Years and Curriculum Levels
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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 22Level 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 22Level 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 contributingLevel 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 32Levels 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 64Level 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 contributingLevel 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 06Levels 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 06Level 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 contributingLevel 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 48Level 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 48Level 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.You can also read
