Processes and strategies

• Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Ideas

• Recognise and identify ideas within and across texts.

• Form and express ideas on a range of topics.

Designing and developing digital outcomes

• In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges.

• Understand how the past is important to people.

• Investigate visual ideas in response to a variety of motivations, observation, and imagination.

Processes and strategies

• Select and use sources of information, processes, and strategies with some confidence to identify, form, and express ideas.

Ideas

• Show some understanding of ideas within, across, and beyond texts.

• Select, form, and express ideas on a range of topics.

Designing and developing digital outcomes

• In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges.

• Understand how cultural practices reflect and express people’s customs, traditions, and values.

• Understand how places influence people and people influence places.

• Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination.

Processes and strategies

• Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas.

Ideas

• Show a developing understanding of ideas within, across, and beyond texts.

• Select, form, and communicate ideas on a range of topics.

Designing and developing digital outcomes

• In authentic contexts and taking account of end-users, students participate in teacher-led activities to develop, manipulate, store, retrieve and share digital content in order to meet technological challenges.

Computational thinking

• In authentic contexts and taking account of end-users, students give, follow and debug simple algorithms in computerised and non-computerised contexts. They use these algorithms to create simple programs involving outputs and sequencing (putting instructions one after the other) in age-appropriate programming environments.

• Understand how cultural practices vary but reflect similar purposes.

• 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.

Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination.

Processes and strategies

• Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas.

Ideas

• Show an increasing understanding of ideas within, across, and beyond texts.

• Select, develop, and communicate ideas on a range of topics.

Designing and developing digital outcomes

• In authentic contexts and taking account of end-users, students make decisions about creating, manipulating, storing, retrieving, sharing and testing digital content for a specific purpose, given particular parameters, tools, and techniques.

Computational thinking

• In authentic contexts and taking account of end-users, students decompose problems into step-by-step instructions to create algorithms for computer programs. They use logical thinking to predict the behaviour of the programs.

• Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination.