Curriculum Links

Curriculum links: achievement objectives and progress outcomes Level 3 - 5

LEVEL 3

English

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.

Technology

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.

Social Sciences

• 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.

Visual Arts

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

• Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.

Science

Earth systems

• Appreciate that water, air, rocks and soil, and life forms make up our planet and recognize that these are also Earth’s resources.

Material world

Properties and changes of matter

• Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials.

• Compare chemical and physical changes.

LEVEL 4

English

Listening, reading and viewing

Purposes and audiences Show an increasing understanding of how texts are shaped for different purposes and audiences.

• • recognizes and understands how texts are constructed for a range of purposes, audiences, and situations

  • identifies particular points of view and recognizes that texts can position a reader

  • evaluates the reliability and usefulness of texts with increasing confidence.

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

• makes meaning of increasingly complex texts by identifying and understanding main and subsidiary ideas and the links between them

• makes connections by thinking about underlying ideas within and between texts from a range of contexts

• recognises that there may be more than one reading available within a text

• makes and supports inferences from texts with increasing independence.

Language features Show an increasing understanding of how language features are used for effect within and across texts.

• identifies oral, written, and visual features used and recognizes and describes their effects

• uses an increasing vocabulary to make meaning

• shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively

• knows that authors have different voices and styles

Speaking, writing and presenting

Ideas

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

Structure

• Organise texts, using a range of appropriate structures

Technology

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.

Social Sciences

• 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.

Visual Arts

• Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.

• Explore and describe ways in which meanings can be communicated and interpreted in their own and others’ work.

Science

Properties and changes of matter

• Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials.

• Compare chemical and physical changes

The structure of matter

• Begin to develop an understanding of the particle nature of matter and use this to explain observed changes

Chemistry and society

• Relate the observed, characteristic chemical and physical properties of a range of different materials to technological uses and natural processes.

LEVEL 5

English

Listening, reading and viewing

Processes and strategies

• Integrate sources of information, processes, and strategies purposefully and confi dently to identify, form, and express increasingly sophisticated ideas.

Purposes and audiences

Show an understanding of how texts are shaped for different purposes and audiences.

Ideas

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

Speaking, writing and presenting

Ideas

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

Language features

• Select and use a range of language features appropriately, showing an understanding of their effects

Technology

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.

Social Sciences

• Understand how the Treaty of Waitangi is responded to differently by people in different times and places.

• Understand how cultural interaction impacts on cultures and societies.

• Understand that people move between places and how this has consequences for the people and the places.

• Understand how economic decisions impact on people, communities, and nations.

• Understand how people’s management of resources impacts on environmental and social sustainability.

• Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

• Understand how people seek and have sought economic growth through business, enterprise, and innovation.

• Understand how people define and seek human rights.

Visual Arts

• Investigate and consider the relationship between the production of art works and their contexts and influences.

• Compare and contrast the ways in which ideas and artmaking processes are used to communicate meaning in selected objects and images.

Science

Material world

Chemistry and society

• Link the properties of different groups of substances to the way they are used in society or occur in nature.

Planet Earth and Beyond

Earth systems

• Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere.