Curriculum+Overview

// Important, useful and interesting knowledge, skills, understanding and purposes that students are able to access, interpret, understand and show  //. || ** Learning Competencies   ** // Competencies necessary for learning: how to access, investigate, interpret, understand and use knowledge and skills. (All involve Thinking and Use of Language, Symbols and Text) // || **  Values   ** // Are explored, encouraged, modeled and reviewed. // //  Qualities we try to live by and show  //  || **  Personal/Social Competencies   ** // Competencies necessary for managing self and relating and participating. // || ** Assessments  ** ** Mega cognitive Ability Test Yr 7 and 8:   ** ** TOSCA  ** // Diagnostic, school wide and teacher summative/formative  // || Geometry and Measurement Statistics || Use mental, written and other methods to calculate and estimate Discern when results of calculations and estimations are reasonable Represent patterns and relationships in numbers, shapes and measures. Use and recognize properties of shapes Use appropriate units and instruments of measurement and calculate quantity Design investigation, collect, i9nterpret and present data Explore patterns and meanings and data  || **  Processing and Analyzing   ** Thinking Use of Language, Symbols and Text Explaining Testing Ideas Gathering Evidence Making observations Modelling Presenting Data Exploring patterns and meanings in data ** Reasoning   ** Storage and retrieval skills, matching skills Elaboration Problem solving Composure  || **  Respect   ** Courteous Humble Reverent Polite Civil Gracious Well-mannered Obedient ** Responsibility   ** Dutiful Obligation Accountable Answerable Trusted Caring || ** Managing Self   ** Set personal goals and check them for progress Work towards achieving success Know how actions affect others Be honest and reliable. Accepts personal responsibility Knows when it is appropriate to follow others  ||  PAT Maths KANS Test  || Place and Environment || NZ has its own identity. It is a multi cultural nation with a bicultural past. NZ has a place in the World arena. There are rules and laws that help society function People interact with the environment and use resources in different ways. The sustainable use of resources protects the environment Sustainability also involves social, political and economic practices ||^  ||^   || **  Relating to Others   ** Recognise different points of view. Understand other values and cultures Listen actively. Negotiate and share ideas. Transfer learnt knowledge, positive behaviours to playground. Competitive. Fairplay. Willing to participate with others || ** Common Assessment:   ** Poster Using Information Skills ** Essential Information Skills Analysis:   ** Finding information in Text. Finding information in graphs and Text. Finding information in Reference Sources || Economic World   ||  Events have causes and effects People interpret and respond to change in different ways The knowledge of past events helps us understand the present and our possible future. People participate in economic activities (work) Goods and services are produced, distributed and consumed Economic decisions affect people and communities  || **  Inquiry Skills:   ** Student ownership of learning Exploration Questioning Investigation in questions, issue, problem or ideas Asking questions Gathering and analysis of information Generating solutions Making and justifying decisions Taking action ** Problem Solving  ** Clarifying and defining problem Analyse cause of problem Identify alternatives Asses alternatives Choose one alternative Implement Evaluate || ** Resilience   ** Positive thinking Positive capacity to cope and adapt when things go wrong Recover readily from adversity Flexible Strong ** Relationships  ** Interdependent Supportive Respectful Being responsible for own actions Strong attachment to family and friends No blame attitude Trust Happiness Sharing  || **  Participating and contributing   ** Participates in local, national and global communities. Makes connections with others. Responds appropriately as a group member Is proud of self, school, family and community. Takes ownership of own learning within class, school and community. Contributes to the quality and sustainability of social, physical and economic environments. ||  ||  Listening Reading Viewing ||  Use processes and strategies necessary to access meaning Seek and make meaning of information and ideas Question and critically examine information and ideas Engage purposefully and for pleasure  ||   ||   ||   ||  PAT Vocab PAT Comprehension PAT Listening Star AsTTle Reading Schonnell Spelling || Speaking Writing Presenting  ||  Communicate in ways that have meaning for self and others Uses conventions and formats for expressing and presenting information and ideas Use processes (checking and editing) to improve meaning and quality Uses a range of styles suited to particular purposes and occasions  || **  Teacher Inquiry   ** What happened and what are the implications for my teaching? Is there something I need to change? What are the next steps for learning? What is it I want to focus on? What strategy/strategies could I try to help my students learning? ||  ||   ||   ||  Development Movement Concepts and Motor Skills Relationship with other People Healthy Communities and Environment || Hauora - Recognise personal well being is a combination of physical, social and emotional growth and balance Can identify and describe ways to self manage personal development Regular participation in enjoyable physical activities in a range of environment and describe how these assist in the promotion of well being. Students develop motor skills, knowledge and understandings about movement and positive attitudes towards physical activity Is able to interact with others positively and maintain appropriate relationships Identify pressures that can influence our interactions and demonstrate basic assertiveness skill to manage these Investigate and describe lifestyle factors and media influences that contribute to the well being of New Zealanders Consider collective action for the care of themselves and others our school and wider community. ||  ||   ||   ||   ||  Developing Practical Knowledge Developing Ideas  || **  DANCE:  ** The Students:-  1. View a range of dance styles both live and recorded  2. Use expressive movement that has intent, purpose and form  3. Integrate thinking, moving and feeling.  4. Explore dance elements, vocabularies, processes and technologies.  5. Work as individuals, in small groups and in full class groups.  6. Strengthen cultural identity and social interaction ** Music: Sound Arts   **  1. Express themselves and their ideas musically.  2. Work individually and collaboratively.  3. Develop confidence as they listen to, respond to, sing, play, improvise, read notation, record, analyse and appreciate music.  4. Perform to an audience.  5. View and learn about a range of instruments and New Zealand performers. ** Drama   **  1. Express human experience with a focus on role, action, tension, time and space.  2. Use dramatic conventions, techniques and technologies to create imagined worlds  3. Work as both individuals and in collaboration  4. Both create and perform to audiences us IT as a tool to record.  5. View and discuss live and recorded dramatic performances ** Visual Arts   ** 1. Develop visual literacy and the ability to talk about what they see. 2. View quality art works, learn about the cultural significance and the history of art making. 3. Develop their own ideas 4. Work with a range of practices including: drawing, sculpture, design, painting, environmental art, graffiti, Printmaking, Photography and moving image (IT) 5. Display their work and respond to and give feedback. ||  ||   ||   ||  PAT Vocab PAT Comprehension PAT Listening Star AsTTle Reading Schonnell Spelling || The Living World Planet Earth and Beyond Physical World Material World  ||  Will be able to define the necessities to maintain life Will be able to identify characteristics of a living world. Will learn to appreciate that water, air rocks, soil and life forms make up our planet and recognize that these are also Earth’s resources Will explore, describe and represent patterns and trends of everyday examples of physical phenomena in forces, electricity, light, sound waves and heat. Will be able to appreciate that chemistry is all around us and will be able to investigate the world of chemistry and its applications  ||   ||   ||   ||   || (Spanish)  || **  Communication   ** Language Knowledge Cultural Knowledge  ||  Receive and produce information Produce and respond to questions and requests Show social awareness when interacting with others Recognise that the Spanish language is organized in particular ways Make connections with their own language Recognise that the Spanish culture is organized in particular ways Make connections with known cultures. ||  ||   ||   ||   ||  Technological Knowledge Nature of Technology  ||  A plan is required to produce outcomes that meet stakeholders needs Outcomes have key features Outcomes have to meet certain standards and be acceptable to the stakeholder Outcomes have to be assessed against the original brief. Products are modeled (trialed) before final products are made There is a relationship between materials and products Systems are necessary for producing technological outcomes. Changes have occurred in technology over the years Equipment needs to be used effectively to create an outcome Processes have to occur for an outcome to be produced. ||  ||   ||   ||   ||
 * ** Chisnallwood Intermediate Curriculum Overview  **  ||
 * ** Learning Areas   ** || **  Strands/Conceptual Strands   ** || **  Knowledge Understanding/Purpose  **
 * Mathematics  ||  Number and Algebra
 * Social Sciences ||  Identity, culture and organization
 * || Continuity and Change
 * English  || **  Receptive Strands:   **
 * || ** Productive Strands:   **
 * Health and PE  ||  Personal Health and Physical
 * The Arts ||  Understanding the Arts in Context
 * Science || **  The Nature of Science   **
 * Learning Languages
 * Technology  || **  Technological Practice   **