Years and Curriculum Levels

 
Years and
         Curriculum Levels
         This diagram shows how curriculum levels typically relate
         to years at school. Many students do not, however, fit this
         pattern. They include those with special learning needs,
         those who are gifted, and those who come from non-
         English-speaking backgrounds. Students learning an
         additional language are also unlikely to follow the
         suggested progression: level 1 is the entry level for those
         with no prior knowledge of the language being learned,
         regardless of their school year.

                                            Years and Curriculum Levels
                                                                                                                 8
                                                                                                         7

                                                                                                 6

                                                                                        5

                                                                            4

                                                           3

                                            2
                              1

                      Y1     Y2      Y3      Y4     Y5      Y6     Y7     Y8      Y9     Y10 Y11 Y12 Y13

                                                                        Achievement Objectives by Level
                                                                        The fold-out charts that follow group achievement
                                                                        objectives by level. This format facilitates cross-curricular
                                                                        collaborative planning and assessment. The achievement
                                                                        objectives are also available in a format that sets them out
                                                                        by levels within learning areas. In some cases, this
                                                                        second set of charts provides additional information.

206 11                                                                                                                                  FOLD 410 22
Level One English
      Listening, Reading, and Viewing                                        Speaking, Writing, and Presenting
      Processes and strategies                                               Processes and strategies
      Students will:                                                         Students will:
      •   Acquire and begin to use sources of information, processes,        •   Acquire and begin to use sources of information, processes, and
          and strategies to identify, form, and express ideas.                   strategies to identify, form, and express ideas.
          INDICATORS:                                                            INDICATORS:
          –    selects and reads texts for enjoyment and personal                –    has an awareness of the connections between oral, written,
               fulfilment;                                                             and visual language when creating text;
          –    has an awareness of the connections between oral,                 –    creates texts by using meaning, structure, visual and grapho-
               written, and visual language;                                          phonic sources of information, prior knowledge, and some
          –    uses sources of information (meaning, structure, visual                processing strategies with some confidence;
               and grapho-phonic information) and prior knowledge to             –    seeks feedback and makes changes to texts;
               make sense of a range of texts;                                   –    is becoming reflective about the production of own texts;
          –    associates sounds with letter clusters as well as with            –    begins to monitor, self-evaluate, and describe progress.
               individual letters;
          –    uses processing and some comprehension strategies with        By using these processes and strategies when speaking, writing, or
               some confidence;                                               presenting, students will:
          –    is developing the ability to think critically about texts;
          –    begins to monitor, self-evaluate, and describe progress.      Purposes and audiences
                                                                             •   Recognise how to shape texts for a purpose and an audience.
      By using these processes and strategies when listening, reading, or
                                                                                 INDICATORS:
      viewing, students will:
                                                                                 –    constructs texts that demonstrate some awareness of
                                                                                      purpose and audience through appropriate choice of content,
      Purposes and audiences
                                                                                      language, and text form;
      •   Recognise that texts are shaped for different purposes and             –    expects the texts they create to be understood, responded to,
          audiences.                                                                  and appreciated by others;
          INDICATORS:                                                            –    is developing and conveying personal voice where appropriate.
          –    identifies the purposes of simple texts;
          –    evaluates the usefulness of simple texts.                     Ideas
                                                                             •   Form and express ideas on a range of topics.
      Ideas
                                                                                 INDICATORS:
      •   Recognise and identify ideas within and across texts.                  –    forms and expresses simple ideas and information, usually
          INDICATORS:                                                                 drawing from personal experience and knowledge;
          –    understands that personal experience can influence the             –    begins to support ideas with some detail.
               meaning gained from texts;
          –    makes meaning of texts by identifying ideas in some texts.    Language features
                                                                             •   Use language features, showing some recognition of their effects.
      Language features
                                                                                 INDICATORS:
      •   Recognise and begin to understand how language features are            –    uses some oral, written, and visual language features to
          used for effect within and across texts.                                    create meaning and effect;
          INDICATORS:                                                            –    uses a range of high-frequency, topic-specific, and personal-
          –    begins to recognise that oral, written, and visual language            content words to create meaning;
               features can be used for effect;                                  –    spells some high-frequency words correctly and begins to use
          –    recognises a large bank of high-frequency and some topic-              some common spelling patterns;
               specific words;                                                    –    begins to use some strategies to self-correct and monitor
          –    shows some knowledge of text conventions, such as:                     spelling;
               capital letters, full stops, and word order; volume and           –    writes most letters and number forms legibly when creating
               clarity; and simple symbols.                                           texts;
                                                                                 –    begins to gain control of text conventions, such as: capital
      Structure                                                                       letters and full stops; some basic grammatical conventions;
      •   Recognise and begin to understand text structures.                          volume, clarity, and tone; and simple symbols.
          INDICATORS:
                                                                             Structure
          –    understands that the order and organisation of words,
               sentences, and images contribute to text meaning;             •   Organise texts, using simple structures.
          –    recognises some text forms and some differences                   INDICATORS:
               between them.                                                     –    uses knowledge of word and sentence order to communicate
                                                                                      meaning in simple texts;
                                                                                 –    begins to sequence ideas and information;
                                                                                 –    uses simple sentences with some variation in beginnings;
                                                                                 –    may attempt compound and complex sentences.

11                                                                                                                                                    FOLD 406 22
Level One The Arts
 Understanding the Arts                Developing Practical                 Developing Ideas                   Communicating
 in Context                            Knowledge                                                               and Interpreting
 Dance
 Students will:
 •   Demonstrate an awareness          •   Explore movement with a          •   Improvise and explore          •   Share dance movement
     of dance in their lives and in        developing awareness of              movement ideas in response         through informal
     their communities.                    the dance elements of body,          to a variety of stimuli.           presentation and share their
                                           space, time, energy, and                                                thoughts and feelings in
                                           relationships.                                                          response to their own and
                                                                                                                   others’ dances.

 Drama
 Students will:
 •   Demonstrate an awareness          •   Explore the elements of role,    •   Contribute and develop ideas   •   Share drama through
     that drama serves a variety of        focus, action, tension, time,        in drama, using personal           informal presentation and
     purposes in their lives and in        and space through dramatic           experience and imagination.        respond to ways in which
     their communities.                    play.                                                                   drama tells stories and
                                                                                                                   conveys ideas in their own
                                                                                                                   and others’ work.

 Music – Sound Arts
 Students will:
 •   Explore and share ideas           •   Explore how sound is made,       •   Explore and express sounds     •   Share music making with
     about music from a range              as they listen and respond           and musical ideas, drawing         others.
     of sound environments and             to the elements of music:            on personal experience,        •   Respond to live and recorded
     recognise that music serves           beat, rhythm, pitch, tempo,          listening, and imagination.        music.
     a variety of purposes and             dynamics, and tone colour.       •   Explore ways to represent
     functions in their lives and in                                            sound and musical ideas.
     their communities.

 Visual Arts
 Students will:
 •   Share ideas about how and         •   Explore a variety of materials   •   Investigate visual ideas in    •   Share the ideas, feelings,
     why their own and others’             and tools and discover               response to a variety of           and stories communicated by
     works are made and their              elements and selected                motivations, observation,          their own and others’ objects
     purpose, value, and context.          principles.                          and imagination.                   and images.
Level One Health and Physical Education
 Personal Health and                     Movement Concepts and               Relationships with                   Healthy Communities
 Physical Development                    Motor Skills                        Other People                         and Environments
 Students will:                          Students will:                      Students will:                       Students will:

 Personal growth and                     Movement skills; Science and        Relationships                        Community resources
 development                             technology                          •   Explore and share ideas          •   Identify and discuss obvious
 •    Describe feelings and ask          •   Develop a wide range of             about relationships with             hazards in their home,
      questions about their health,          movement skills, using a            other people.                        school, and local environment
      growth, development, and               variety of equipment and play                                            and adopt simple safety
      personal needs and wants.              environments.                   Identity, sensitivity, and respect       practices.
                                                                             •   Demonstrate respect through
 Regular physical activity               Positive attitudes; Challenges          sharing and co-operation in      Rights, responsibilities, and
 •    Participate in creative and        and social and cultural factors         groups.                          laws; People and the environment
      regular physical activities        •   Participate in a range of                                            •   Take individual and collective
      and identify enjoyable                 games and activities and        Interpersonal skills                     action to contribute to
      experiences.                           identify the factors that       •   Express their own ideas,             environments that can be
                                             make participation safe and         needs, wants, and feelings           enjoyed by all.
 Safety management                           enjoyable.                          clearly and listen to those of
 •    Describe and use safe practices                                            other people.
      in a range of contexts and
      identify people who can help.

 Personal identity
 •    Describe themselves in
      relation to a range of contexts.

Key Competencies
     • Thinking                     • Using language, symbols, and texts             • Managing self
                        • Relating to others                • Participating and contributing
Level One Mathematics and Statistics
          N&A                         In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
                              G&M     solve problems and model situations that require them to:
                       S

 Number and Algebra                                  Geometry and Measurement                                Statistics
 Number strategies                                   Measurement                                             Statistical investigation
 •   Use a range of counting, grouping, and          •   Order and compare objects or events by              •   Conduct investigations using the statistical
     equal-sharing strategies with whole                 length, area, volume and capacity, weight               enquiry cycle:
     numbers and fractions.                              (mass), turn (angle), temperature, and                  – posing and answering questions;
                                                         time by direct comparison and/or counting               – gathering, sorting and counting, and
 Number knowledge                                        whole numbers of units.                                    displaying category data;
 •   Know the forward and backward                                                                               – discussing the results.
     counting sequences of whole numbers             Shape
     to 100.                                         •   Sort objects by their appearance.                   Statistical literacy
 •   Know groupings with five, within ten,                                                                    •   Interpret statements made by others from
     and with ten.                                   Position and orientation                                    statistical investigations and probability
                                                     •   Give and follow instructions for movement               activities.
 Equations and expressions                               that involve distances, directions, and half
 •   Communicate and explain counting,                   or quarter turns.                                   Probability
     grouping, and equal-sharing strategies,         •   Describe their position relative to a person        •   Investigate situations that involve elements
     using words, numbers, and pictures.                 or object.                                              of chance, acknowledging and anticipating
                                                                                                                 possible outcomes.
 Patterns and relationships                          Transformation
 •   Generalise that the next counting               •   Communicate and record the results of
     number gives the result of adding one               translations, reflections, and rotations on
     object to a set and that counting the               plane shapes.
     number of objects in a set tells how
     many.
 •   Create and continue sequential
     patterns.

See separate chart Learning Languages

                                                                                                                                                            FOLD 206 32
Levels One and Two Science
         Nature of Science
         Students will:

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

         Living World                         Planet Earth and Beyond               Physical World                      Material World
         Students will:                       Students will:                        Students will:                      Students will:

         Life processes                       Earth systems                         Physical inquiry and                Properties and changes
         •   Recognise that all living        •   Explore and describe natural      physics concepts                    of matter
             things have certain                  features and resources.           •   Explore everyday examples of    •   Observe, describe, and
             requirements so they can                                                   physical phenomena, such as         compare physical and
             stay alive.                      Interacting systems                       movement, forces, electricity       chemical properties of
                                              •   Describe how natural                  and magnetism, light, sound,        common materials and
         Ecology                                  features are changed and              waves, and heat.                    changes that occur when
         •   Recognise that living things         resources affected by natural     •   Seek and describe simple            materials are mixed,
             are suited to their particular       events and human actions.             patterns in physical                heated, or cooled.
             habitat.                                                                   phenomena.
                                              Astronomical systems                                                      Chemistry and society
         Evolution                            •   Share ideas and observations                                          •   Find out about the uses
         •   Recognise that there are lots        about the Sun and the Moon                                                of common materials
             of different living things in        and their physical effects on                                             and relate these to their
             the world and that they can          the heat and light available to                                           observed properties.
             be grouped in different ways.        Earth.
         •   Explain how we know that
             some living things from the
             past are now extinct.

06 64
Level One Social Sciences
 Social Studies
 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 One Technology
 Technological Practice                                Technological Knowledge                              Nature of Technology
 Students will:                                        Students will:                                       Students will:

 Planning for practice                                 Technological modelling                              Characteristics of technology
 •   Outline a general plan to support the             •    Understand that functional models are           •     Understand that technology is
     development of an outcome, identifying                 used to represent reality and test design             purposeful intervention through design.
     appropriate steps and resources.                       concepts and that prototypes are used to
                                                            test technological outcomes.                    Characteristics of technological outcomes
 Brief development                                                                                          •     Understand that technological
 •   Describe the outcome they are                     Technological products                                     outcomes are products or systems
     developing and identify the attributes            •    Understand that technological products                developed by people and have a physical
     it should have, taking account of the                  are made from materials that have                     nature and a functional nature.
     need or opportunity and the resources                  performance properties.
     available.
                                                       Technological systems
 Outcome development and evaluation                    •    Understand that technological systems
 •   Investigate a context to communicate                   have inputs, controlled transformations,
     potential outcomes. Evaluate these                     and outputs.
     against attributes; select and develop
     an outcome in keeping with the
     identified attributes.
Level Two English
 Listening, Reading, and Viewing                                            Speaking, Writing, and Presenting
 Processes and strategies                                                   Processes and strategies
 Students will:                                                             Students will:
 •   Select and use sources of information, processes, and strategies       •   Select and use sources of information, processes, and strategies
     with some confidence to identify, form, and express ideas.                  with some confidence to identify, form, and express ideas.
     INDICATORS:                                                                INDICATORS:
     –    selects and reads texts for enjoyment and personal fulfilment;         –    shows some understanding of the connections between oral,
     –    recognises connections between oral, written, and visual                   written, and visual language when creating texts;
          language;                                                             –    creates texts by using meaning, structure, visual and grapho-
     –    selects and uses sources of information (meaning, structure,               phonic sources of information, and processing strategies with
          visual and grapho-phonic information) and prior knowledge                  growing confidence;
          with growing confidence to make sense of increasingly varied           –    seeks feedback and makes changes to texts to improve clarity
          and complex texts;                                                         and meaning;
     –    uses an increasing knowledge of letter clusters, affixes, roots,       –    is reflective about the production of texts: monitors, self-
          and compound words to confirm predictions;                                  evaluates, and describes progress with some confidence.
     –    selects and uses processing strategies and an increasing range
          of comprehension strategies with some understanding and           By using these processes and strategies when speaking, writing, or
          confidence;                                                        presenting, students will:
     –    thinks critically about texts with some confidence;
     –    monitors, self-evaluates, and describes progress with             Purposes and audiences
          some confidence.                                                   •   Show some understanding of how to shape texts for different
                                                                                purposes and audiences.
 By using these processes and strategies when listening, reading, or
                                                                                INDICATORS:
 viewing, students will:
                                                                                –    constructs texts that demonstrate a growing awareness of
                                                                                     audience and purpose through appropriate choice of content,
 Purposes and audiences
                                                                                     language, and text form;
 •   Show some understanding of how texts are shaped for different              –    expects the texts they create to be understood, responded to,
     purposes and audiences.                                                         and appreciated by others;
     INDICATORS:                                                                –    develops and conveys personal voice where appropriate.
     –    recognises how texts are constructed for different purposes,
          audiences, and situations;                                        Ideas
     –    understands that texts are created from a particular point of     •   Select, form, and express ideas on a range of topics.
          view;
                                                                                INDICATORS:
     –    evaluates the reliability and usefulness of texts with some
                                                                                –    forms and expresses ideas and information with reasonable
          confidence.
                                                                                     clarity, often drawing on personal experience and knowledge;
                                                                                –    begins to add or delete details and comments, showing some
 Ideas
                                                                                     selectivity in the process.
 •   Show some understanding of ideas within, across, and beyond texts.
     INDICATORS:
     –    uses their personal experience and world and literacy             Language features
          knowledge to make meaning from texts;                             •   Use language features appropriately, showing some understanding
     –    makes meaning of increasingly complex texts by identifying            of their effects.
          main ideas;
                                                                                INDICATORS:
     –    makes and supports inferences from texts with some
                                                                                –    uses oral, written, and visual language features to create
          independence.
                                                                                     meaning and effect;
                                                                                –    uses a large and increasing bank of high-frequency, topic-
 Language features
                                                                                     specific, and personal-content words to create meaning;
 •   Show some understanding of how language features are used for              –    spells most high-frequency words correctly and shows growing
     effect within and across texts.                                                 knowledge of common spelling patterns;
     INDICATORS:                                                                –    uses a range of strategies to self-monitor and self-correct
     –    recognises that oral, written, and visual language features can            spelling;
          be used for effect;                                                   –    writes legibly and with increasing fluency when creating texts;
     –    uses a large and increasing bank of high-frequency, topic-            –    gains increasing control of text conventions, including some
          specific, and personal-content words to make meaning;                       grammatical conventions.
     –    shows an increasing knowledge of the conventions of text;
     –    recognises that authors have different voices and styles.         Structure
                                                                            •   Organise texts, using a range of structures.
 Structure                                                                      INDICATORS:
                                                                                –    uses knowledge of word and sentence order to communicate
 •   Show some understanding of text structures.
                                                                                     meaning when creating text;
     INDICATORS:                                                                –    organises and sequences ideas and information with some
     –    understands that the order and organisation of words,                      confidence;
          sentences, paragraphs, and images contribute to text meaning;         –    begins to use a variety of sentence structures, beginnings,
     –    recognises an increasing range of text forms and differences               and lengths.
          between them.
Level Two The Arts
 Understanding the Arts                Developing Practical                Developing Ideas                     Communicating
 in Context                            Knowledge                                                                and Interpreting
 Dance
 Students will:
 •   Identify and describe dance       •   Explore and identify,           •   Use the elements of dance in     •   Share dance movement
     in their lives and in their           through movement, the               purposeful ways to respond           through informal
     communities.                          dance elements of body,             to a variety of stimuli.             presentation and identify the
                                           space, time, energy, and                                                 use of the elements of dance.
                                           relationships.

 Drama
 Students will:
 •   Identify and describe how         •   Explore and use elements of     •   Develop and sustain ideas in     •   Share drama through
     drama serves a variety of             drama for different purposes.       drama, based on personal             informal presentation and
     purposes in their lives and                                               experience and imagination.          respond to elements of
     their communities.                                                                                             drama in their own and
                                                                                                                    others’ work.

 Music – Sound Arts
 Students will:
 •   Explore and share ideas           •   Explore and identify how        •   Improvise, explore, and          •   Share music making
     about music from a range              sound is made and changed,          express musical ideas,               with others, using basic
     of sound environments and             as they listen and respond to       drawing on personal                  performance skills and
     recognise that music serves           the elements of music and           experience, listening, and           techniques.
     a variety of purposes and             structural devices.                 imagination.                     •   Respond to live and recorded
     functions in their lives and in                                       •   Explore ways to represent            music.
     their communities.                                                        sound and musical ideas.

 Visual Arts
 Students will:
 •   Share ideas about how and         •   Explore a variety of            •   Investigate and develop visual   •   Share the ideas, feelings,
     why their own and others’             materials and tools and             ideas in response to a variety       and stories communicated by
     works are made and their              discover elements and               of motivations, observation,         their own and others’ objects
     purpose, value, and context.          selected principles.                and imagination.                     and images.
Level Two Health and Physical Education
 Personal Health and                  Movement Concepts                       Relationships with                   Healthy Communities
 Physical Development                 and Motor Skills                        Other People                         and Environments
 Students will:                       Students will:                          Students will:                       Students will:

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

Key Competencies
     • Thinking                     • Using language, symbols, and texts             • Managing self
                        • Relating to others                • Participating and contributing
Level Two Mathematics and Statistics
                   N&A                          In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
                                       G&M      solve problems and model situations that require them to:
                                S

          Number and Algebra                                  Geometry and Measurement                               Statistics
          Number strategies                                   Measurement                                            Statistical investigation
          •   Use simple additive strategies with whole       •   Create and use appropriate units and               •   Conduct investigations using the statistical
              numbers and fractions.                              devices to measure length, area, volume                enquiry cycle:
                                                                  and capacity, weight (mass), turn (angle),             – posing and answering questions;
          Number knowledge                                        temperature, and time.                                 – gathering, sorting, and displaying
          •   Know forward and backward counting              •   Partition and/or combine like measures                    category and whole-number data;
              sequences with whole numbers to at least            and communicate them, using numbers                    – communicating findings based on
              1000.                                               and units.                                                the data.
          •   Know the basic addition and subtraction
              facts.                                          Shape                                                  Statistical literacy
          •   Know how many ones, tens, and hundreds          •   Sort objects by their spatial features, with       •   Compare statements with the features
              are in whole numbers to at least 1000.              justification.                                          of simple data displays from statistical
          •   Know simple fractions in everyday use.          •   Identify and describe the plane shapes                 investigations or probability activities
                                                                  found in objects.                                      undertaken by others.
          Equations and expressions
          •   Communicate and interpret simple                Position and orientation                               Probability
              additive strategies, using words, diagrams      •   Create and use simple maps to show                 •   Investigate simple situations that involve
              (pictures), and symbols.                            position and direction.                                elements of chance, recognising equal and
                                                              •   Describe different views and pathways from             different likelihoods and acknowledging
          Patterns and relationships                              locations on a map.                                    uncertainty.
          •   Generalise that whole numbers can be
              partitioned in many ways.                       Transformation
          •   Find rules for the next member in a             •   Predict and communicate the results of
              sequential pattern.                                 translations, reflections, and rotations on
                                                                  plane shapes.

         See separate chart Learning Languages

206 53                                                                                                                                                                  FOLD 411 06
Levels One and Two Science
      Nature of Science
      Students will:

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

      Living World                            Planet Earth and Beyond             Physical World                      Material World
      Students will:                          Students will:                      Students will:                      Students will:

      Life processes                          Earth systems                       Physical inquiry and                Properties and changes
      •   Recognise that all living           •   Explore and describe natural    physics concepts                    of matter
          things have certain                     features and resources.         •   Explore everyday examples of    •   Observe, describe, and
          requirements so they can                                                    physical phenomena, such as         compare physical and
          stay alive.                         Interacting systems                     movement, forces, electricity       chemical properties of
                                              •   Describe how natural                and magnetism, light, sound,        common materials and
      Ecology                                     features are changed and            waves, and heat.                    changes that occur when
      •   Recognise that living things            resources affected by natural   •   Seek and describe simple            materials are mixed, heated,
          are suited to their particular          events and human actions.           patterns in physical                or cooled.
          habitat.                                                                    phenomena.
                                              Astronomical systems                                                    Chemistry and society
      Evolution                               •   Share ideas and observations                                        •   Find out about the uses
      •   Recognise that there are lots           about the Sun and the Moon                                              of common materials and
          of different living things in the       and their physical effects on                                           relate these to their observed
          world and that they can be              the heat and light available                                            properties.
          grouped in different ways.              to Earth.
      •   Explain how we know that
          some living things from the
          past are now extinct.

53                                                                                                                                                        FOLD 407 06
Level Two Social Sciences
 Social Studies
 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 Ma-ori as tangata whenua is significant for communities in New Zealand.

Level Two Technology
 Technological Practice                              Technological Knowledge                              Nature of Technology
 Students will:                                      Students will:                                       Students will:

 Planning for practice                               Technological modelling                              Characteristics of technology
 •   Develop a plan that identifies the key           •      Understand that functional models are         •   Understand that technology both reflects
     stages and the resources required to                   used to explore, test, and evaluate design        and changes society and the environment
     complete an outcome.                                   concepts for potential outcomes and that          and increases people’s capability.
                                                            prototyping is used to test a technological
 Brief development                                          outcome for fitness of purpose.                Characteristics of technological outcomes
 •   Explain the outcome they are developing                                                              •   Understand that technological outcomes
     and describe the attributes it should           Technological products                                   are developed through technological
     have, taking account of the need or             •      Understand that there is a relationship           practice and have related physical and
     opportunity and the resources available.               between a material used and its                   functional natures.
                                                            performance properties in a technological
 Outcome development and evaluation                         product.
 •   Investigate a context to develop ideas
     for potential outcomes. Evaluate these          Technological systems
     against the identified attributes; select        •      Understand that there are relationships
     and develop an outcome. Evaluate                       between the inputs, controlled
     the outcome in terms of the need                       transformations, and outputs occurring
     or opportunity.                                        within simple technological systems.
Level Three English
 Listening, Reading, and Viewing                                             Speaking, Writing, and Presenting
 Processes and strategies                                                    Processes and strategies
 Students will:                                                              Students will:
 •   Integrate sources of information, processes, and strategies with        •   Integrate sources of information, processes, and strategies with
     developing confidence to identify, form, and express ideas.                  developing confidence to identify, form, and express ideas.
     INDICATORS:                                                                 INDICATORS:
     –    selects and reads texts for enjoyment and personal fulfilment;          –    uses a developing understanding of the connections between
     –    recognises and understands the connections between oral,                    oral, written, and visual language when creating texts;
          written, and visual language;                                          –    creates a range of texts by integrating sources of information
     –    integrates sources of information and prior knowledge with                  and processing strategies with developing confidence;
          developing confidence to make sense of increasingly varied and          –    seeks feedback and makes changes to texts to improve clarity,
          complex texts;                                                              meaning, and effect;
     –    selects and uses a range of processing and comprehension               –    is reflective about the production of own texts: monitors and
          strategies with growing understanding and confidence;                        self-evaluates progress, articulating learning with growing
     –    thinks critically about texts with developing confidence;                    confidence.
     –    monitors, self-evaluates, and describes progress with
          growing confidence.                                                 By using these processes and strategies when speaking, writing, or
                                                                             presenting, students will:
 By using these processes and strategies when listening, reading, or
 viewing, students will:                                                     Purposes and audiences
                                                                             •   Show a developing understanding of how to shape texts for different
 Purposes and audiences                                                          purposes and audiences.
 •   Show a developing understanding of how texts are shaped for                 INDICATORS:
     different purposes and audiences.                                           –    constructs texts that show a growing awareness of purpose
     INDICATORS:                                                                      and audience through careful choice of content, language, and
     –    recognises and understands how texts are constructed for a                  text form;
          range of purposes, audiences, and situations;                          –    conveys and sustains personal voice where appropriate.
     –    identifies particular points of view and begins to recognise that
          texts can position a reader;                                       Ideas
     –    evaluates the reliability and usefulness of texts with             •   Select, form, and communicate ideas on a range of topics.
          increasing confidence.
                                                                                 INDICATORS:
                                                                                 –    forms and expresses ideas and information with increased
 Ideas
                                                                                      clarity, drawing on a range of sources;
 •   Show a developing understanding of ideas within, across, and                –    adds or changes details and comments to support ideas,
     beyond texts.                                                                    showing some selectivity in the process;
     INDICATORS:                                                                 –    ideas suggest awareness of a range of dimensions
     –    uses their personal experience and world and literacy                       or viewpoints.
          knowledge confidently to make meaning from texts;
     –    makes meaning of increasingly complex texts by identifying         Language features
          main and subsidiary ideas in them;                                 •   Use language features appropriately, showing a developing
     –    starts to make connections by thinking about underlying ideas          understanding of their effects.
          in and between texts;
                                                                                 INDICATORS:
     –    recognises that there may be more than one reading available
                                                                                 –    uses oral, written, and visual language features to create
          within a text;
                                                                                      meaning and effect and engage interest;
     –    makes and supports inferences from texts with increasing
                                                                                 –    uses a range of vocabulary to communicate meaning;
          independence.
                                                                                 –    demonstrates good understanding of all basic spelling patterns
                                                                                      and sounds in written English;
 Language features
                                                                                 –    uses an increasing range of strategies to self-monitor and self-
 •   Show a developing understanding of how language features are                     correct spelling;
     used for effect within and across texts.                                    –    writes legibly, fluently, and with ease when creating texts;
     INDICATORS:                                                                 –    uses a range of text conventions, including most grammatical
     –    identifies oral, written, and visual language features used in               conventions, appropriately and with increasing accuracy.
          texts and recognises their effects;
     –    uses an increasing vocabulary to make meaning;                     Structure
     –    shows an increasing knowledge of how a range of text               •   Organise texts, using a range of appropriate structures.
          conventions can be used appropriately;
                                                                                 INDICATORS:
     –    knows that authors have different voices and styles and can
                                                                                 –    organises written ideas into paragraphs with increasing
          identify some of these differences.
                                                                                      confidence;
 Structure                                                                       –    organises and sequences ideas and information with
                                                                                      increasing confidence;
 •   Show a developing understanding of text structures.
                                                                                 –    uses a variety of sentence structures, beginnings, and lengths.
     INDICATORS:
     –    understands that the order and organisation of words,
          sentences, paragraphs, and images contribute to and affect
          text meaning;
     –    identifies a range of text forms and recognises some of their
          characteristics and conventions.
Level Three The Arts
 Understanding the Arts            Developing Practical                Developing Ideas                   Communicating
 in Context                        Knowledge                                                              and Interpreting
 Dance
 Students will:
 •   Explore and describe          •   Use the dance elements          •   Select and combine dance       •   Prepare and share dance
     dances from a variety             to develop and share                elements in response to a          movement individually and in
     of cultures.                      their personal movement             variety of stimuli.                pairs or groups.
                                       vocabulary.                                                        •   Use the elements of dance to
                                                                                                              describe dance movements
                                                                                                              and respond to dances from
                                                                                                              a variety of cultures.

 Drama
 Students will:
 •   Investigate the functions     •   Use techniques and relevant     •   Initiate and develop ideas     •   Present and respond to
     and purposes of drama             technologies to explore             with others to create drama.       drama, identifying ways in
     in cultural and historical        drama elements and                                                     which elements, techniques,
     contexts.                         conventions.                                                           conventions, and technologies
                                                                                                              combine to create meaning in
                                                                                                              their own and others’ work.

 Music – Sound Arts
 Students will:
 •   Identify and describe the     •   Explore and identify            •   Express and shape musical      •   Prepare and present brief
     characteristics of music          how sound is made and               ideas, using musical               performances of music,
     associated with a range           changed, as they listen and         elements, instruments, and         using performance skills
     of sound environments,            respond to music and apply          technologies in response to        and techniques.
     in relation to historical,        knowledge of the elements           sources of motivation.         •   Respond to and reflect on live
     social, and cultural              of music, structural devices,   •   Represent sound and                and recorded music.
     contexts.                         and technologies.                   musical ideas in a variety
 •   Explore ideas about how                                               of ways.
     music serves a variety of
     purposes and functions
     in their lives and in their
     communities.

 Visual Arts
 Students will:
 •   Investigate the purpose       •   Explore some art-making         •   Develop and revisit visual     •   Describe the ideas their
     of objects and images             conventions, applying               ideas, in response to a            own and others’ objects and
     from past and present             knowledge of elements               variety of motivations,            images communicate.
     cultures and identify the         and selected principles             observation, and
     contexts in which they            through the use of materials        imagination, supported by
     were or are made,                 and processes.                      the study of artists’ works.
     viewed, and valued.
Level Three Health and Physical Education
 Personal Health and                     Movement Concepts                     Relationships with                    Healthy Communities
 Physical Development                    and Motor Skills                      Other People                          and Environments
 Students will:                          Students will:                        Students will:                        Students will:

 Personal growth and development         Movement skills                       Relationships                         Societal attitudes and values
 •    Identify factors that affect       •   Develop more complex              •   Identify and compare ways         •   Identify how health care and
      personal, physical, social, and        movement sequences and                of establishing relationships         physical activity practices are
      emotional growth and develop           strategies in a range of              and managing changing                 influenced by community and
      skills to manage changes.              situations.                           relationships.                        environmental factors.

 Regular physical activity               Positive attitudes                    Identity, sensitivity, and respect    Community resources
 •    Maintain regular participation     •   Develop movement skills           •   Identify ways in which people     •   Participate in communal
      in enjoyable physical activities       in challenging situations             discriminate and ways to              events and describe how such
      in a range of environments             and describe how these                act responsibly to support            events enhance the well-
      and describe how these assist          challenges impact on                  themselves and other people.          being of the community.
      in the promotion of well-              themselves and others.
      being.                                                                   Interpersonal skills                  Rights, responsibilities, and laws
                                         Science and technology                •   Identify the pressures that can   •   Research and describe
 Safety management                       •   Participate in and describe           influence interactions with            current health and safety
 •    Identify risks and their causes        how their body responds               other people and demonstrate          guidelines and practices in
      and describe safe practices to         to regular and vigorous               basic assertiveness strategies        their school and take action to
      manage these.                          physical activity in a range of       to manage these.                      enhance their effectiveness.
                                             environments.
 Personal identity                                                                                                   People and the environment
 •    Describe how their own             Challenges and social and                                                   •   Plan and implement a
      feelings, beliefs, and actions,    cultural factors                                                                programme to enhance an
      and those of other people,         •   Participate in co-operative                                                 identified social or physical
      contribute to their personal           and competitive activities and                                              aspect of their classroom or
      sense of self-worth.                   describe how co-operation                                                   school environment.
                                             and competition can affect
                                             people’s behaviour and the
                                             quality of the experience.

Key Competencies
     • Thinking                     • Using language, symbols, and texts             • Managing self
                        • Relating to others                • Participating and contributing
Level Three Mathematics and Statistics
                                   G&M          In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
                  N&A
                                   S            solve problems and model situations that require them to:

          Number and Algebra                                  Geometry and Measurement                               Statistics
          Number strategies                                   Measurement                                            Statistical investigation
          •   Use a range of additive and simple              •   Use linear scales and whole numbers                •   Conduct investigations using the statistical
              multiplicative strategies with whole                of metric units for length, area, volume               enquiry cycle:
              numbers, fractions, decimals, and                   and capacity, weight (mass), angle,                    – gathering, sorting, and displaying
              percentages.                                        temperature, and time.                                    multivariate category and whole-
                                                              •   Find areas of rectangles and volumes of                   number data and simple time-series
          Number knowledge                                        cuboids by applying multiplication.                       data to answer questions;
          •   Know basic multiplication and division                                                                     – identifying patterns and trends in
              facts.                                          Shape                                                         context, within and between data sets;
          •   Know counting sequences for whole               •   Classify plane shapes and prisms by their              – communicating findings, using data
              numbers.                                            spatial features.                                         displays.
          •   Know how many tenths, tens, hundreds,           •   Represent objects with drawings and
              and thousands are in whole numbers.                 models.                                            Statistical literacy
          •   Know fractions and percentages in                                                                      •   Evaluate the effectiveness of different
              everyday use.                                   Position and orientation                                   displays in representing the findings of
                                                              •   Use a co-ordinate system or the language               a statistical investigation or probability
          Equations and expressions                               of direction and distance to specify                   activity undertaken by others.
          •   Record and interpret additive and                   locations and describe paths.
              simple multiplicative strategies, using                                                                Probability
              words, diagrams, and symbols, with an           Transformation                                         •   Investigate simple situations that involve
              understanding of equality.                      •   Describe the transformations (reflection,               elements of chance by comparing
                                                                  rotation, translation, or enlargement) that            experimental results with expectations
          Patterns and relationships                              have mapped one object onto another.                   from models of all the outcomes,
          •   Generalise the properties of addition and                                                                  acknowledging that samples vary.
              subtraction with whole numbers.
          •   Connect members of sequential patterns
              with their ordinal position and use tables,
              graphs, and diagrams to find relationships
              between successive elements of number
              and spatial patterns.

         See separate chart Learning Languages

206 74                                                                                                                                                                  FOLD 411 48
Level Three Science
      Nature of Science
      Students will:

      Understanding about science          Investigating in science             Communicating in science              Participating and contributing
      •   Appreciate that science is a     •   Build on prior experiences,      •   Begin to use a range              •   Use their growing science
          way of explaining the world          working together to share            of scientific symbols,                 knowledge when considering
          and that science knowledge           and examine their own and            conventions, and vocabulary.          issues of concern to them.
          changes over time.                   others’ knowledge.               •   Engage with a range of            •   Explore various aspects of
      •   Identify ways in which           •   Ask questions, find evidence,         science texts and begin               an issue and make decisions
          scientists work together and         explore simple models,               to question the purposes              about possible actions.
          provide evidence to support          and carry out appropriate            for which these texts are
          their ideas.                         investigations to develop            constructed.
                                               simple explanations.

      Living World                         Planet Earth and Beyond              Physical World                        Material World
      Students will:                       Students will:                       Students will:                        Students will:

      Life processes                       Earth systems                        Physical inquiry and physics          Properties and changes of matter
      •   Recognise that there are life    •   Appreciate that water, air,      concepts                              •   Group materials in
          processes common to all              rocks and soil, and life forms   •   Explore, describe, and                different ways, based
          living things and that these         make up our planet and               represent patterns and                on the observations and
          occur in different ways.             recognise that these are also        trends for everyday examples          measurements of the
                                               Earth’s resources.                   of physical phenomena,                characteristic chemical and
      Ecology                                                                       such as movement, forces,             physical properties of a range
      •   Explain how living things        Interacting systems                      electricity and magnetism,            of different materials.
          are suited to their particular   •   Investigate the water cycle          light, sound, waves, and heat.    •   Compare chemical and
          habitat and how they respond         and its effect on climate,           For example, identify and             physical changes.
          to environmental changes,            landforms, and life.                 describe the effect of forces
          both natural and human-                                                   (contact and non-contact) on      Chemistry and society
          induced.                         Astronomical systems                     the motion of objects; identify   •   Relate the observed,
                                           •   Investigate the components           and describe everyday                 characteristic chemical
      Evolution                                of the solar system,                 examples of sources of                and physical properties of a
      •   Begin to group plants,               developing an appreciation of        energy, forms of energy, and          range of different materials
          animals, and other living            the distances between them.          energy transformations.               to technological uses and
          things into science-based                                                                                       natural processes.
          classifications.
      •   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.

74                                                                                                                                                       FOLD 407 48
Level Three Social Sciences
 Social Studies
 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 Three Technology
 Technological Practice                               Technological Knowledge                           Nature of Technology
 Students will:                                       Students will:                                    Students will:

 Planning for practice                                Technological modelling                           Characteristics of technology
 •   Undertake planning to identify the               •     Understand that different forms of          •   Understand how society and environments
     key stages and resources required to                   functional modelling are used to inform         impact on and are influenced by
     develop an outcome. Revisit planning to                decision making in the development              technology in historical and contemporary
     include reviews of progress and identify               of technological possibilities and that         contexts and that technological knowledge
     implications for subsequent decision                   prototypes can be used to evaluate the          is validated by successful function.
     making.                                                fitness of technological outcomes for
                                                            further development.                        Characteristics of technological outcomes
 Brief development                                                                                      •   Understand that technological outcomes
 •   Describe the nature of an intended               Technological products                                are recognisable as fit for purpose by the
     outcome, explaining how it addresses the         •     Understand the relationship between the         relationship between their physical and
     need or opportunity. Describe the key                  materials used and their performance            functional natures.
     attributes that enable development and                 properties in technological products.
     evaluation of an outcome.
                                                      Technological systems
 Outcome development and evaluation                   •     Understand that technological systems
 •   Investigate a context to develop ideas for             are represented by symbolic language
     potential outcomes. Trial and evaluate                 tools and understand the role played by
     these against key attributes to select and             the “black box” in technological systems.
     develop an outcome to address the need
     or opportunity. Evaluate this outcome
     against the key attributes and how it
     addresses the need or opportunity.
Level Four English
 Listening, Reading, and Viewing                                             Speaking, Writing, and Presenting
 Processes and strategies                                                    Processes and strategies
 Students will:                                                              Students will:
 •   Integrate sources of information, processes, and strategies             •   Integrate sources of information, processes, and strategies
     confidently to identify, form, and express ideas.                            confidently to identify, form, and express ideas.
     INDICATORS:                                                                 INDICATORS:
     –    selects and reads texts for enjoyment and personal fulfilment;          –    uses an increasing understanding of the connections between
     –    recognises and understands the connections between oral,                    oral, written, and visual language when creating texts;
          written, and visual language;                                          –    creates a range of texts by integrating sources of information
     –    integrates sources of information and prior knowledge                       and processing strategies with increasing confidence;
          confidently to make sense of increasingly varied and complex            –    seeks feedback and makes changes to texts to improve clarity,
          texts;                                                                      meaning, and effect;
     –    selects and uses appropriate processing and comprehension              –    is reflective about the production of own texts: monitors and
          strategies with increasing understanding and confidence;                     self-evaluates progress, articulating learning with confidence.
     –    thinks critically about texts with increasing understanding and
          confidence;                                                         By using these processes and strategies when speaking, writing, or
     –    monitors, self-evaluates, describes progress, and articulates      presenting, students will:
          learning with confidence.
                                                                             Purposes and audiences
 By using these processes and strategies when listening, reading, or         •   Show an increasing understanding of how to shape texts for
 viewing, students will:                                                         different purposes and audiences.
                                                                                 INDICATORS:
 Purposes and audiences
                                                                                 –    constructs texts that show an awareness of purpose and
 •   Show an increasing understanding of how texts are shaped for                     audience through deliberate choice of content, language, and
     different purposes and audiences.                                                text form;
     INDICATORS:                                                                 –    conveys and sustains personal voice where appropriate.
     –    recognises and understands how texts are constructed for a
          range of purposes, audiences, and situations;                      Ideas
     –    identifies particular points of view and recognises that texts      •   Select, develop, and communicate ideas on a range of topics.
          can position a reader;
                                                                                 INDICATORS:
     –    evaluates the reliability and usefulness of texts with
                                                                                 –    forms and communicates ideas and information clearly,
          increasing confidence.
                                                                                      drawing on a range of sources;
                                                                                 –    adds or changes details and comments to support ideas,
 Ideas
                                                                                      showing thoughtful selection in the process;
 •   Show an increasing understanding of ideas within, across, and               –    ideas show increasing awareness of a range of dimensions
     beyond texts.                                                                    or viewpoints.
     INDICATORS:
     –    makes meaning of increasingly complex texts by identifying         Language features
          and understanding main and subsidiary ideas and the links          •   Use a range of language features appropriately, showing an
          between them;                                                          increasing understanding of their effects.
     –    makes connections by thinking about underlying ideas within
                                                                                 INDICATORS:
          and between texts from a range of contexts;
                                                                                 –    uses a range of oral, written, and visual features to create
     –    recognises that there may be more than one reading available
                                                                                      meaning and effect and to sustain interest;
          within a text;
                                                                                 –    uses a range of vocabulary to communicate precise meaning;
     –    makes and supports inferences from texts with increasing
                                                                                 –    demonstrates a good understanding of spelling patterns in
          independence.
                                                                                      written English, with few intrusive errors;
                                                                                 –    uses a wide range of strategies to self-monitor and self-
 Language features
                                                                                      correct spelling;
 •   Show an increasing understanding of how language features are               –    writes with increasing speed and endurance to suit the nature
     used for effect within and across texts.                                         of the task and its purpose, without significant loss of legibility;
     INDICATORS:                                                                 –    uses a range of text conventions, including grammatical
     –    identifies oral, written, and visual features used and recognises            conventions, appropriately, effectively, and with increasing
          and describes their effects;                                                accuracy.
     –    uses an increasing vocabulary to make meaning;
     –    shows an increasing knowledge of how a range of text               Structure
          conventions can be used appropriately and effectively;             •   Organise texts, using a range of appropriate structures.
     –    knows that authors have different voices and styles and can
                                                                                 INDICATORS:
          identify and describe some of these differences.
                                                                                 –    achieves some coherence and wholeness when constructing
 Structure                                                                            texts;
                                                                                 –    organises and sequences ideas and information for a particular
 •   Show an increasing understanding of text structures.                             purpose or effect;
     INDICATORS:                                                                 –    uses a variety of sentence structures, beginnings, and lengths
     –    understands that the order and organisation of words,                       for effect.
          sentences, paragraphs, and images contribute to and affect
          meaning in a range of texts;
     –    identifies an increasing range of text forms and recognises and
          describes their characteristics and conventions.
Level Four The Arts
 Understanding the Arts                Developing Practical                 Developing Ideas                      Communicating
 in Context                            Knowledge                                                                  and Interpreting
 Dance
 Students will:
 •   Explore and describe how          •   Apply the dance elements to      •   Combine and contrast the          •   Prepare and present dance,
     dance is used for different           extend personal movement             dance elements to express             with an awareness of the
     purposes in a variety of              skills and vocabularies and          images, ideas, and feelings           performance context.
     cultures and contexts.                to explore the vocabularies of       in dance, using a variety of      •   Describe and record how the
                                           others.                              choreographic processes.              purpose of selected dances
                                                                                                                      is expressed through the
                                                                                                                      movement.

 Drama
 Students will:
 •   Investigate the functions,        •   Select and use techniques        •   Initiate and refine ideas with     •   Present and respond
     purposes, and technologies            and relevant technologies to         others to plan and develop            to drama, identifying
     of drama in cultural and              develop drama practice.              drama.                                ways in which elements,
     historical contexts.              •   Use conventions to structure                                               techniques, conventions, and
                                           drama.                                                                     technologies create meaning
                                                                                                                      in their own and others’
                                                                                                                      work.

 Music – Sound Arts
 Students will:
 •   Identify and describe the         •   Apply knowledge of the           •   Express, develop, and             •   Prepare, rehearse, and
     characteristics of music              elements of music, structural        refine musical ideas,                  present performance of
     associated with a range               devices, and technologies            using the elements of                 music, using performance
     of sound environments, in             through integrating aural,           music, instruments, and               skills and techniques.
     relation to historical, social,       practical, and theoretical           technologies in response to       •   Reflect on the expressive
     and cultural contexts.                skills.                              sources of motivation.                qualities of their own and
 •   Explore ideas about how                                                •   Represent sound and                   others’ music, both live
     music serves a variety of                                                  musical ideas in a variety            and recorded.
     purposes and functions                                                     of ways.
     in their lives and in their
     communities.

 Visual Arts
 Students will:
 •   Investigate the purpose of        •   Explore and use art-making       •   Develop and revisit visual        •   Explore and describe ways
     objects and images from               conventions, applying                ideas, in response to a variety       in which meanings can
     past and present cultures             knowledge of elements and            of motivations, observation,          be communicated and
     and identify the contexts in          selected principles through          and imagination, supported            interpreted in their own and
     which they were or are made,          the use of materials and             by the study of artists’ works.       others’ work.
     viewed, and valued.                   processes.
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