based learning enriched
    with a global perspective, will ensure that our students are well prepared for their move
    up through the school, into tertiary education and beyond.

    Programmes in the Junior School are designed to challenge our students, while ensuring
    that their natural inquisitiveness, their creativity and their inherent sense of fun are
    nurtured along the way. Our teachers are professional educators, with the children’s
    best interests at heart. Their skills are supported by the International Baccalaureate PYP
    framework to ensure that support and extension opportunities are available for all our
    students. This capacity for differentiation allows students to access the curriculum at their
    level, while encouraging individual growth and the achievement of personal bests.

    I look forward to maintaining and improving strong student outcomes in the Junior School.
    At the same time, working together to strengthen the valuable partnership between home
    and school, which is central to your child’s success and to the positive culture of Kristin.

    Diana Patchett
    Junior School Principal

4
Teaching Staff

Executive Principal                                   Mr Tim Oughton
Principal Junior School                               Mrs Diana Patchett
Assistant Principal - Student Care                    Mrs Sharon Fordham
Assistant Principal - Curriculum                      Mr Robert Hutton
Junior School Reception                               Mrs Gaynor Kimber
Year Level    Year Level Dean                         Class Teachers
Kindergarten/ Mrs Leila Twinn                         Ms Angela Brown
Year 0		                                              Mrs Katrina Chamberlain
		                                                    Ms Kristy Gilder (Assistant Manager)
		                                                    Miss Nikki Kim
		                                                    Miss Lisa Anderson
		                                                    Ms Mieke Lyons
		                                                    Mrs Dianne Scoones
		                                                    Miss Elise Tan
Year 1        Mr Nathan Calvert 1C (JS5)              Mrs Judy Shand 1S (JS4)
		                                                    Miss Bianca Chapman 1B (JS6)
		                                                    Mrs Carol Page-Wood 1P (JS7)
Year 2        Mrs Jane Harker 2H (JS11)               Mrs Toni Howe 2T (JS10)
		                                                    Mrs Alex Powell 2P (JS12)
		                                                    Mrs Nicole Timmins 2N (JS13)
Year 3        Mrs Dori Lloyd 3L (JS3)                 Mrs Jane Sargeant 3S (JS8)
		                                                    Mrs Diane Thomas 3T (JS9)
Year 4        Mrs Bronwyn Bell 4B (JS17)              Ms Genna Clements 4C (JS18)
		                                                    Mrs Sandy Drubé 4D (JS16)
Year 5        Ms Leona Marsh 5M (JS21)                Mrs Yvonne Bull 5B (JS19)
		                                                    Ms Kerry Peirce 5P (JS20)
Year 6        Mrs Chantel Ashley 6A (JS23)            Mrs Lisa Marwick 6M (JS24)
		                                                    Mrs Tamsin Neubert 6N (JS25)
Specialist Subjects and Teachers
Chinese 		                             Mrs Edith Poon-Lai (JS14)
		                                     Mrs Katherine Yang (JS22)
Performing Arts 		                     Mrs Hayley Hunter (JSPA)
		                                     Mrs Edith Poon-Lai (JS14)
Physical Education and Sport           Mrs Fiona Ackroyd (RMG)
		                                     Mr Nigel Messervy (RMG)
Visual Arts and Digital Media          Mrs Timea Willemse (JSVA)
Te Reo Maori K-Year 6                  Mr Mata Mataio (JM4)
Junior School Librarian                Ms Alison Hewett
Enrichment Teachers
Early Years Mrs Barbara Bailey         Year 3 Mrs Shayne de Beer (JM2)
Year 0-1 Mrs Laura Weston (JM3)        Year 4 Mrs Rachel Kinley (JM1)
Year 1 Mrs Shelley McHugh (JS7A)       Year 5 & ESOL Co-ordinator Mr John Lockyer (JS8A)
Year 2 Ms Dale Connell (JS15)          Year 6 Mrs Helen McMurtrie (JS8B)

                                                                                             5
What to do

    If your child ...              Then you…

    Is unable to come to school    Phone the school and register their absence on the
                                   Absence Line by 8.20am each day they are absent
                                   (415 9566).

    Is late to school or has to    Go to the Junior School office and sign the ‘Late Book’.
    leave school during the day

    Is ill while at school         The School Nurse will call you.

    Is looking for lost property   Look in the bin outside the retail shop or main
                                   administration building.

    Needs to use a phone           Ask a teacher.

    Intends to be away during      Send a letter requesting leave to the Junior School
    term time                      Principal.

    Has a change of address or     Inform the main office immediately.
    phone number

    Wants information about        Contact Sports Co-ordinator, Mrs Fiona Ackroyd Ext
    sporting activities            2821, Kristin Clubs Co-ordinator, Mr Nigel Messervy Ext
                                   2800, Sports Office, Ext 2385.

    Wants music tuition            Contact the Performing Arts Manager Administrator, Mrs
                                   Lesley Fifield Ext 2857.

    Wants to work in the Library   See a Librarian.

    Wants to know what’s going     Refer to upcoming events in the Newsletter and school
    on                             website.

    Doesn’t have the correct       See your Classroom Teacher and bring a note.
    uniform

    Wants to order lunch           Complete your order online with ezlunch by 9am
                                   (www.ezlunch.co.nz).

    Needs medicine at school       Contact the School Nurse Ext 2490.

    Wants to catch the bus         Contact Mrs Ngaire Clayton Ext 2365.

    Needs before or after          Contact sKids Kristin (kristin@skids.co.nz).
    school care

6
Student Conduct

STANDARDS

1.   I will show respect for other people and their property
     This means
        • respecting the rights of others to learn
        • following my classroom’s essential agreement/routines/guidelines/directives
          expectations
        • showing courtesy and respect towards others
        • showing respect for other people’s property
        • helping to create a peaceful and positive school environment

2.   I will dress neatly and correctly whenever I am in my school uniform
     This means
        • wearing school uniform to and from school
        • wearing approved jewellery: plain ear studs, watch, Medic Alert bracelet
        • wearing regulation hair accessories
        • wearing a school sun hat in the summer months – Terms 1 and 4
        • wearing regulation sportsgear for all P.E. lessons and sporting activities
        • deviation from school uniform must be supported by communication from
          parents to an Assistant Principal

3.   I will respect the Kristin Environment
     This means
        • doing all I can to keep our school clean and tidy
        • putting rubbish in bins
        • caring for plants, furniture, equipment and buildings
        • taking my lunch rubbish and leftovers home
        • returning play equipment to where it belongs

4.   I will work and play safely and sensibly in appropriate places
     This means
        • staying on the school grounds
        • playing only in our playground areas
        • staying outside the classrooms at intervals and lunchtimes in fine weather
        • remembering all playground equipment is out of bounds before and after
          school (unless supervised by an adult)
        • using play equipment for how it was designed

                                                                                        7
5.   I will know what to do at lunchtime and intervals

         This means
            • playing sensibly and safely at all times in designated areas
            • choosing suitable things to do in my room on wet days
            • paying attention to bells
            • sitting down and eating my lunch in the classroom/courtyard until dismissed

    6.   I will travel to and from school safely

         This means
            • sitting quietly and behaving sensibly on the bus
            • stowing my bag safely
            • crossing the road on a pedestrian crossing, or if there is not one, crossing
              behind the bus, and after it has moved off and it is safe
            • moving safely through school grounds to parked vehicles, staying on paths,
              using the designated crossings and avoiding the carpark/bus bay

    7.   I will know what I can bring to school

         This means
            • bringing food and drink that is suitable for playtime or lunchtime
            • bringing drinks in plastic containers
            • leaving toys, games and other special things at home unless the teacher allows
              it for a special occasion

    8.   Bus Behaviour
         Each bus will have a bus monitor whose responsibility it is to ensure satisfactory
         behaviour on the bus. Students who do not comply with these regulations will be
         reported by the bus monitor to the Assistant Principals. Should you be reported for
         unsatisfactory behaviour, either of a serious nature or frequently, your parents and
         the Principal will be notified and you will be warned that a subsequent referral will
         prohibit you from travelling on the school bus for a period of two weeks. In this case,
         parents will be responsible for arranging alternative transport to and from school.
         Students must wear full school uniform when travelling by bus.

    9.   Anti Bullying
         Kristin School is determined to ensure you have a learning environment free of
         any form of bullying. Therefore if at any time you do not feel safe at school, or
         are concerned about the safety of another student, inform your teacher, Dean or
         Assistant Principal immediately. You will be listened to and supported to ensure a
         positive and safe resolution.

8
Student Support

Procedure for establishing and maintaining appropriate behaviour in the classroom.

                          Discuss, establish and display rules

                              Discuss routines allowing for
                        reinforcement of appropriate behaviour

                               IF A PROBLEM ARISES

STEP 1
Teacher                   Teacher observe and clearly identify
                                     the problem

                      TO ATTEMPT TO SOLVE THE PROBLEM

    Remove child to another                                 Discussion with child to find
       adult temporarily                                    cause of situation/problem

                                WHEN APPROPRIATE
STEP 2
Teacher     1. Discuss problem with child and specify appropriate behaviour          SERIOUS
            2. Set an individual contract for behaviour required                      ACTION
            3. Monitor contract and behaviour
            4. Complete necessary documentation, e.g. contract review

STEP 3
Team        1. Refer to Year Level Dean
            2. Devise strategies, e.g. contract
            3. Advise Assistant Principal/Teachers and monitor progress
            4. Assess as a team, e.g. referral, advise parents
            5. Documentation - Student Records - Meeting/Phone Call

STEP 4
Management     1. Consult Assistant Principal or Principal - intervention
                  - parental involvement
               2. Document - e.g. Daily Behaviour Contract

       Outside Agencies                                                     Assistant Principals/
                                 Professional Services
                                                                            Counsellors
                                                                                               9
Junior School Dress Code Requirements

     The public perception of Kristin School is strongly influenced by the appearance of
     the students and uniform standards must be kept at the highest possible level. The
     Kristin School uniform must be worn with pride.

     1.   In General
          • pull socks up
          • correct wearing of shorts
          • keep your uniform clean and in good repair (e.g. no holes, no ragged sleeves)
          • shoes must be clean
          • fully name each article of clothing, (the Retail Shop has labels for clothing)

     2.   Junior School rain jacket
          • available from the Retail Shop

     3.   Hair - Must be styled conservatively
          Students must:
          • tie their hair back if it is longer than collar length
          • not have any style that draws undue attention
          • not dye their hair or use excessive gel
          • keep their hair clean, well groomed and tied off the face with regulation hair
            accessories

     4.   Jewellery
          Students may wear:
          • a watch or a Medic-Alert bracelet
          • a single pair of plain silver or gold studs worn in the lobe only of each ear (one only
            in each ear)

     5.   Makeup
          • makeup and coloured nail polish are not permitted

     6.   Sunsafe
          All students are required to ensure that they are sun safe through the following:
          • a ‘NO HAT NO PLAY’ policy is adhered to in the Junior School in Terms 1 and 4
          • the wearing of sun block is strongly encouraged and is to be supplied by students

10
Junior School Uniform

All uniform items are available for purchase from the school Retail Shop.

  Girls’ Summer Uniform                         Girls’ Winter Uniform

  Navy pinafore or regulation navy skirt        Navy pinafore or regulation navy skirt
  or shorts                                     or shorts (shorts not worn with tights)
  Kristin short sleeve blouse or white          Kristin long sleeve blouse
  T-shirt with logo                             Jersey, cardigan or vest
  Jersey, cardigan or vest                      Junior School tie
  Junior School tie                             Junior School fleece blazer (optional)
  Junior School fleece blazer (optional)        Middle School blazer (optional Year
  Middle School blazer (optional Year           5-6)
  5-6)                                          Black T-bar shoes or black leather
  Black T-bar shoes or black leather            lace-up school shoes regulation navy
  lace-up school shoes with regulation          ankle socks or black tights
  navy ankle socks or black sandals
  without socks

  Boys’ Summer Uniform                          Boys’ Winter Uniform

  Regulation navy shorts or trousers with       Regulation navy shorts or trousers with
  navy school belt                              navy school belt
  Kristin short sleeve shirt                    Kristin long sleeve shirt
  White (logo) T-Shirt (optional)               Jersey, cardigan or vest
  Jersey, cardigan or vest                      Junior School tie
  Junior School tie                             Junior School fleece blazer (optional)
  Junior School fleece blazer (optional)        Middle School blazer (optional Year
                                                5-6)
  Middle School blazer (optional Year
  5-6)                                          Black leather lace-up school shoes with
                                                regulation navy long socks
  Black leather lace-up school shoes with
  regulation navy long socks or black
  sandals without socks

Physical Education:
School regulation PE shirt and shorts           Sport shoes and white socks
School hoodie and tracksuit (optional)          House coloured T-shirt
Navy swimwear (one piece swimsuit for girls, speedos/board shorts for boys)
                                                                                          11
Recognition

     Acknowledgement of Positive Behaviour, Attitudes and Achievements
     •   Classroom rewards programme - teacher developed and monitored
     •   Merit Certificates - awarded to students at the weekly Junior School/Year Level
         Assembly
     •   The Junior School Mascot - presented to the class who displays positive behaviour at
         the Junior School Assembly
     •   Chapel Committee - selected to serve in the Chapel and community each semester
     •   Service Badges - presented to students who give service to the school
     •   House Captains - elected by peers and presented with Badges each semester
     •   Peer Mediator Service Badges - awarded at the end of the training session
     •   Principal’s Awards - presented to students at the Junior School Assemblies
     •   Cups/Trophies - these various prestigious awards are presented at the end of year
         celebrations: Sport and Cultural Assembly, Year 0-3 Prize-giving, Year 4-6 Prize-giving

     Class Awards Criteria
     Academic Endeavour - Students who have consistently worked hard and have been
     committed to improving their academic results throughout the year.
     Citizenship - Student who has consistently shown courtesy, co-operation and
     consideration for teachers and students.
     Kristin Spirit - Student who is involved in the co-curricular life of the school and who
     consistently displays a positive, caring, thoughtful and sincere concern for their peers.

     Year Level Specialist Awards Criteria
     Physical Education - Students who have consistently shown leadership, co-operation,
     teamwork and a high standard of physical skill across all areas of the Physical Education
     curriculum.
     Chinese - Students who have consistently demonstrated a high level of motivation and
     enthusiasm towards learning Chinese and have consequently made excellent progress.
     Visual Arts - Students who have consistently demonstrated a high level of motivation and
     enthusiasm towards the Visual Arts and have consequently made excellent progress.
     Vocal Music and Drama - Students who have consistently demonstrated a high level
     of motivation and enthusiasm towards Vocal Music and Drama and have consequently
     made excellent progress.
     Instrumental Music and Movement - Students who have consistently demonstrated a
     high level of motivation and enthusiasm towards Instrumental Music and Movement and
     have consequently made excellent progress.
12
Prestige Cups

Prestige Cups may be awarded at the discretion of the Principal.
Awards Criteria
Sportsmanship Cup
Donated by Mrs Viv Morrison. This is not a cup for sporting excellence but is awarded
to the student/students who are involved in many sports and always display a positive,
caring, fair minded attitude.
Devonport Cup - Sports Personality
Donated by Mr Ray Milligan. For all round sporting excellence in Junior School sport.
Kaipara Cup - Physical Education
Donated by Mr Ray Milligan. For all round excellence in skills development and ability in
Physical Education.
Taiaha Cultural Award
Donated by Stephen and Ngaire Clayton. The student/students who receive this award
will have shown involvement and excellence in all or at least four out of five of the
following - drama, dance, art, choir, orchestra.
Visual Arts
This award is presented to the student or students who have consistently demonstrated a
high level of creativity, artistic flair and innovation in the use of materials and processes to
create visual works.
Vocal Music and Drama
This award is presented to the student or students who have consistently demonstrated a
high level of dedication, creativity and passion for Vocal Music and Drama.
Instrumental Music and Movement
This award is presented to the student or students who have consistently demonstrated a
high level of dedication, creativity and passion for Instrumental Music and Movement.
Progress in Chinese
This cup is for the student who has consistently demonstrated a high level of motivation
and enthusiasm towards learning Chinese as a second language and has made
outstanding progress in all aspects of Chinese.
Excellence in Chinese
This cup is awarded to the student who has Chinese as their first language and has taken
responsibility for his/her learning, set high standards and strived for improvement in all
areas of Chinese.
Newton Cup - Science
Students must have attained a high standard in a wide variety of skills and processes.
These include observing, measuring, reading and interpreting information, predicting,
drawing conclusions and higher order skills such as reasoning and problem solving.

                                                                                                   13
Technology Cup
     Is awarded to the student/students who have an in-depth understanding of how
     technologies work, how technology impacts on people and vice versa, and can
     successfully at a very high level undertake and succeed in technological practice.
     Inquiry Trophy
     The exceptional Inquirer will show curiosity through questioning, observing and exploring.
     This student will demonstrate competent research and thinking skills in inquiry situations,
     using relevant, varied sources. Effective planning, note-taking and organising of
     information, leading to interpretation and analysis of data will be evident. The student/
     students will explain their personal conclusions, reflect thoughtfully on their learning
     journey and identify action they will take as a result of the inquiry.
     Pythagoras Cup - Mathematics
     Students must demonstrate high ability in mathematics skills, concepts, understandings
     and attitudes. They will also have developed a variety of approaches to problem solving
     and be confident, logical thinkers.
     Shakespeare Cup - English
     The student who receives this award must have demonstrated a very high ability in
     comprehension, data interpretation, language and vocabulary. They must also have
     attained a consistently high standard in the curriculum strands.
     Rotary Shield
     This is awarded to a group or individual within the school that has made a contribution to
     either the school or the local community.
     Courtesy Cup
     Donated by Mrs Lyn Williams. This is awarded to the student/students who consistently
     show helpfulness, tidiness, enthusiasm, organisation, manners, caring towards others
     and positiveness towards all school activities.
     K Factor Cup
     This cup is awarded to the student/students who co-operate effectively as a member of a
     team.
     Principal’s Award
     Donated by the Roelants Family. This trophy is awarded, at the Principal’s discretion, to
     a student/students in the Junior School (other than Year 6 students) who have made an
     outstanding contribution to, or achievement in, the sporting or cultural fields.
     Kristin Cup
     For all round excellence throughout their time in the Junior School - academic excellence,
     and have had a major involvement in school sports and cultural activities. The recipient
     must also display what is termed true ‘Kristin Spirit’ - positive, caring, thoughtful,
     concerned approach to all fellow students and activities.

14
Junior School ezlunch

Kristin School is pleased to be able to offer a balanced, nutritious and tasty lunch to all
students with the ezlunch Online Service. Junior School students will not be able to buy
direct from the Tuck Shop.

The streamlined ordering system will assist parents and students with their selection of
lunches in advance and on-the-day. We would encourage parents to order in advance
and to take advantage of the pre-payment service as explained below:

•   Same day delivery for orders placed by 9am
•   Ordering online or via text in less than a minute
•   Hot and cold food made by local suppliers
•   Online order tracking for convenient reordering
•   Real-time account information and top-up service

To set up your account – login to www.ezlunch.co.nz. Please ensure you enter the correct
room number for delivery.

If you need help, just contact the helpdesk on 09 475 5287 or 0800 EZLUNCH or email
helpdesk@ezlunch.co.nz

The Pavilion Café is specifically for Senior School students, staff and visitors to the
school. It offers a café environment with over-the-counter service and barista coffee with
the option to dine outside on a balcony overlooking the sports grounds.

                                                                                              15
Emergency Procedures – Evacuation

     In the case of fire or other danger:
     •   an alarm for an emergency evacuation is a continuous siren
     •   exit quickly and quietly under the direction of the teacher through the most suitable
         exit route to the designated assembly point
     •   a copy of this procedure will be in classrooms
     •   leave behind school bag, books and personal possessions
     •   do not close windows
     •   the teacher will be the last to leave the classroom
     All students, visitors and personnel must move quickly and calmly to the assembly
     point.
     Further instructions will be given at the assembly point. Any missing students are
     to be reported to the Class Teacher.

                        Emergency Procedures – Lockdown

     Alert:
     If you see a suspicious person or dangerous situation, tell the nearest teacher who will
     contact a Principal’s office immediately

     Warning:
     Repeating Beep and voice command to lockdown

     Actions:
     •   If out of class, move quickly to the nearest room
     •   Close and lock all doors and windows
     •   Draw curtains/blinds and move out of sight of windows
     •   Stay calm and quiet
     •   Only the teacher may send messages - students and parents must NOT use phones
         and/or computers
     •   Teachers - if possible, check adjacent spaces and nearby outdoor areas before
         locking the room

     All Clear:
     Constant bell tone and voice command
     Assemble as follows:      Junior School in Roy Munn Gym
                               Middle School in Auditorium
                               Senior School in Old Gym

16
The International Baccalaureate Primary Years

Programme Information for Parents
The Kristin Junior School is the first school in New Zealand authorised to teach the
International Baccalaureate Primary Years Programme.
The Primary Years Programme (PYP) is an international curriculum framework designed for
children between the ages of 3 and 12 years. The programme focuses on the total growth
of the developing child, addressing social, physical, emotional and cultural needs in addition
to academic welfare. The PYP combines the best research and practice from a range of
national systems with a wealth of experience from international schools to create a relevant
and engaging educational programme. The PYP offers a comprehensive, inquiry-based
approach to teaching and learning. It incorporates guidelines on student learning styles,
teaching methodologies and assessment strategies.

Key Features
International Perspective
In order to make the most of the diversity of background and experience of our students,
the PYP synthesises the best from educational systems around the world. Emphasis is
placed on the ideals of international understanding and responsible citizenship.
Inquiry Based
Inquiry approaches to teaching and learning are incorporated. Our teaching methods will
build on students individual knowledge and interests, and emphasise learning how to learn
and how to find out, using both traditional and contemporary media.
Integrated
The subject areas of Mathematics, Language, Science, Social Studies, Personal and Social
Education and Technology are taught through transdisciplinary themes in order to help
the students make connections between the subjects, thereby facilitating more effective
learning.
IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring
young people who help to create a better and more peaceful world through intercultural
understanding and respect.
To this end the organisation works with schools, governments and international
organisations to develop challenging programmes of international education and rigorous
assessment.
These programmes encourage students across the world to become active, compassionate
and lifelong learners who understand that other people, with their differences, can also be
right.

                                                                                                 17
Overall Aims

     To provide education for international understanding and to nurture globally minded
     citizens who follow the IB Learner Profile:
     •   Communicators
     •   Principled
     •   Thinkers
     •   Caring
     •   Inquirers
     •   Open-minded
     •   Courageous
     •   Balanced
     •   Knowledgeable
     •   Reflective

     Concepts
     Key concepts form a powerful set of ideas which drive the teacher/student constructed units
     of inquiry that lie at the heart of the curriculum.
     The following key concepts are big ideas that have relevance within and across subject
     areas. Expressed as questions, these eight ideas are explored through each topic studied:
     •   Form               (What is it like?)
     •   Function           (How does it work?)
     •   Causation          (Why is it like it is?)
     •   Change             (How is it changing?)
     •   Connection         (How is it connected to other things)
     •   Perspective        (What are the points of view?)
     •   Responsibility     (What is our responsibility?)
     •   Reflection         (How do we know?)

     Attitudes
     Developing the following attitudes is an essential component of the programme.
     •   Appreciation
     •   Commitment
     •   Confidence
     •   Co-operation
     •   Creativity
     •   Curiosity
     •   Empathy
     •   Enthusiasm
     •   Independence
     •   Integrity
     •   Respect
     •   Tolerance

18
Skills
These are performance objectives through which students demonstrate mastery in the
areas of:
•   Thinking
•   Communication
•   Socialising
•   Research
•   Self-management

Action
Students are encouraged to put what they have learned into practice through service to the
school community, the local community, and the global community.

Knowledge
The knowledge component of the programme is the content of the different subject areas
that are included in the Kristin Junior School curriculum. These subject areas are:
•   The Arts
•   Languages: English, Chinese, Te Reo Maori
•   Mathematics
•   Science
•   Social Studies
•   Technology
•   Health and Physical Education

Transdisciplinary Themes
The subject areas are integrated through the following six transdiciplinary themes that help
students make meaningful learning connections between the subjects:
•   Who we are
•   Where we are in place and time
•   How we express ourselves
•   How the world works
•   How we organise ourselves
•   Sharing the planet
Regular reviews of the success of the Primary Years Programme are ongoing with action
plans in place for continual improvement and development.

                                                                                               19
20
                                            2017 Kristin Junior School Programme of Inquiry
                                                                              Transdisciplinary Themes
               Who we are              Where we are in place and time      How we express ourselves               How the world works              How we organise ourselves             Sharing the planet
     An inquiry into the nature of     An enquiry into orientation       An inquiry into the ways in         An inquiry into the natural world    An inquiry into the              An inquiry into rights and
     the self; beliefs and values;     in place and time; personal       which we discover and express       and its laws; the interaction        interconnectedness of            responsibilities in the struggle
     personal, physical, mental,       histories; homes and journeys;    ideas, feelings, nature, culture,   between the natural world            human-made systems and           to share finite resources with
     social and spiritual health;      the discoveries, explorations     beliefs and values; the ways        (physical and biological) and        communities; the structure       other people and with other
     human relationships including     and migrations of humankind;      in which we reflect on, extend      human societies; how humans          and function of organisations;   living things; communities
     families, friends, communities    the relationships between and     ad enjoy our creativity; our        use their understanding of           societal decision-making;        and the relationships within
     and cultures; rights and          the interconnectedness of         appreciation of the aesthetic.      scientific principles; the impact    economic activities and their    and between them; access to
     responsibilities’ what it means   individuals and civilisations,                                        of scientific and technological      impact on humankind and the      equal opportunities; peace and
     to be human.                      from local and global                                                 advances on society and on the       environment.                     conflict resolution.
                                       perspectives.                                                         environment.

                                        Term 1                                         Term 2                                            Term 3                                          Term 4
     Kindergarten    Sharing the planet                             How the world works                              Who we are                                        How we express ourselves
     Junior          Concept: Responsibility                        Concepts: Function, Form                         Concept: Form, Connection                         Concepts: Connection, Responsibility
                     Related concepts: Habitat                      Related concepts: Transportation                 Related concepts: Family, Identity                Related concepts: Communication
                     Central Idea: Living things have certain       Central Idea: People create different types      Central Idea: I am learning about my identity Central Idea: We express our feelings in
                     requirements in order to grow and stay         of transportation to go from one place to        and the things I can do                       different ways in order to communicate with
                     healthy                                        another                                          Lines of Inquiry:                             others
                     Lines of Inquiry:                              Lines of Inquiry:                                 •   My physical characteristics - what I         Lines of Inquiry:
                       • Our needs and the needs of other living     • Different types of transport                       look like                                     • How we communicate our feelings in an
                         things                                      • Different types of transportation have         •   What makes me unique                             appropriate way
                       • Our responsibility for the well-being of       special jobs                                  •   Myself as part of my family and as part       • Different types of feelings
                         other living things                         • Road rules keep us safe                            of the wider community                        • Events that can affect our feelings
                       • How living things can help us                                                                •   My responsibility and roles                   • How we express our feelings affects
                                                                                                                                                                           our family and friends

                                        Term 1                                         Term 2                                            Term 3                                          Term 4
     Kindergarten    Sharing the planet                             Who we are                                       How the world works                               How we express ourselves
     Transition      Concepts: Causation, Responsibility            Concepts: Form, Change                           Concepts: Causation, Change, Connection           Concepts: Perspective, Reflection
                     Related concepts: Conservation,                Related concepts: Growth, Systems                Related concepts: Systems                         Related concepts: Self expression,
                     Sustainability                                 Central Idea: Our bodies change and grow         Central Idea: The earth’s natural cycles          Communication
                     Central Idea: People’s actions affect the      over time                                        influence the activity of living things           Central Idea: People express themselves
                     living and the non-living environments         Lines of Inquiry:                                Lines of Inquiry:                                 in many ways
                     Lines of Inquiry:                               • What I need to grow                             • Changes in the seasons                        Lines of Inquiry:
                       • The impact of human behaviour on the        • My body changes over time                       • How seasonal change affects our lives          • The different mediums for expressing
                         rocky shore                                 • What I can do changes over time                 • How seasonal change affects our                   ourselves
                       • Classification of living and non-living                                                         environment                                    • We can communicate through different
                         things                                                                                                                                            mediums
                       • Our responsibility for the well-being of                                                                                                       • How we respond to the arts
                         other living things
Year 0                                   Term 2                                                          Term 3                                                              Term 4
              Who we are                                                       How we express ourselves                                           How the world works
              Concepts: Function, Connection, Perspective                      Concepts: Form, Reflection                                         Concepts: Causation, Change
              Related concepts: Systems, Interdependence                       Related concept: Creativity                                        Related concepts: Cycles, Interaction
              Central Idea: We are part of a team when we work together        Central Idea: Stories inform and entertain us and help our         Central Idea: Our lives depend on the sun
              Lines of Inquiry:                                                imaginations to grow                                               Lines of Inquiry:
              •       Why we have teams                                        Lines of Inquiry:                                                  •       The sun as the source of energy and light
              •       What makes a team function                               • Stories help us to understand the world around us                •       The importance of the sun to life on Earth
              •       Different ways we can work together collaboratively      • The structure of stories                                         •       Night and day cycles
                                                                               • We all have stories to tell

     Year 1                                   Term 1                                      Term 2                                               Term 3                                            Term 4
              Who we are                         Where we are in place         How we express ourselves          How the world works              How we organise                    Sharing the planet
              Concepts: Connection,              and time                      Concepts: Perspective,            Concepts: Change, Form           ourselves                          Concepts: Responsibility,
              Responsibility                     Concepts: Function,           Reflection                        Related concept: Changes         Concepts: Function,                Change
              Related concepts:                  Causation                     Related concept:                  of state, properties of          Causation                          Related concepts:
              Relationships, Behaviour,          Related concepts:             Communication, Beliefs,           materials                        Related concepts:                  Adaptations, Habitat
              Resilience                         Discovery, Innovation,        Values                            Central Idea: Heat energy        Networks, Roles                    Central Idea: The world is
              Central Idea: Understanding        Progress                      Central Idea: Cultures            affects the state of matter   Central Idea: Our school              for living things to share
              feelings helps us in               Central Idea: Inventions      express stories in different      Lines of Inquiry:             functions effectively when            Lines of Inquiry:
              relationships                      change the way we live        ways and for different                                          roles and responsibilities are
                                                                               purposes                            • The properties of solids, shared                                  •   Animals structure and
              Lines of Inquiry:                  Lines of Inquiry:                                                   liquids and gases                                                     their functions
                  •   Why relationships are        •   The purpose of          Lines of Inquiry:                                               Lines of Inquiry:
                                                                                                                   • Temperature and                                                   •   The way animals
                      important                        inventions               •   The purpose of                   its effect on particle      • The people who help us                  structure differ to suit
                  •   How relationships are        •   How inventions affect        traditional stories              behaviour                      in our school                          their environments
                      made and kept                    our lives                •   Common features of             • Why people change the       • The roles and                       •   Our responsibility
                  •   Our feelings and those       •   Why inventions change        traditional stories              state of matter                responsibilities of                    for the well-being
                      of others                        over time                •   The way we share                                                people in our school                   of animals in our
                                                                                    stories with others                                               •   Systems that are in              communities
                                                                                                                                                          place to maintain the
                                                                                                                                                          order of our school

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     Year 2                                Term 1                                                        Term 2                                       Term 3                          Term 4
              Who we are                      Where we are in place           How the world works         How we organise                  How we express ourselves        Sharing the planet
              Concept: Connection,            and time                        Concepts: Change, Causation ourselves                        Concept: Perspective            Concepts: Responsibility,
              Responsibility                  Concept: Change,                Related concepts:           Concepts: Function,              Related concepts: Self-         Form
              Related concepts:               Reflection                      Adaptation, Patterns        Connection                       expression, Communication       Related concept:
              Relationships, Consequence      Related concepts: History,      Central Idea: Environmental   Related concepts:              Central Idea: Through           Reflection, Biology
              Central Idea: Social skills     Innovation                      changes influence our lives   Networks, Roles                the arts people express         Central Idea: All living things
              are needed to make friends      Central Idea: Discoveries       Lines of Inquiry:             Central Idea: In communities   themselves in a variety of      need plants to survive
              Lines of Inquiry:               over time have influenced                                     there are special people to    ways                            Lines of Inquiry:
                                              how we live and interact with    •   Weather changes and      keep us safe
               •   How our actions impact                                          its effects                                             Lines of Inquiry:                •   Our responsibility to
                                              others                                                        Lines of Inquiry:
                   others                                                      •   Instruments used to                                      •   Inspiration for cultural        look after the natural
                                              Lines of Inquiry:                    measure and record         •   The different roles of        forms of art                    environment
               •   The skills you need to                                          weather
                   be a friend                  •   How daily life has                                            the emergency services    •   Exploration of different    •   Relationships within the
                                                    changed over time          •   We adapt to change in      •   Effective                     styles of art                   natural environment
               •   Our rights and                                                  our environment
                   responsibilities with        •   Similarities and                                              communication with        •   Personal expression         •   The role of living things
                   friends                          differences between                                           emergency services            through art
                                                    objects used by                                           •   Responsible actions to
                                                    different generations                                         take in an emergency
                                                •   The role technology
                                                    plays in our lives

     Year 3                                Term 1                                       Term 2                        Term 2-3                        Term 3                          Term 4
              Who we are                      Sharing the planet              How we express ourselves      Where we are in place          How the world works             How we organise
              Concepts: Perspective,          Concepts: Change,               Concepts: Form, Function      and time                       Concepts: Causation,            ourselves
              Reflection                      Connection, Responsibility      Related concepts:             Concepts: Causation,           Function, Reflection            Concepts: Function,
              Related concepts:               Related concepts:               Movement, Communication       Change, Connection             Related concepts:               Responsibility, Perspective
              Communication, Empathy,         Conservation,                   Central Idea: Movement is a   Related concepts:              Magnetism, Forces, Motion       Related concepts: Supply
              Open-mindedness                 Interdependence, Balance        way to express ideas          Exploration, Discovery,        Central Idea: Forces and        and Demand, Process,
              Central Idea: Relationships    Central Idea: All forms                                        Navigation                     Motion happen all around us     Interdependence
                                                                               Lines of Inquiry:
              with others shape our identity of life share the natural                                      Central Idea: Exploration      all the time                    Central Idea: Marketplaces
                                             environment    in different ways    • There are different      and discovery leads to                                         depend on the ability to
              Lines of Inquiry:                                                    forms of expressive                                     Lines of Inquiry:
                                             Lines of Inquiry:                                              new understandings and                                         produce goods and supply
                • Social interactions                                              movement                 opportunities                   •   The properties and         services that can be
                • Acknowledging others         •    Interdependence    of life   • The different ways we                                        purpose of forces          exchanged
                                                    forms                                                   Lines of Inquiry:
                   perspectives                                                    move our bodies                                          •   How forces affect the      Lines of Inquiry:
                                                •   Changes that affect the                                   •   Past and present              motion of objects
               •   Managing and resolving                                      •   How other cultures             explorations                                              •   Mediums of exchange
                   conflict                         balance of Biomes              communicate their                                        •   How scientists use
                                                                                                              •   Reasons why people                                            in various marketplaces
                                                •   Human responsibility           ideas through                                                methods and tools to
                                                    towards the world’s            expressive movement            explore                       conduct a fair test         •   Ethics of the
                                                    Biomes                                                    •   Methods of navigation                                         marketplace
                                                                                                                                                                            •   The process of
                                                                                                                                                                                producing a product
Year 4                                Term 1                                           Term 2                         Term 2-3                         Term 3                         Term 4
              Who we are                       Sharing the planet                How the world works             How we organise                Where we are in place           How we express ourselves
              Concepts: Responsibility,        Concepts: Form, Function,         Concepts: Form, Change          ourselves                      and time                        Concepts: Connection,
              Reflection, Causation            Responsibility                    Related concept:                Concepts: Change,              Concepts: Connection,           Reflection
              Related concept: Choice,         Related concept:                  Similarities, Differences,      Causation                      Form, Change                    Related concepts:
              Relationships                    Conservation                      Properties, Transformation      Related concept:               Related concepts:               Celebration, Culture
              Central Idea: Being              Central Idea: Water is a          Central Idea: Energy may        Technological advances         Similarities, Differences,      Central Idea: Celebrations
              informed enables us to make      finite resource that gives life   be converted from one form      Central Idea: Technological    Transformations                 create an awareness and
              better choices                   to our planet                     to another which allows it to   development impacts on the     Central Idea: People and        appreciation of culture
              Lines of Inquiry:                Lines of Inquiry:                 be used in various ways         world of work and leisure      places have a history which     Lines of Inquiry:
                                                                                 Lines of Inquiry:               Lines of Inquiry:              can change over time
               •   Building positive            •   Sources of water                                                                                                             •   What different cultures
                   relationships with others                                      •   Different forms of          •   Technology and            Lines of Inquiry:                    celebrate
                                                •   How water is used
               •   Social, emotional and                                              energy and their origins        inventions of the home,    •   Our personal history -      •   Why and how
                                                •   Responsibilities                                                  workplace and leisure          significant people and
                   physical factors that            regarding water               •   The storage and                                                                                celebrations occur
                   influence our choices                                              transformation of               activities                     places in our lives
                                                •   Distribution and                                                                                                             •   Connections between
               •   Possible consequences                                              energy                      •   Circumstances that lead    •   Our local history -             culture and celebrations
                                                    availability of useable                                           to the development of          significant events and
                   of our choices                   water                         •   How we use energy
                                                                                                                      important inventions           changes in Auckland
                                                                                  •   Renewable and                   and their impact               over time
                                                                                      sustainable energy
                                                                                                                  •   The systems in the         •   Ways we can record
                                                                                                                      design process                 and share our personal
                                                                                                                                                     history

     Year 5              Term 1                           Term 1-2                          Term 2                                          Term 3                                         Term 4
              Where we are in place            Sharing the planet                How the world works             Who we are                     How we organise                 How we express ourselves
              and time                         Concepts: Responsibility,         Concept: Change                 Concept: Connection            ourselves                       Concepts: Perspective,
              Concepts: Causation,             Reflection                        Related concept: Chemical       Related concept: Systems       Concepts: Form, Function,       Function
              Change                           Related concept:                  and physical transformations                                   Perspective                     Related concepts:
                                                                                                                 Central Idea: Systems rely
              Related concepts:                Conservation, Sharing             Central Idea: Scientific        on different parts working     Related concept:                Creativity, Uniqueness,
              Migration, Settlement            Central Idea: Conservation        study is necessary to           together to function           Persuasion, Choice              Identity
              Central Idea: Human              of living things contributes to   understand and use              Lines of Inquiry:              Central Idea: Advertising       Central Idea: Through The
              migration is a response          the continuation of species       changes in the world                                           influences what we think and    Arts, people use different
              to challenges, risks and                                           around us                        •   Different body systems    the choices we make             forms of expression to
                                               Lines of Inquiry:
              opportunities                                                      Lines of Inquiry:                •   Connections between       Lines of Inquiry:               convey their uniqueness
                                                •   The endangerment of                                               the body systems
              Lines of Inquiry:                     species                       •   The characteristics of                                     •   The purpose of             Lines of Inquiry:
               •   The reasons people                                                 matter                      •   Keeping our bodies             advertising                 •   The diverse ways in
                                                •   The role of conservation                                          healthy
                   migrate                          organisations                 •   The processes that lead                                    •   Language used to make           which people express
               •   Migration throughout                                               to changes of state                                            advertising effective           themselves
                                                •   Our responsibilities
                   history                          towards conservation of       •   How scientific                                                 and to influence our        •   The need for artistic
               •   Effects of migration on          different species                 processes relate to                                            choices                         expression
                   communities                                                        everyday use                                               •   Different types of media    •   The role of ‘The Arts’ in
                                                                                                                                                     used in advertising             society
                                                                                                                                                 •   Music can be used to
                                                                                                                                                     influence mood and
                                                                                                                                                     emotion in advertising

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     Year 6                                Term 1                                                        Term 2                                       Term 3                          Term 4
              Who we are                      How we organise                 Where we are in place          How we express ourselves      Sharing the planet              How the World Works
              Concepts: Form, Function        ourselves                       and time                       Concepts: Perspective,        Exhibition Theme                Concepts: Function,
              Related concept:                Concepts: Function,             Concepts: Causation,           Connection, Change            The Central Idea and Lines      Reflection, Perspective
              Citizenship                     Responsibility                  Change, Connection             Related concept:              of Inquiry will be decided by   Related concept: Systems,
                                              Related concept: Roles          Related concepts: Initiative   Communication, Technology     the students during 2017        Opinion, Fact, Evidence
              Central Idea: Communities
              are strengthened by their       Central Idea: Systems are       Central Idea: People shape     Central idea: A variety of                                    Central Idea: The scientific
              individuals                     developed to help us and        the future through their       media facilitates local and                                   study of evidence promotes
              Lines of Inquiry:               keep us safe                    actions                        global communication                                          understanding

               •   Teams we belong to         Lines of Inquiry:               Lines of Inquiry:              Lines of Inquiry:                                             Lines of Inquiry:

               •   Roles that strengthen        •   The need for personal      •    Reasons people take       •   How communication is                                      •   The study of human
                   a team                           and community                  action                         changing                                                      physical characteristics
                                                    preparedness               •   Actions people take can    •   How media connects                                        •   The collection and
               •   The ways I can
                   strengthen the teams I       •   Systems that help              make a difference              people                                                        presentation of scientific
                   belong to                        us in our homes and        •   Changes as a result        •   How we communicate                                            evidence
                                                    communities                    of action                      through media                                             •   The interpretation of
                                                •   Our responsibilities to                                                                                                     evidence, events and
                                                    prepare for and respond                                                                                                     findings
                                                    to situations that
                                                    endanger us
Enhanced Learning

The Enhanced Learning Team in the Junior School is made up of a team of teachers who
work with staff to cater for students with special needs.
Kristin Junior School acknowledges that the challenge of assisting all students to meet the
highest possible standards has implications for the resourcing of intervention and extension
programmes to meet each student’s individual needs. In the Junior School our philosophy is
that children with special needs:
• are entitled to the best possible education we can provide
• learn best in a nurturing environment of trust, acceptance and challenge
• form a significant part of our school
• require interventions which are based on sound educational knowledge and pedagogy
     to improve outcomes for the student
• have parents who can make a valuable contribution to educational planning and should
     be involved in the collaborative decision-making process.
We believe that:
• curriculum differentiation occurs in the classroom
• individualised intervention must be developed in recognition of the needs of the child
• intervention must respond to changes in the educational environment and needs of the
   child
• educational professionals are in partnership with students and families
• learning holistically (intellectual, social, emotional, physical and spiritual) is vital in a
   childs’ development
• learning is a socially interactive experience for all.
The Enhanced Learning Team works with the teachers and families to:
• identify students with special needs
• identify students who require intervention procedures
• plan and implement individual programmes for support/extension
• monitor and assess progress
• review and evaluate programmes of support/extension
• resource learning and special interest activities.
The Enhanced Learning Team works in collaboration with teachers of specific year levels to
ensure the individual needs of students are catered for
The Enhanced Learning Team:
• plan, implement, advise on and record individual educational plans
• offer individual, small group or whole class support
• attend parent/teacher interviews with classroom teachers, when required
• liaise with outside agencies and school counsellors
• make appropriate referrals for specialist intervention.
Children with special needs include those who have:
• a sensory deficit, e.g. hearing, sight
• exceptionally high ability in a specific area
• a specific learning difficulty
• social and/or emotional problems
• behavioural problems
• a significant health problem
• English as a second language and are undertaking an English programme.

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Language - English

     The English programme aims to develop the students’ skills so that they are able to speak,
     listen, read, view and write with confidence, purpose and enjoyment in a wide range of
     contexts.

     The English programme is divided into the following modes, which are interrelated to
     provide students’ with the opportunities to select and use sources of information, processes,
     and strategies to identify, form and express ideas.

     •   Listening, Reading, Viewing (making meaning of ideas or information received)
     •   Speaking, Writing, Presenting (creating meaning for themselves or others)

     Teachers provide a range of learning contexts for the children, which involve them using the
     modes in interrelated way. English is taught within specific reading, writing, speaking and
     listening sessions as well as across all subject areas.

     At every year level, activities simultaneously enable students to learn language, learn
     through language and learn about language. They learn about the systems involved in oral
     and written English language and develop knowledge of the processes involved in listening,
     speaking and reading, viewing and writing in a variety of situations for a variety of purposes.

     Classroom programmes provide opportunities for use of English in a range of contexts for
     different purposes and for learning English as they gather and disseminate information.
     Classroom teachers provide opportunities for students to use language to learn within other
     subject areas and to learn how English is used in these subjects.

     Specific English sessions teach students the conventions of English, such as the sound
     system (pronunciation, intonation, stress etc) and the written system (spelling, word
     derivation, punctuation, grammar etc).

     However, students need to do more than learn to read and write: they are taught to use
     their literacy tools to meet specific learning purposes across the curriculum. This means
     that students read and write texts in ways that help them organise their thinking, construct
     and create meaning, communicate information and ideas in both print and electronic texts.

     There is a Junior School-wide system of editing. Children use three highlighted colours to
     focus carefully when proofreading. Yellow highlighter - “Go for gold” - Children highlight
     specific literacy goals. Pink highlighter - “To think” - Children highlight words which could be
     improved or sentences which need more information or don’t make sense. Blue highlighter
     - “To do” - Children highlight possible spelling, punctuation or grammatical errors.

     In Kindergarten the focus is on establishing the foundations for English learning in the
     context of the school. Teachers build on the children’s enthusiasm for learning and provide
     stimulating and enjoyable classroom experiences, which enable the children to develop
     their knowledge and skills in the modes of English. Through active participation in a
     stimulating, supportive environment the children gain confidence and perceive themselves
     as speakers, listeners, readers and writers.

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In Years 1 and 2 the focus is on extending the children’s English abilities and their
knowledge of how language is used in a broad range of contexts. With teacher support
and through the sharing of text, children develop an appreciation of the characteristics of
language in use.

They are assisted to develop a range of strategies needed for effective speaking and
listening, reading and writing. A stimulating and supportive programme providing a wide
range of learning contexts gives them the opportunity to develop a repertoire of skills for
interpreting and constructing meaning from spoken, printed and non-print texts.

In Years 3 and 4 the focus is on developing the students’ independence and skills in
speaking and listening, reading and writing, and how to collect, respond to and organise
ideas and information. They are encouraged to develop and use a broad range of strategies
for confidently conveying meaning in speech and writing. They construct meaning from,
and respond to, spoken, printed and non-print texts, and are encouraged to speak, read
and write with some critical awareness, using a variety of texts with relatively simple and
obvious structures. Students are assisted to develop, recognise and respond to basic
literacy forms and characteristics of some mass media and everyday texts. Students are
developing expertise in locating and evaluating information and ideas with texts.

In Years 5 and 6 the focus is on expanding the range and complexity of the texts children
speak, listen to, read, view and write. There is a particular emphasis on responding to fiction
and factual texts with more critical awareness and on developing more advanced research
and reporting skills. During classroom activities the children are shown how to recognise the
differences between written and spoken texts of different types – formal, informal, personal
and public – and how these relate to purpose and context. They are taught how to read,
write and respond to a variety of text types. There is particular emphasis on developing
more conscious reflection on how language is used to construct meaning, including the
ways grammar works in this process, and the correct terms to use when talking about these
features of language. As their expertise develops, students use their reading and writing to
become more reflective about their learning.

                                Language - Chinese

Learning a second language is a key component of the PYP and is considered essential
to an international education and for enriching intercultural understanding. Through the
learning of another language, students are encouraged to not only develop their ability to
speak more than one language but also to broaden their understanding and appreciation of
their own and other cultures, and to learn to live in a multicultural society like New Zealand.

In learning English and Chinese, children gain a better understanding of their mother
tongue and expand their vocabulary in both languages.

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