Learning Languages-Objectives from the NZ Curriculum 2009

Selecting and using language, symbols, and texts to communicate

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  Receive and produce information.
  

Managing self and relating to others

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  Produce and respond to questions and requests.
  

Participating and contributing in communities

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  Show social awareness when interacting with others.
  

Language knowledge

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  Recognise that the target language is organised in particular ways.
  
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  Make connections with their own language(s).
  

Cultural knowledge

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  Recognise that the target culture(s) is (are) organised in particular ways.
  
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  Make connections with known culture(s).
  

Level 3 and 4

Communication

Proficiency descriptor

Selecting and using language, symbols, and texts to communicate

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  Understand and produce information and ideas.
  

Managing self and relating to others

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  Express and respond to personal needs and interests.
  

Participating and contributing in communities

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  Use cultural knowledge to communicate appropriately.
  

Language knowledge

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  Recognise and describe ways in which the target language is organised.
  
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  Compare and contrast languages.
  

Cultural knowledge

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  Recognise and describe ways in which the target culture(s) is (are) organised.
  
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  Compare and contrast cultural practices.
  

EVEN YEAR

ODD YEAR

Sociocultural Themes	Topics & Settings	Level 1
Getting Together -Ako (learning together) -whanaungatanga (kinship, relationships, connections)	Home School Classroom Whānau, hapū, iwi, tūpuna	Greetings and responses Farewells My family Simple mihi/whakapapa
Food -Ako (learning together)	Home-te whare School-te kura Classroom-te ruma Whānau, hapū, iwi, tūpuna Other places	Kai(food/fruit and veges) Te parakuihi(breakfast) Te tina(lunch) Karakia(prayer/thanks)
Well Known People Ako (learning together) -whanaungatanga (kinship, relationships, connections) -Tuakana-teina (roles and responsibilities, reciprocity -Tūrangawaewae(my place to stand)	Home-(kainga noho) School-te kura Classroom-te ruma Whānau, hapū, iwi, tūpuna Marae Other places Mountain, river, place of origin	Mihi My parents/personal characteristics My grandparents/personal characteristics legends

Themes	Topics and Settings	Level 2
Getting Together -Ako (learning together) -whanaungatanga (kinship, relationships, connections) -Tuakana-teina (roles and responsibilities, reciprocity -Tūrangawaewae(my place to stand)	Home (te whare) School (te kura) Classroom (te ruma) Whānau, hapū, iwi, tūpuna	Greetings Farewells My family Whakapapa The marae
Food -Ako (learning together) -whanaungatanga (kinship, relationships, connections)	Home-(kainga noho) School-te kura Classroom-te ruma Whānau, hapū, iwi, tūpuna Marae, hui, tangi Other places	Kai(healthy food choices-food preferences) Te parakuihi(breakfast) Te tina(lunch) Te hapa(dinner) Te toa(supermarket) hua whenua(food from the land) hua rākau(food from trees) Whakataukī / Waiata/ Simple speeches
School(te kura) -Ako (learning together) -whanaungatanga (kinship, relationships, connections) -Tuakana-teina (roles and responsibilities, reciprocity -Tūrangawaewae(my place to stand)	School-toku kura Classroom-toku ruma Whānau, hapū, iwi	Classroom objects Positional language Letters Timetables Maps Library School staff Whakataukī
Preferences -Tuakana-teina (roles and responsibilities, reciprocity) -Tūrangawaewae(my place to stand)	Home-(kainga nohoa) School-te kura Classroom-te ruma Whānau, hapū, iwi, tūpuna Other places	Birthdays Clothes Friends Pets/animals Sports Games/Māori games-string/rākau Settings Feelings
Well Known People Ako (learning together) -whanaungatanga (kinship, relationships, connections) -Tuakana-teina (roles and responsibilities, reciprocity -Tūrangawaewae(my place to stand)	Home-(kainga noho) School-te kura Classroom-te ruma Whānau, hapū, iwi, tūpuna Marae Other places	People in the community People’s occupations Famous Māori People Legends Heroes Past and Present

Resources and ICT Links

1. 
   TKI
   
2. 
   communities-Te Reo Maori
   
3. 
   Teacher Resources(under Home)
   
4. 
   Te Reo Maori lesson plans
   
5. 
   On right hand navigation bar, select level and resources
   

My Birthday-Korero Maori

HEALTH AND PHYSICAL EDUCATION

In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts.

The four strands are:

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  personal health and physical development
  
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  movement concepts and motor skills
  
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  relationships with other people
  
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  healthy communities and environments
  

The seven key areas of learning are:

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  mental health
  
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  sexuality education
  
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  food and nutrition
  
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  body care and physical safety
  
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  physical education
  
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  sports studies
  
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  outdoor education
  

How is Health and Physical Education taught in our school?

Physical education is a Specific Element that is prioritised at Darfield Primary School. This learning takes place as the students engage in play, games, sport, exercise, recreation, adventure, and expressive movement in diverse physical and social environments.
To ensure the integrity of the Health and Physical Education programme, it will be taught as a standalone subject and will be integrated with other learning areas where appropriate to provide authentic contexts.
Health
Programmes will develop students’ understanding of the factors that influence the health of individuals, groups, and society, lifestyle, economic, social, cultural, political and environmental factors.
Students will develop competencies for mental wellness, positive sexuality, safety management, and understanding nutritional needs. Students will build resilience through strengthening their personal identity and sense of self-worth. They will develop sound decision making strategies, supporting the attributes of self-management.
Consideration needs to be given to the following topics:
Safe Walking, Rail Safety, Water Safety, Cycle Safety, 5 + A Day, Sun-Smart, Keeping Ourselves Safe, Civil Defence, Earthquake and Fire Safety, Firewise, Kia Kaha, EOTC.
Parents and community will be consulted every two years as to the contents of the health programme.
MENTAL HEALTH – GOALS AND PRINCIPLES

This key area is about providing children with opportunities to develop knowledge, understandings and skills in mental health education. Topics will include enhancing personal identity and self worth; enhancing relationships; challenging discrimination and stereotyping; managing change, loss and grief; addressing drug use and misuse; responding to abuse and harassment; developing stress management strategies; and encouraging values and attitudes that support mental wellness for self, others and society.

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  Further develop their resiliency strategies
  
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  Learn to use a range of communication skills effectively
  
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  Increase their personal identity and self awareness
  
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  Develop skills to work co-operatively with others
  
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  Grain greater respect for the rights of themselves of others
  
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  Develop strategies to manage change
  
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  Becoming aware of choices and consequences and making choices that enhance health
  

SEXUALITY EDUCATION – GOALS AND PRINCIPLES

Sexuality Education provides children with the knowledge, understanding and skills to develop positive attitudes towards sexuality. It encompasses: sexual development, reproductive health, personal and interpersonal skills, relationships, and social and cultural influences. Topics include relationships, puberty, body image, decision-making, peer pressure, families, discrimination and gender roles.
By engaging in learning programmes in sexuality education children will;

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  Have a greater understanding of their own sexuality
  
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  Develop personal and interpersonal skills and related attitudes, including;
  
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    the skills needed to examine people’s attitudes, values, and beliefs and their rights and responsibilities
    
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    attitudes of respect for themselves and other people
    
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    attitudes of care and concern for themselves and other people
    
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    effective communication skills
    
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    problem solving and decision making skills
    

FOOD AND NUTRITION – GOALS AND PRINCIPLES

Food and nutrition education enables children to make informed decisions about food and the choices that will contribute to their own well-being and that of other people. This includes topics such as safe food handling and preparation, healthy eating, food to grow and food on a budget.
By engaging in learning programmes in food and nutrition children will;

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  Develop an awareness of healthy food and encourage wise choices
  
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  Become aware of how food affects their mind and body
  
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  Be able to make informed decisions about food
  
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  Understand the influence of food and nutrition on Hauora
  

BODY CARE AND PHYSICAL SAFETY - GOALS AND PRINCIPLES

Learning about body care and physical safety provides children with opportunities to make

informed decisions about body care, to recognize hazards in the environment and to adopt safe practices in relation to these. Topics include personal body care, sun safety, keeping safe from hazards, water safety and road safety.

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  Adopt healthy practices in personal hygiene
  
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  Problem solving and decision making skills to manage personal body care
  

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  Develop effective risk management strategies in relation to health and safely.
  

		TERM 1		TERM 2	TERM 3		TERM 4
WHOLE SCHOOL		PHYSICAL ACTIVITY FOR HEALTH EVACUATION PROCEDURES ONCE A TERM SAFETY EDUCATION (ROAD, CYCLE, RAIL, WATER, SUN)
JUNIOR Years 0-3	YEAR ONE (2011)	CREATING A POSITIVE CLASSROOM	KEEPING OURSELVES SAFE			FEELINGS AND EMOTIONS LOSS AND GRIEF	KEEPING MYSELF SAFE (road, water, train, safe walking)
	YEAR TWO (2012)	LIFE EDUCATION	BEING FRIENDS			SAFE WALKING	HEALTHY PEOPLE/FOOD CELEBRATIONS (eating healthy food)
	YEAR THREE (2013)	KIA KAHA	KEEPING WELL/ I AM GROWING Body Care and Hygiene)			FANTASTIC YOU & ME! (Growth, development & change)	SUN SAFETY
SENIOR Years 4-6	YEAR ONE (2011)	MAKING NEW FRIENDS Skills for developing friendships)	KEEPING OURSELVES SAFE			EMOTIONS/LOSS & GRIEF	BODY CHANGE (Yr4/5) (Pubertal change – year 6)
	YEAR TWO (2012)	LIFE EDUCATION	FOOD IN OTHER CULTURES/ FOOD FESTIVALS			SAFE CYCLING	BODY IMAGE (yr 4/5) (Pubertal change – year 6)
	YEAR THREE (2013)	KIA KAHA	KEEPING MY BODY CLEAN			FAMILIES AND LOVE	DISCRIMINATION & STEREOTYPE (Pubertal change – year 6)

Physical Education

Physical activity is an integral and significant aspect of the daily programme. All classes will do a minimum of 15 minutes of fitness activities per day at least 4 times per week.

Physical education skills will be taught weekly, at least one session per week years 1 and 2, and 2 sessions per week years 3 to 6.
Physical Education is skills based, developing into a game-sense approach. Students will understand, appreciate and move their bodies. They will relate positively to others, demonstrating the qualities within our vision.
YEAR 0-2 Programme

Skills taught using a variety of equipment and environments

Engage in physical activities that develop movement, co-ordination and balance
YEAR 3-4 Programme

Developing fundamental skills

Apply skills in modified games and competitive activities

Kiwisport programme implemented

Skill based teaching and learning

Application of skills within the game-sense approach

Provide multiple opportunities for students to strategise, evaluate and modify

Assessment should make use of:

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  Class check list
  
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  Darfield Primary School PE and Health Programmes
  
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  Self assessment
  
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  Peer assessment
  
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  ICT such videos, photos, PowerPoint, Inspiration
  

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  Goal setting – group or individual (self or group assess)
  
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  ‘I can do’ evaluations
  
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  Design/modify a game, demonstrating fine motor skills
  

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  Values – self reflection, family reflections
  
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  Seeking feedback from other members of the school community
  
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  Interview around strategies, eg bullying.
  

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  Observations
  
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  Staff modelling
  
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  Presentations and sharing of knowledge and skills.
  
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  Integration with other subjects
  
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  School lunch choices
  
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  Creating new games
  
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  Organising games for other classes or families.
  
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Assessment is an on going process, which enables feedback and feed forward, as well as reporting to parents, community and Board of Trustee

CONCEPTUAL PLANNING, ASSESSMENT AND REPORTING for SCIENCE, SOCIAL SCIENCE AND TECHNOLOGY

For the learning areas; Science, Social Sciences, and Technology, Darfield Primary School has chosen to base curriculum implementation around what Wiggins and McTighe (2005) called big ideas, that is, concepts that give meaning and connection to specific knowledge and skills. These big ideas will engage students and integrate learning across the key competencies and these learning areas.

We will plan collaboratively in syndicates or whole school to ensure concepts, enduring understandings and learners’ qualities (key competencies) within our vision are covered.

A school-wide planning format will be used.

Our planning sheet (Appendix) identifies the following:

Concept

Unit Title

Key questions and supporting questions

Learners’ Qualities (Key Competencies) within our Vision

Learning Area and Strands

Specific learning outcomes

Specific skill coverage

Knowledge

Authentic assessment tasks

Learning Experiences

ICT and Thinking skills and tools

Resources

Differentiation (Extension activities, adaptation for students at either end of the learning spectrum)

We assess against the enduring understandings using a variety of strategies including The 6 Facets of Understanding. Teachers plan authentic performance tasks to enable students to demonstrate the desired skills and understandings. Criterion-based rubrics will be utilised as assessment tools that give a continuum of quality and assist teachers in giving quality feedback and enable students to self and peer-assess.

Formative assessment is used to identify needs and direct future learning.

Reflection by students, individual teachers and teaching teams to enhance learning will be ongoing. Reflection will be used to monitor progress towards learning goals and to establish ‘next step learning’
Opportunity will be provided for students to

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  co-create success criteria
  
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  self assess against established criteria
  
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  engage in collaborative evaluations
  

Assessment is an ongoing part of the learning process and should occur throughout.

The information is reported to parents through parent teacher interviews (Term 2) and written reports (mid and at end of year).

The information is recorded in the assessment recording books.

The information is collated for curriculum review and reporting to the Board of Trustees and parents.