ngamatapouri school curriculum · otj, formative, summative assessment peer moderation appropriate...

Ngamatapouri

School Curriculum

2 | P a g e

Contents Inquiry Learning Process ......................................................................................................................................................................................................................................3

Dimensions of Effective Practice ..........................................................................................................................................................................................................................4

Key Competencies ................................................................................................................................................................................................................................................6

Reading ................................................................................................................................................................................................................................................................7

Writing .................................................................................................................................................................................................................................................................8

Oral language .................................................................................................................................................................................................................................................... 10

Viewing and Presenting .................................................................................................................................................................................................................................... 11

Mathematics ..................................................................................................................................................................................................................................................... 12

Integrated Studies Education ............................................................................................................................................................................................................................ 24

Taha Maori ........................................................................................................................................................................................................................................................ 25

The Arts ............................................................................................................................................................................................................................................................. 27

Physical Education............................................................................................................................................................................................................................................. 28

Special Education .............................................................................................................................................................................................................................................. 31

Students with High or Exceptional Abilities ...................................................................................................................................................................................................... 32

Integrated Curriculum ....................................................................................................................................................................................................................................... 33

Education Outside The Classroom-Planning ..................................................................................................................................................................................................... 34

3 | P a g e

End of Year: Present a range

of themes to students from

Rich topics overview

Organise ideas into

themes/Teacher

Discussion and Planning

Students Create Inquiry

Questions and

graphically organise ideas

Develop Key Concepts

Teacher Discussion and

Planning Work with Students

Reflection/Evaluation

Inquiry Learning

Process

4 | P a g e

Dimensions of Effective Practice

Effective

Practice Knowledge

of the

learner

Knowledge

of learning In literacy/mathematics

Establishing

Shared

Expectations

Engaging

Learners

Instructional

Strategies

Building

Effective

Partnerships

5 | P a g e

Dimensions of Effective Practice

Dimension What we will do? How will we know that we have

been effective? Instructional Strategies Guided maths Lessons

Guided reading lessons Learning Intentions

Students will be engaged Students will be able to articulate learning intentions

Engaging Learners Variety of teaching strategies Well Planned lessons

Students excited by learning. Students manage own learning.

Building Effective Partnerships

Communicating with parents

Parents know what is happening. Parents know how to support their child’s learning Clear reporting against national standards

Knowledge of the Learner Pre-testing/Post testing Anecdotal Records OTJ, Formative, summative assessment Peer Moderation

Appropriate goal setting. Suitable Material and resources for learning Clear evidence of record keeping and progress and achievement

Knowledge of Learning Professional Development Peer discussion Knowledge of Numeracy and Literacy Progressions

Appropriate expectations. Relevant and up to date teaching practice.

Establishing Shared Expectations

Clearly defined expectations for standards of presentations/book work.

Children take pride in their own work.

6 | P a g e

Key Competencies What we

understand: What we

actually do: Thinking

Creative thinking Critical thinking Reflective thinking Questioning skills

Self / peer assessment. Graphic organizers. See Core Curriculum plans .

Using language symbols and texts

Interpret and use words, numbers, images, metaphor, technologies. Use ICT to access, modify and communicate ideas. Investigate personal response and response of others.

See Core Curriculum plans Consistent expectations and high standards

Managing self Intrinsic motivation. High personal standards. Good decision making. Sound work habits. Manages time. Set and achieves goals.

School-wide expectations. Targeted learning activities that strengthen and develop this competency. Promotion of school rules….CARE and mission statement. Regular reminders and teaching about caring , self-managing, life long learners. Setting personal goals.

Relating to others Good listeners and talkers. Recognise differing points of view. Can compete/cooperate appropriately. Interact successfully with diverse people in a variety of contexts. Good winners / losers.

School Values Programme. Restorative practice. School-wide expectations. Targeted learning activities that strengthen and develop this competency.Train school leaders to work as peer mediators.

Participating and contributing

Members of local, national and global communities. Connected. Inclusive. Share and support. Take turns. Leadership/membership roles. Joining in.

School-wide expectations. Targeted learning activities that strengthen and develop this competency, for example sports activities, assemblies, trips, garden, EOTC, pet day.

7 | P a g e

Reading Belief: We believe students need to develop the knowledge and strategies to enable them to be competent and confident readers. Planning Programme Assessment

Identify Explore Act Reflect How do we know what needs to be taught?

Explore teaching strategies. How do we deliver this programme?

How do we know when we have got there?

...by using a range of formative / diagnostic assessments

1. Six Year Net 2. Alphabet/high frequency word Checks 3. Running records 4. Star 5. e-asTTLE 6. P.A.T. Reading Comprehension 7. P.A.T. Reading Vocabulary

...guided by NZ curriculum, national standards and Literacy Progressions and Effective Literacy Practice

provide meaningful contexts for learning, that enable students to use and apply reading strategies in everyday life

group children according to their learning needs

encourage a positive attitude to Reading, making learning purposeful

provide feedback and feed forward to students

model the use of appropriate reading skills and strategies

make use of staff strengths, target and extensionprogrammes, staff professional development

follow school assessment timeline

follow the guidelines in Effective Literacy Practice

use the following reading approaches: guided, shared, reciprocal, teaching, Language experience and ‘reading to’

use explicit teaching of processing and comprehension strategies, including vocabulary

give children time to practice new learning

read aloud quality texts at all levels

1. Children will have a positive attitude to reading.

2. The majority of the children will be working at or above the school / and national expectations.

3. Students will be talking about and applying their learning to other contexts.

4. Children will be identifying and using a range of comprehension and processing strategies, including vocabulary.

5. By analysing data collected from school assessment timeline.

6. By using a range of formative and diagnostic assessments

Reading Wedge Graph/ Six Year Net

Alphabet/High Frequency word

Running Records

Star, PAT

e-asTTle

Teacher observations

8 | P a g e

Writing Belief: We believe students need to develop the knowledge and strategies to enable them to be competent and confident writers. Planning Programme Assessment




...by using a range of formative / diagnostic assessments

1. Six Year Nets 2. Alphabet / high frequency word checks 3. e-asTTle, 4. National Standards exemplars 5. Schonell Spelling Test 6. Pm+ Writing Programme 7. Literacy Progressions

....guided by NZ Curriculum, national standards, Effective Literacy and Literacy progressions

provide meaningful contexts for learning, that enable students to use writing skills in everyday life

group children according to their learning needs

Spelling City/You can Spell programme

proof reading and editing systems

publishing sharing (newsletter and Web site)


model the use of appropriate writing skills and strategies

make use of staff strengths, target and extension programmes, staff professional development

follow school assessment timeline

follow the guidelines in Effective Literacy Practice

use the following approaches: guided, shared, and independent writing

explicit teaching of skills and processes (PM Exemplars)

give children time to practice and apply new learning

incorporate quality writing activities into other curriculum areas

use the National Standards exemplars for moderation and assessment

1. Children will have a positive attitude to writing.

2. The majority of the children will be working at or above the school expectations.


4. Children will be using a range of genre, deeper features and surface features.

5. By using a range of formative/diagnostic assessments

Regular Samples

6 Year Nets

Alphabet/High Frequency word checks

Spelling Tests

e-asTTle


Staff Moderation of writing

9 | P a g e

Pm Writing Exemplars: We are learning to write for different purposes. Book 1+ Activities Book 2+ Activities Book 3+ Activities Book 4+ Activities

The Surprise in My School Bag (Recount)

Circus Acrobats at School (Recount)

Fish Creek Salmon (Recount)

Meals on Wheels (Recount)

My New School Bag (Description)

Wolf Spiders (Description)

The Bald Eagle’s Nest (Description)

The Louvre Museum (Description)

Bananas (Information Report)

Circus Acrobats (Information Report)

Polynesian Music (Information Report)

Volunteers (Description Poetry)

Meg’s Butterfly (Narrative)

The Heaviest Pumpkin (Narrative)

The Swooping Eagles (Narrative)

Space Telescopes (Information Report)

How to Wash a Dog (Procedure)

A Word Game (Procedure)

How to Make a Class Web Page (Procedure)

The Gallery in the Cave (Narrative)

Eating Healthy Snacks (Exposition)

Why a School Vegetable Garden Is Important (Exposition)

Children Should Play a Musical Instrument (Exposition)

Travelling by Train (Procedure)

How a Butterfly Comes Out of a Chrysalis (Explanation)

How an Orb-web Spider Builds a Web (Explanation)

Why Some Animals Migrate (Explanation)

Space Exploration Is Necessary (Exposition)

Is a Dog a Good Pet? (Discussion)

Outdoor Games or Indoor Games? (Discussion)

Are Class Web Pages Important? (Discussion)

How Stalactites and Stalagmites Are Formed (Explanation)

Recommended Teaching Sequence=Exemplars, Discussion, Worksheet, Planning, Writing, Assessment

10 | P a g e

Oral language Belief: We believe students need to develop the knowledge and strategies to enable them to be competent and confident communicators Planning Programme Assessment




...by using a range of formative / diagnostic assessments.

1. Anecdotal Observations 2. JOST

.... guided by NZ curriculum, national standards, Learning Through Talk

provide meaningful contexts for learning, that enable students to communicate effectively in everyday life

have a positive attitude to listening and speaking and making learning fun and purposeful

regular opportunities for public speaking (class/assembly)


model the use of appropriate communication skills and strategies

make use of staff strengths, target and extension programmes, staff professional development

explicit teaching of skills and processes


incorporate quality oral language activities into other curriculum areas

embed grammar and vocabulary expectations from Learning through Talk in all Oral Language programmes

1. Children will have a positive attitude to Oral Language.



4. Children will be using a range of communication skills and strategies.


Anecdotal Observations

Oral Language Exemplars

Teacher / peer / self assessments.

11 | P a g e

Viewing and Presenting Belief: We believe students need to develop the knowledge and strategies to enable them to be competent at using a variety of skills and technologies for visual language Planning Programme Assessment




.....by using formative / diagnostic assessments 1. handwriting samples 2. samples of visual langauge 3. school wide expectations 4. Ngamatapouri School quality

book standards

.....guided by NZ curriculum, Handwriting Exemplars, Visual Language Exemplars

providing meaningful contexts for application of skills, technologies and strategies

grouping children according to their learning needs where necessary

having a positive attitude to viewing and presenting andmaking learning fun and purposeful

Regular Handwriting instruction

providing feedback and feed forward to students against the handwriting expectations.

modellingdifferent forms of presentation

using different technologies (cameras, video, computers, art work, murals)

explicit teaching of skills and processes


publishing opportunities/sharing with an audience

used in other curriculum areas for presentation

integrated activities in other curriculum areas for viewing and presenting and guided by Visual Language exemplars.

1. Students will produce and maintain a neat standard of presentation in all their work.



4. Children will be using a range of skills, strategies and technologies.

5. By using formative/diagnostic assessments.

Sample work


Handwriting exemplars

Teacher / peer / self assessments.

12 | P a g e

Mathematics Belief: We believe students need to develop the knowledge and strategies, to enable them to confidently solve the mathematical problems of everyday life. Planning Programme Assessment




...By using a range of formative/diagnostic assessments 1. IKAN 2. Student Profiles 3. Gloss 4. PAT 5. e-asTTle 6. Maths Learning Goals Resources* 7. NCM Text Books Pre Test and Post Test

.....Guided by NZ Curriculum, Numeracy Project, National Standards Exemplars

Providing meaningful contexts for learning, that enable students to relate mathematics to everyday life.

grouping children according to their learning needs.

providing feedback and feed forward to students

modelling the use of appropriate language and

equipment

using a variety of teaching strategies making use of staff strengths, target and

extension programmes

following school assessment timeline

Maths learning Goals Resource*

1. Children will have a positive attitude about Maths.

2. The majority of the children will be working at or above the school expectations

3. Students will be talking about and applying their learning to other contexts

4. Children will be using a range of strategies


IKAN

Student Profiles

Gloss

PAT

e-asTTle

Maths Learning Goals Resources*

NCM Text Books Pre Test and Post Test

*The Maths learning Goals Resource will be used to identify student knowledge and next step learning needs. Data from the Maths Learning Goals will be included in Student Individual Portfolios, shared with whanau and used for homework.

13 | P a g e

14 | P a g e

15 | P a g e

16 | P a g e

17 | P a g e

18 | P a g e

19 | P a g e

20 | P a g e

21 | P a g e

22 | P a g e

23 | P a g e

24 | P a g e

Integrated Studies Education Belief: We believe that Integrated Studies provides opportunities for our students to make discoveries, enhance their understandings of, and link them to the world around them and beyond through the skills of inquiry and investigation, enabling them to become life long learners.

Planning Programme Assessment Identify Explore Act Reflect

How do we know what needs to be taught?



1. Ngamatapouri School Integrated Curriculum Overview.

2. In response to community/NZ/world 3. events. 4. Student interest 5. Student needs in Key Competencies

and Information Skills.

By using the Ngamatapouri School Inquiry Process

by using a wide range of learning activities to accommodate different learning styles.

through scaffolded, meaningful, authentic contexts

through collaborative Team planning

by explicity teaching specific Information Skills and Key Competencies

through an integrated approach where applicable with a designated curriculum focus area.

by Utilising ICTs

by involving students in planning and delivery choices.

by using community resources/experts

by utilising teacher strengths and interests

NB: Yrs 7/8 Technology is delivered by Gonville in Whanganui.

Through assessing against unit Learning outcomes • When students employ inquiry process independently • When students transfer skills between curricula • When the students develop a global view of the world • When students are applying skills and competencies to their life and making are making a positive contribution to their world and beyond • When students are able to communicate their learning and the processes that they have used.

25 | P a g e

Taha Maori Belief: We believe students need to develop a knowledge, acceptance and appreciation of Te Reo me oonaTikanga to understand the culture of Tangata Whenua and encompass it in everyday life. Planning Programme Assessment




Discussion with students, whanau, and hapu (NgatiPourua)

Provide meaningful contexts to use Te Reo Maori everyday. Eg: teacher commands, immersion of Te Reo into other learning areas, visual aids in classroom, signage around the school and art. • Develop the knowledge and skills of powhiri necessary to welcome visitors to our school. • Build Vocabulary using kupuhou (learn a word a week and shared book) • Teach Te Reo Maori using TeAatarangi • Make use of staff strengths and community expertise- Whanau and community, Kapa haka, Contacts at local Marae • Create a staff awareness of Maori language resources that we hold as a school. Shared folder.

NgaaRauruKiitahi Reo and Tikanga will be given special consideration. Planning will be based on the 6 Whenu. These whenu will be used for Topic Studies (Inquiry learning) as well. Consultation with NgatiPourua is an important part of the process. 1. Whakapapa 2. Te Reo me oonatikanga 3. Ngaa Korero o mua (history) 4. Tetaiao (Environment) 5. Maatauranga (Academic learning-new knowledge) 6. TeAoHurihuri (The modern World)

School wide visual Taha Maori presence

Increase in Maori student achievement

Increased Mana of students (pride and sense of belonging.)

Increase in staff confidence and ability levels.

Strong and effective relationships between whanau, iwi and school that contribute to success for all students.

26 | P a g e

Sample Unit Plan: Alignment of Learning Areas and Whenu

learning Intentions Whenu 1: Whakapapa

Whenu 2: Te Reo me

oonatikanga

Whenu 3: Korero o mua

Whenu 4: Tetaiao

Whenu 5: Maatauranga

Whenu 6: TeAoHuriHuri

The History of the Waitotara Valley

Identify whakapapa in the history of the Waitotara Valley. (hapu, whanau, local waiata, connections with iwi) Family Trees

Learn about: place names...their meanings and the significance to ngaarauru and hapu hills, rivers, places

Study the different histories of pakeha and Maori and the positive interactions between both. togetherness-fishing, barges, moving stock, hunting

How did environment impact on iwi and settlers? Environmental projects: Riminui, NgatiPourua (clean river, endangered species

New Academic learning outside the knowledge of NgaaRauru. Identify those things that are new knowledge. Video interviews

Seasons Seasonal Activities Erosion Flooding Conservation Water Quality Land use

Key Concepts Origins, Genesis, Beginnings*

Words are important History Environment Technology used to understand and present new learning

Turning world, change over time, cyclic events

Introduction: How will we capture, excite and ignite interest

Prior Knowledge: How will we find out what they already know

Learning activities: What activities will we plan to engage interest and participation

Presentation: How will tamariki present their learning to an audience

Assessment: How will you assess the learning against learning intention

Evaluation: How will tamariki evaluate their learning

*The idea of whakapapa extends to the idea of origins and history. For example, in the topic germs we could study the origins of microbes and the discoveries that

led to this knowledge. In forces, we could study creation, Maui and the son.

27 | P a g e

The Arts The Disciplines Teaching Ideas/points to consider Resources Visual Arts By the end of Year 8 students will: • Use a range of art making conventions • Communicate andvisually express their ideas • Have a knowledge of and be able to discuss a wide range of art works from different times, places and cultures

Media Observational drawing, sketching, pen and ink, pastels, paint (Watercolour /acrylic/ink/dye)

printmaking, collage, fabric and fibre, 3D sculpture, design(symbols/logos etc), photography, papier mache, electronic media and film history of art

Teachers strengths • Local art galleries/artists • TKI site • Visiting artists

Music Sound Arts By the end of Year 8 students will: • Contribute to music making using

Accent Beat Body Percussion Chant Chorus Dynamics Ensemble Improvisation

Notation Pitch Rest Rhythm Sequence Soundscape Style Tempo

• Recorder Lessons • Singing Lessons • Teachers strengths • Visiting artists

Dance By the end of Year 8 students will: • Have contributed and participated in a range of performances • Have a practical knowledge of basic dance elements • Identify and describe a range of dances from other times, places and cultures

Body awareness Energy Flow Force Relationships Space Speed Time

• Teachers strengths • Visiting artists

By the end of Year 8 students will: • Have a practicalknowledge of drama techniques/elements • Be able to express their ideas in a range

Chant Facial expression Flashback/forward Freeze frame

Gesture Hot seating Improvisation Masks/Costumes/ Light/Sound

Visiting artists • Teachers strengths • DVD/video performances

28 | P a g e

Physical Education Belief: We believe that all students need to develop the knowledge, skills, attitude and confidence to enable them to participate effectively in team and individual activities using the principles of fair play.

Planning Programme Assessment

Identify Explore Act Reflect

How do we know what needs to be taught?



Guided by NZ Curriculum.

• In response to the identified trends/needs

and interests of our students.

• Follow Ngamatapouri School’s Year LTP (following seasons/events).

Model a positive attitude to physical activity. • making use of staff strengths • Follow Ngamatapouri Schools Yearly PE ideas. • Provide a daily fitness programme of 10-20 mins. • Implement one directed PE lesson with specific objectives per week of 45-60 mins. • Promote participation in a variety of school sports teams. • Promote the availability of activities within the community and encourage students to explore opportunities. • Use school wide/inter school events as a focus e.g. cross country, athletics, gymnastics, aquatics etc. • Utilise outside agencies and people with specific skills to maximize the efficiency of teaching and to provide for safe learning. • A set requirement that all Ngamatapouri students will have experienced a basic aquatics skills programme by the end of Year 8. • By providing staff PD when needs and opportunities arise. • Providing a range of participation and competition based opportunities with an overall goal to succeed.

Students will have a positive attitude towards Physical Activity. • Students will display fair play attributes. • Students will show improvements in skill development. • Anecdotal notes may be recorded • Students will demonstrate the ability to organise and play games where the focus is on enjoyment for everybody.

29 | P a g e

PE Ideas

Term 1 Term 2 Term 3 Term 4

Small Ball Skills Catching Throwing Fielding Hitting Striking Trapping Dribbling Passing Game skills Application to games: e.g Softball Frisbee Cricket Hockey

Large Ball Skills Passing Catching Kicking Dribbling Running with the ball Intercepting Game skills Application to games: e.g. Netball Basketball Rugby Soccer Volleyball

Large Ball Skills Passing Catching Kicking Dribbling Running with the ball Intercepting Game skills Application to games: e.g. Netball Basketball Rugby Soccer Volleyball

Small Ball Skills Catching Throwing Fielding Hitting Game skills Application to games: e.g Softball Frisbee Cricket

Other areas to be covered within the Term

Aquatic Skills Assessment of abilities Safety and confidence. Tuition of basic stroke techniques and refinement. Team 1 and 2 Gymnastics

Gymnastics Balance Rotation Flight and landing Agility Combinations

Cross Country Running for fitness Steady state running for endurance. Running techniques. Safe running for protection and prevention of injury Te Reo Kori Movement and Rhythm

Athletics Sprints and middle distance. Jumping Throwing Shotput Discus

30 | P a g e

31 | P a g e

Special Education Belief: We believe all students have the right to become the best they can be, in a safe and caring environment.



How are the learning and/or behaviour needs identified?

How are these needs addressed? How do we know if their needs have been met?

Classroom Teacher has: • collected data

• tried alternative strategies • discussed concerns at Team

level • received information from previous years assessment

• had parent contact • made a referral to Special Ed

Team

IEP

By consultation, collaboration and problem solving, with Special Ed Team support, including: • further class based strategies and/or data collection • support for class teacher • school based assessment and/or intervention • referral to outside services • outside services working within the school • meeting with family/whanau Collaborative action plan

Through ongoing monitoring, review and evaluation throughout their time at school, by • The support team • Parents/caregivers • Teacher/teacher aide • Key worker/outside services • SE Team Using; Observations, anecdotal notes, running records, work samples, class/year/school surveys/ standardised assessments, consultation and collaboration, IEP

32 | P a g e

Students with High or Exceptional Abilities Belief: We believe that children deserve the right to have their knowledge, skills and attitudes recognised and extended so as to maximise their potential as future citizens



How do we know who to include in our programmes?

Explore teaching strategies How do we deliver this programme?

How do we know when the needs are being met?

Identification of Participants Ensure cultural, ethnicity, gender,

socioeconomic, disability (learning, physical,

behavioural) factors are taken into consideration

Initially in school based programme yr 5/6/7/8 only –to be reviewed as

necessary Standardised testing:

• PAT Maths, • Spelling (Stanine 9) AsTTle

reading, • Spelling prog,

• Gloss, • Numpa,

• Ikan • Identify needs

• Consider resourcing • Consult with community where

appropriate • Consult with students

All Students In-class provisions will include • Ability groupings • Flexible social grouping • Inquiry Learning • Small group or independent study • Use of higher order thinking skills • Differentiation of Curriculum (adapting the curriculum to meet needs) In-class provisions could include • Use of learning centres/menus/choice boards • IPP (Individual Programme Plan) • Learning Contracts School based (Optional opportunities) –See Appendix 1 Identified High and/or Exceptional Abilities Intensive Programme • Students identified with high and or exceptional abilities • skills/interest based • Needs based • Focus on the “big stuff” –global issues, forward thinking, futures, problem solving, etc

Students • Evidence of achievement and progress through a range of student and teacher methods e.g. peer/self/ rubrics etc • evidence of these students self-directing their learning • evidence of enhanced buy-in to learning Programme

33 | P a g e

Integrated Curriculum Science Social

Sciences Health Technology Learning

Languages The Arts English Mathematics

Nature of Science

Identity, Culture and Organisation CommunityActivity Festivals Sports Waitangi Festivals Traditions

Personal Health and Physical Development Crossing the road Mountain Safety Bike safety Sports Nutrition Sunsmart Hygiene Oxygen Folk dancing

Technological Practice School compost Recycling Design Past and present Worm Farm Gardening Classroom recycling Clothing design

Communication Knowledge Pronunciation and greetings Kapahaka

Dance Action songs Movement of creatures Dance off RAP Movement to music Cultural Dances

Listening, Reading and Viewing Research, newspaper, myths and legends, maps, Factual, Current events, NZ animals, fiction/non-fiction Speeches Research

Number and Algebra

Living World The forest Animals/Plants

PredatorsExtinction Pollution Ocean Seashore Insects/Spiders Life cycles Germs/Moulds

Place and environment Communities Local Culture and Environment

Movement, Concepts and Motor Skills Swimming, large Ball small balls Cross Country/Gymnastics Sports WeetbixTryathlon Jump jam Athletics Cross country

Technological Knowledge Seat belts Cooking, heating and lighting, Pre European Technology Rockets Clothing design

Language Knowledge Place names Animal names Sports Name Pronunciations

Drama Team building, role play Myths and legends Role Plays Journal plays Christmas Play

Geometry and Measurement Measuring mapping, sorting Grouping, sorting Heights and weights Times, Money, Forces, weight

Planet Earth and Beyond Mountains Earthquakes Volcanoes Space Day and night Seasons Weather

Continuity and Change Community Past and present Cultures/Civilizations Traditions

Relationships with other people KOS Sports Kiakaha Food

Nature of Technology Electricity and gas -supply

Culture Knowledge Myths and Legends Natural medicines, Conservation Food sources Sports Waitangi Puanga/Celebrations Myths/Legends

Sound Arts Action songs Instruments from other cultures, folk dance music

Speaking, Writing and Presenting Recounts Information Reports Discussions Expositions Narrative Procedure

Statistics Graphs

Physical World Construction Materials Inventions Electricity Forces Magnets Gravity

Economic World Business World Trade and money

Healthy Communities and Environments Pollution, Deforestation Sports Hygiene Oxygen/air Textiles, clothing design

Visual Arts Maps, self portraits, drawings, Prints, Observational drawings Wearable arts Posters Paper mache Costumes, masks, quilts, textiles, clothing design

Material World Heating and cooling, Mixing materials Material attribute

34 | P a g e

Curriculum

Emphasis What are our Rich Theme

Topics?

Staff

Discussion

What would be involved?

Planning

A Draft Plan

Educational Outcomes

Timetable

Budget

Risks Presentation to

BOT for interim

approval

Community

Consultation

Final

Presentation to

Bot

Pre Trip Visit

Maps

Camp Books

Resources/Activities

Rams

Evaluation

Parent Camp

Meeting

Camp

Education Outside The

Classroom-Planning

ngamatapouri school curriculum · otj, formative, summative assessment peer moderation appropriate...

Documents