curriculum achievement objectives by learning area

7/27/2019 Curriculum Achievement Objectives by Learning Area

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The New Zealand Curriculum

Achievement Objectives by Learning Area

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English.........................................................................................................90

English.........................................................................................................90Level ................................................................................................................ 90

Level .........................................................................................................90 Listening, Reading, and Viewing............................................................................90

Listening! "eading! and #iewing..............................................................90

$tudents will%..............................................................................................90 Ac&uire and begin t' use s'urces '( in('rmati'n! )r'cesses! andstrategies t' identi(y! ('rm! and e*)ress ideas..........................................90

indicat'rs%...................................................................................................90

selects and reads te*ts ('r enj'yment and )ers'nal (ul(ilment+...........90

has an awareness '( the c'nnecti'ns between 'ral! written! and visuallanguage+........................................................................................................90

uses s'urces '( in('rmati'n ,meaning! structure! visual and gra)h'-

)h'nic in('rmati'n and )ri'r /n'wledge t' ma/e sense '( a range '(te*ts+...............................................................................................................90

ass'ciates s'unds with letter clusters as well as with individualletters+.............................................................................................................90

uses )r'cessing and s'me c'm)rehensi'n strategies with s'mec'n(idence+.....................................................................................................90

is devel')ing the ability t' thin/ critically ab'ut te*ts+.........................90

begins t' m'nit'r! sel(-evaluate! and describe )r'gress......................90

y using these )r'cesses and strategies when listening! reading! 'rviewing! students will%..................................................................................90

"ec'gnise that te*ts are sha)ed ('r di((erent )ur)'ses and audiences..........................................................................................................................90

indicat'rs%...................................................................................................90

identi(ies the )ur)'ses '( sim)le te*ts+...................................................90

evaluates the use(ulness '( sim)le te*ts................................................90

"ec'gnise and identi(y ideas within and acr'ss te*ts...........................90

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indicat'rs%...................................................................................................90

understands that )ers'nal e*)erience can in(luence the meaninggained (r'm te*ts+..........................................................................................90

ma/es meaning '( te*ts by identi(ying ideas in s'me te*ts..................90

"ec'gnise and begin t' understand h'w language (eatures are used('r e((ect within and acr'ss te*ts................................................................90

indicat'rs%...................................................................................................90

begins t' rec'gnise that 'ral! written! and visual language (eaturescan be used ('r e((ect+..................................................................................90

rec'gnises a large ban/ '( high-(re&uency and s'me t')ic-s)eci(icw'rds+.............................................................................................................90

sh'ws s'me /n'wledge '( the te*t c'nventi'ns! such as ca)italletters! (ull st')s! and w'rd 'rder+ v'lume and clarity+ and sim)lesymb'ls..........................................................................................................90

"ec'gnise and begin t' understand te*t structures..............................90

indicat'rs%...................................................................................................90

understands that the 'rder and 'rganisati'n '( w'rds! sentences! andimages c'ntribute t' te*t meaning+.............................................................90

rec'gnises s'me te*t ('rms and s'me di((erences between them......90 Speaking, Writing, Presenting...............................................................................91

$)ea/ing! 1riting! 2resenting...................................................................9

$tudents will%..............................................................................................9

Ac&uire and begin t' use s'urces '( in('rmati'n! )r'cesses! andstrategies t' identi(y! ('rm! and e*)ress ideas..........................................9

indicat'rs%...................................................................................................9

has an awareness '( the c'nnecti'ns between 'ral! written! and visuallanguage when creating te*t+.......................................................................9

creates te*ts by using meaning! structure! visual and gra)h'-)h'nics'urces '( in('rmati'n! )ri'r /n'wledge! and s'me )r'cessingstrategies with s'me c'n(idence+................................................................9

see/s (eedbac/ and ma/es changes t' te*ts+........................................9

is bec'ming re(lective ab'ut the )r'ducti'n '( 'wn te*ts+...................9

begins t' m'nit'r! sel(-evaluate! and describe )r'gress......................9

y using these )r'cesses and strategies when s)ea/ing! writing! 'r)resenting! students will%.............................................................................9

"ec'gnise h'w t' sha)e te*ts ('r a )ur)'se and an audience............9

"


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indicat'rs%...................................................................................................9

c'nstructs te*ts that dem'nstrate s'me awareness '( )ur)'se andaudience thr'ugh a))r')riate ch'ice '( c'ntent! language! and te*t('rm+................................................................................................................9

e*)ects the te*ts they create t' be underst''d! res)'nded t'! anda))reciated by 'thers+..................................................................................9

is devel')ing and c'nveying )ers'nal v'ice where a))r')riate.........9

3'rm and e*)ress ideas 'n a range '( t')ics.........................................9

indicat'rs%...................................................................................................9

('rms and e*)resses sim)le ideas and in('rmati'n! usually drawing(r'm )ers'nal e*)erience and /n'wledge+................................................9

begins t' su))'rt ideas with s'me detail................................................9

4se language (eatures! sh'wing s'me rec'gniti'n '( their e((ects.... .9

indicat'rs%...................................................................................................9

uses s'me 'ral! written! and visual language (eatures t' createmeaning and e((ect+.......................................................................................9

uses a range '( high-(re&uency! t')ic-s)eci(ic! and )ers'nal-c'ntentw'rds t' create meaning+.............................................................................9

s)ells s'me high-(re&uency w'rds c'rrectly and begins t' use s'me

c'mm'n s)elling )atterns+...........................................................................9

begins t' use s'me strategies t' sel(-c'rrect and m'nit'r s)elling+...9

writes m'st letters and number ('rms legibly when creating te*ts+ .. .9

begins t' gain c'ntr'l '( te*t c'nventi'ns such as% ca)ital letters and(ull st')s+ s'me basic grammatical c'nventi'ns+ v'lume! clarity! andt'ne+ and sim)le symb'ls............................................................................9

Organise te*ts! using sim)le structures..................................................9

indicat'rs%...................................................................................................9

uses /n'wledge '( w'rd and sentence 'rder t' c'mmunicate meaningin sim)le te*ts+...............................................................................................9

begins t' se&uence ideas and in('rmati'n+............................................9

uses sim)le sentences with s'me variati'n in beginnings+..................9

may attem)t c'm)'und and c'm)le* sentences...................................9Level 5................................................................................................................. 95

Level 5..........................................................................................................95 Listening, Reading, and Viewing ........................................................................... 92

#


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Listening! "eading! and #iewing .............................................................95

$tudents will%..............................................................................................95

$elect and use s'urces '( in('rmati'n! )r'cesses! and strategies withs'me c'n(idence t' identi(y! ('rm! and e*)ress ideas.............................95

indicat'rs%...................................................................................................95


rec'gnises c'nnecti'ns between 'ral! written! and visual language+. 95

selects and uses s'urces '( in('rmati'n ,meaning! structure! visualand gra)h'-)h'nic in('rmati'n and )ri'r /n'wledge with gr'wingc'n(idence t' ma/e sense '( increasingly varied and c'm)le* te*ts+. . .95

uses an increasing /n'wledge '( letter clusters! a((i*es! r''ts! and

c'm)'und w'rds t' c'n(irm )redicti'ns+..................................................95

selects and uses )r'cessing strategies and an increasing range '(c'm)rehensi'n strategies with s'me understanding and c'n(idence+. .95

thin/s critically ab'ut te*ts with s'me c'n(idence+...............................95

m'nit'rs! sel(-evaluates! and describes )r'gress with s'mec'n(idence......................................................................................................95


$h'w s'me understanding '( h'w te*ts are sha)ed ('r di((erent)ur)'ses and audiences..............................................................................95

indicat'rs%...................................................................................................95

rec'gnises h'w te*ts are c'nstructed ('r di((erent )ur)'ses!audiences! and situati'ns+...........................................................................95

understands that te*ts are created (r'm a )articular )'int '( view+. ...95

evaluates the reliability and use(ulness '( te*ts with s'me c'n(idence..........................................................................................................................95

$h'w s'me understanding '( ideas within! acr'ss! and bey'nd te*ts..........................................................................................................................95

indicat'rs%...................................................................................................95

uses their )ers'nal e*)erience and w'rld and literacy /n'wledge t'ma/e meaning (r'm te*ts+............................................................................95

ma/es meaning '( increasingly c'm)le* te*ts by identi(ying mainideas+...............................................................................................................95

ma/es and su))'rts in(erences (r'm te*ts with s'me inde)endence.95

$


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$h'w s'me understanding '( h'w language (eatures are used ('re((ect within and acr'ss te*ts......................................................................95

indicat'rs%...................................................................................................95

rec'gnises that 'ral! written! and visual language (eatures can be used

('r e((ect+........................................................................................................95

uses a large and increasing ban/ '( high-(re&uency! t')ic-s)eci(ic!and )ers'nal c'ntent w'rds t' ma/e meaning+.........................................95

sh'ws an increasing /n'wledge '( the c'nventi'ns '( te*t+................95

rec'gnises that auth'rs have di((erent v'ices and styles.....................95

$h'w s'me understanding '( te*t structures.........................................95

indicat'rs%...................................................................................................95

understands that the 'rder and 'rganisati'n '( w'rds! sentences!)aragra)hs! and images c'ntribute t' te*t meaning+...............................95

rec'gnises an increasing range '( te*t ('rms and di((erences betweenthem................................................................................................................95

Speaking, Writing, Presenting...............................................................................93

$)ea/ing! 1riting! 2resenting...................................................................96

$tudents will%..............................................................................................96

$elect and use s'urces '( in('rmati'n! )r'cesses! and strategies with

s'me c'n(idence t' identi(y! ('rm! and e*)ress ideas.............................96

indicat'rs%...................................................................................................96

sh'ws s'me understanding '( the c'nnecti'ns between 'ral! written!and visual language when creating te*ts+..................................................96

creates te*ts by using meaning! structure! visual and gra)h'-)h'nics'urces '( in('rmati'n! and )r'cessing strategies with gr'wingc'n(idence+.....................................................................................................96

see/s (eedbac/ and ma/es changes t' te*ts t' im)r've clarity and

meaning+.........................................................................................................96

is re(lective ab'ut the )r'ducti'n '( te*ts% m'nit'rs! sel(-evaluates!and describes )r'gress with s'me c'n(idence.........................................96


$h'w s'me understanding '( h'w t' sha)e te*ts ('r di((erent)ur)'ses and audiences..............................................................................96

indicat'rs%...................................................................................................96

%


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c'nstructs te*ts that dem'nstrate a gr'wing awareness '( audienceand )ur)'se thr'ugh a))r')riate ch'ice '( c'ntent! language! and te*t('rm+................................................................................................................96

e*)ects the te*ts they create t' be underst''d! res)'nded t'! and

a))reciated by 'thers+..................................................................................96 devel')s and c'nveys )ers'nal v'ice where a))r')riate....................96

$elect! ('rm! and e*)ress ideas 'n a range '( t')ics............................96

indicat'rs%...................................................................................................96

('rms and e*)resses ideas and in('rmati'n with reas'nable clarity!'(ten drawing 'n )ers'nal e*)erience and /n'wledge+...........................96

begins t' add 'r delete details and c'mments! sh'wing s'meselectivity in the )r'cess..............................................................................96

4se language (eatures a))r')riately! sh'wing s'me understanding '(their e((ects....................................................................................................96

indicat'rs%...................................................................................................96

uses 'ral! written! and visual language (eatures t' create meaning ande((ect+..............................................................................................................96

uses a large and increasing ban/ '( high-(re&uency! t')ic-s)eci(ic!and )ers'nal c'ntent w'rds t' create meaning+.......................................96

s)ells m'st high-(re&uency w'rds c'rrectly and sh'ws gr'wing/n'wledge '( c'mm'n s)elling )atterns+..................................................96

uses a range '( strategies t' sel(-m'nit'r and sel(-c'rrect s)elling+. .96

writes legibly and with increasing (luency when creating te*ts+..........96

gains increasing c'ntr'l '( te*t c'nventi'ns! including s'megrammatical c'nventi'ns.............................................................................96

Organise te*ts using a range '( structures.............................................96

indicat'rs%%..................................................................................................96

uses /n'wledge '( w'rd and sentence 'rder t' c'mmunicate meaningwhen creating te*t+........................................................................................96

'rganises and se&uences ideas and in('rmati'n with s'mec'n(idence+.....................................................................................................96

begins t' use a variety '( sentence structures! beginnings! andlengths............................................................................................................96

Level 6................................................................................................................. 97

Level 6..........................................................................................................97

Listening, Reading, and Viewing............................................................................94

Listening! "eading! and #iewing..............................................................97

&


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$tudents will%..............................................................................................97

8ntegrate s'urces '( in('rmati'n! )r'cesses! and strategies withdevel')ing c'n(idence t' identi(y! ('rm! and e*)ress ideas....................97

indicat'rs%...................................................................................................97


rec'gnises and understands the c'nnecti'ns between 'ral! written!and visual language+.....................................................................................97

integrates s'urces '( in('rmati'n and )ri'r /n'wledge withdevel')ing c'n(idence t' ma/e sense '( increasingly varied andc'm)le* te*ts+................................................................................................97

selects and uses a range '( )r'cessing and c'm)rehensi'n strategieswith gr'wing understanding and c'n(idence+...........................................97

thin/s critically ab'ut te*ts with devel')ing c'n(idence+.....................97

m'nit'rs! sel(-evaluates! and describes )r'gress with gr'wingc'n(idence......................................................................................................97


$h'w a devel')ing understanding '( h'w te*ts are sha)ed ('rdi((erent )ur)'ses and audiences...............................................................97

indicat'rs%...................................................................................................97 rec'gnises and understands h'w te*ts are c'nstructed ('r a range '()ur)'ses! audiences! and situati'ns+ ........................................................97

identi(ies )articular )'ints '( view and begins t' rec'gnise that te*tscan )'siti'n a reader+...................................................................................97

evaluates the reliability and use(ulness '( te*ts with increasingc'n(idence......................................................................................................97

$h'w a devel')ing understanding '( ideas within! acr'ss! and bey'ndte*ts.................................................................................................................97

indicat'rs%...................................................................................................97

uses their )ers'nal e*)erience and w'rld and literacy /n'wledgec'n(idently t' ma/e meaning (r'm te*ts+...................................................97

ma/es meaning '( increasingly c'm)le* te*ts by identi(ying main andsubsidiary ideas in them+.............................................................................97

starts t' ma/e c'nnecti'ns by thin/ing ab'ut underlying ideas in andbetween te*ts+................................................................................................97

rec'gnises that there may be m're than 'ne reading available within ate*t+.................................................................................................................97

'


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ma/es and su))'rts in(erences (r'm te*ts with increasinginde)endence.................................................................................................97

$h'w a devel')ing understanding '( h'w language (eatures are used('r e((ect within and acr'ss te*ts................................................................97

indicat'rs%...................................................................................................97

identi(ies 'ral! written! and visual language (eatures used in te*ts andrec'gnises their e((ects+...............................................................................97

uses an increasing v'cabulary t' ma/e meaning+.................................97

sh'ws an increasing /n'wledge '( h'w a range '( te*t c'nventi'nscan be used a))r')riately+...........................................................................97

/n'ws that auth'rs have di((erent v'ices and styles and can identi(ys'me '( these di((erences............................................................................97

Organise te*ts! using a range '( a))r')riate structures.......................97

indicat'rs%...................................................................................................97

understands that the 'rder and 'rganisati'n '( w'rds! sentences!)aragra)hs! and images c'ntribute t' and a((ect te*t meaning+.............97

identi(ies a range '( te*t ('rms and rec'gnises s'me '( theircharacteristics and c'nventi'ns.................................................................97

Speaking, Writing, Presenting ..............................................................................95

$)ea/ing! 1riting! 2resenting .................................................................9

$tudents will%..............................................................................................9

8ntegrate s'urces '( in('rmati'n! )r'cesses! and strategies withdevel')ing c'n(idence t' identi(y! ('rm! and e*)ress ideas....................9

indicat'rs%...................................................................................................9

uses a devel')ing understanding '( the c'nnecti'ns between 'ral!written! and visual language when creating te*ts+....................................9

creates a range '( te*ts by integrating s'urces '( in('rmati'n and

)r'cessing strategies with devel')ing c'n(idence+..................................9

see/s (eedbac/ and ma/es changes t' te*ts t' im)r've clarity!meaning! and e((ect+......................................................................................9

is re(lective ab'ut the )r'ducti'n '( 'wn te*ts% m'nit'rs and sel(-evaluates )r'gress! articulating learning with gr'wing c'n(idence.......9


$h'w a devel')ing understanding '( h'w t' sha)e te*ts ('r di((erent

)ur)'ses and audiences..............................................................................9

(


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indicat'rs%...................................................................................................9

c'nstructs te*ts that sh'w a gr'wing awareness '( )ur)'se andaudience thr'ugh care(ul ch'ice '( c'ntent! language! and te*t ('rm+. .9

c'nveys and sustains )ers'nal v'ice where a))r')riate.....................9

$elect! ('rm! and c'mmunicate ideas 'n a range '( t')ics..................9

indicat'rs%...................................................................................................9

('rms and e*)resses ideas and in('rmati'n with increased clarity!drawing 'n a range '( s'urces+...................................................................9

adds 'r changes details and c'mments t' su))'rt ideas! sh'wings'me selectivity in the )r'cess+..................................................................9

ideas suggest awareness '( a range '( dimensi'ns 'r view)'ints......9

4se language (eatures a))r')riately! sh'wing a devel')ingunderstanding '( their e((ects......................................................................9

indicat'rs%...................................................................................................9

uses 'ral! written! and visual language (eatures t' create meaning ande((ect and engage interest+...........................................................................9

uses a range '( v'cabulary t' c'mmunicate meaning+.........................9

dem'nstrates g''d understanding '( all basic s)elling )atterns ands'unds in written English+............................................................................9

uses an increasing range '( strategies t' sel(-m'nit'r and sel(-c'rrects)elling+..........................................................................................................9

writes legibly! (luently! and with ease when creating te*ts+..................9

uses a range '( te*t c'nventi'ns! including m'st grammaticalc'nventi'ns! a))r')riately and with increasing accuracy.......................9

Organise te*ts! using a range '( a))r')riate structures.......................9

indicat'rs%...................................................................................................9

'rganises written ideas int' )aragra)hs with increasing c'n(idence+ 9

'rganises and se&uences ideas and in('rmati'n with increasingc'n(idence+.....................................................................................................9

uses a variety '( sentence structures! beginnings! and lengths..........9Level 7................................................................................................................. 9:

Level 7..........................................................................................................9: Listening, Reading, and Viewing............................................................................96

Listening! "eading! and #iewing..............................................................9:

$tudents will%..............................................................................................9:

)


10/166

8ntegrate s'urces '( in('rmati'n! )r'cesses! and strategiesc'n(idently t' identi(y! ('rm! and e*)ress ideas........................................9:

indicat'rs%...................................................................................................9:

selects and reads te*ts ('r enj'yment and )ers'nal (ul(ilment+...........9:

rec'gnises and understands the c'nnecti'ns between 'ral! written!and visual language+.....................................................................................9:

integrates s'urces '( in('rmati'n and )ri'r /n'wledge c'n(idently t'ma/e sense '( increasingly varied and c'm)le* te*ts+............................9:

selects and uses a))r')riate )r'cessing and c'm)rehensi'nstrategies with increasing understanding and c'n(idence+.....................9:

thin/s critically ab'ut te*ts with increasing understanding andc'n(idence+.....................................................................................................9:

m'nit'rs! sel(-evaluates! describes )r'gress! and articulates learningwith c'n(idence..............................................................................................9:

y using these )r'cesses and strategies when listening! reading! 'rviewing! students will%..................................................................................9:

$h'w an increasing understanding '( h'w te*ts are sha)ed ('rdi((erent )ur)'ses and audiences...............................................................9:

indicat'rs%...................................................................................................9:

rec'gnises and understands h'w te*ts are c'nstructed ('r a range '()ur)'ses! audiences! and situati'ns+.........................................................9:

identi(ies )articular )'ints '( view and rec'gnises that te*ts can)'siti'n a reader+ ..........................................................................................9:

evaluates the reliability and use(ulness '( te*ts with increasingc'n(idence......................................................................................................9:

$h'w an increasing understanding '( ideas within! acr'ss! andbey'nd te*ts...................................................................................................9:

indicat'rs%...................................................................................................9:

ma/es meaning '( increasingly c'm)le* te*ts by identi(ying andunderstanding main and subsidiary ideas and the lin/s between them+9:

ma/es c'nnecti'ns by thin/ing ab'ut underlying ideas within andbetween te*ts (r'm a range '( c'nte*ts+....................................................9:

rec'gnises that there may be m're than 'ne reading available within ate*t+.................................................................................................................9:

ma/es and su))'rts in(erences (r'm te*ts with increasinginde)endence.................................................................................................9:

!*


11/166

$h'w an increasing understanding '( h'w language (eatures are used('r e((ect within and acr'ss te*ts................................................................9:

indicat'rs%...................................................................................................9:

identi(ies 'ral! written! and visual (eatures used and rec'gnises and

describes their e((ects+.................................................................................9:

uses an increasing v'cabulary t' ma/e meaning+.................................9:

sh'ws an increasing /n'wledge '( h'w a range '( te*t c'nventi'nscan be used a))r')riately and e((ectively+.................................................9:

/n'ws that auth'rs have di((erent v'ices and styles and can identi(yand describe s'me '( these di((erences.....................................................9:

$h'w an increasing understanding '( te*t structures...........................9:

indicat'rs%...................................................................................................9:

understands that the 'rder and 'rganisati'n '( w'rds! sentences!)aragra)hs! and images c'ntribute t' and a((ect meaning in a range '(te*ts+...............................................................................................................9:

identi(ies an increasing range '( te*t ('rms and rec'gnises anddescribes their characteristics and c'nventi'ns.......................................9:

Speaking, Writing, Presenting...............................................................................97

$)ea/ing! 1riting! 2resenting...................................................................9;

$tudents will%..............................................................................................9;

8ntegrate s'urces '( in('rmati'n! )r'cesses! and strategiesc'n(idently t' identi(y! ('rm! and e*)ress ideas........................................9;

indicat'rs%...................................................................................................9;

uses an increasing understanding '( the c'nnecti'ns between 'ral!written! and visual language when creating te*ts+....................................9;

creates a range '( te*ts by integrating s'urces '( in('rmati'n and)r'cessing strategies with increasing c'n(idence+...................................9;

see/s (eedbac/ and ma/es changes t' te*ts t' im)r've clarity!meaning! and e((ect+......................................................................................9;

is re(lective ab'ut the )r'ducti'n '( 'wn te*ts% m'nit'rs and sel(-evaluates )r'gress! articulating learning with c'n(idence.......................9;

y using these )r'cesses and strategies when s)ea/ing! writing! 'r)resenting! students will%.............................................................................9;

$h'w an increasing understanding '( h'w t' sha)e te*ts ('r di((erent)ur)'ses and audiences..............................................................................9;

indicat'rs%...................................................................................................9;

!!


12/166

c'nstructs te*ts that sh'w an awareness '( )ur)'se and audiencethr'ugh deliberate ch'ice '( c'ntent! language! and te*t ('rm+ .............9;

c'nveys and sustains )ers'nal v'ice where a))r')riate.....................9;

$elect! devel')! and c'mmunicate ideas 'n a range '( t')ics.............9;

indicat'rs%...................................................................................................9;

('rms and c'mmunicates ideas and in('rmati'n clearly! drawing 'n arange '( s'urces+...........................................................................................9;

adds 'r changes details and c'mments t' su))'rt ideas! sh'wingth'ught(ul selecti'n in the )r'cess+...........................................................9;

ideas sh'w increasing awareness '( a range '( dimensi'ns 'rview)'ints......................................................................................................9;

4se a range '( language (eatures a))r')riately! sh'wing an increasingunderstanding '( their e((ects......................................................................9;

indicat'rs%...................................................................................................9;

uses a range '( 'ral! written! and visual (eatures t' create meaningand e((ect and t' sustain interest+ ..............................................................9;

uses a range '( v'cabulary t' c'mmunicate )recise meaning+...........9;

dem'nstrates a g''d understanding '( s)elling )atterns in writtenEnglish! with (ew intrusive err'rs+...............................................................9;

uses a wide range '( strategies t' sel(-m'nit'r and sel(-c'rrects)elling+..........................................................................................................9;

writes with increasing s)eed and endurance t' suit the nature '( thetas/ and its )ur)'se! with'ut signi(icant l'ss '( legibility+ .....................9;

uses a range '( te*t c'nventi'ns! including grammatical c'nventi'ns!a))r')riately! e((ectively! and with increasing accuracy.........................9;

Organise te*ts using a range '( a))r')riate structures........................9;

indicat'rs%...................................................................................................9;

achieves s'me c'herence and wh'leness when c'nstructing te*ts+. .9;

'rganises and se&uences ideas and in('rmati'n ('r a )articular)ur)'se 'r e((ect+..........................................................................................9;

uses a variety '( sentence structures! beginnings! and lengths ('re((ect...............................................................................................................9;

Level ................................................................................................................ 9 w'r/s are madeand their )ur)'se! value! and c'nte*t.......................................................0:

&e'e($ping Pra)ti)a( *n$w(edge......................................................................... 106

=evel')ing 2ractical ?n'wledge............................................................0:

$tudents will%............................................................................................0:

E*)l're m'vement with a devel')ing awareness '( the danceelements '( b'dy! s)ace! time! energy! and relati'nshi)s.....................0:

$tudents will%............................................................................................0:

E*)l're the elements '( r'le! ('cus! acti'n! tensi'n! time! and s)acethr'ugh dramatic )lay.................................................................................0:

$tudents will%............................................................................................0:

"$


25/166

E*)l're h'w s'und is made! as they listen and res)'nd t' theelements '( music% beat! rhythm! )itch! tem)'! dynamics! and t'nec'l'ur............................................................................................................0:

$tudents will%............................................................................................0:

E*)l're a variety '( materials and t''ls and disc'ver elements andselected )rinci)les......................................................................................0:

&e'e($ping +deas................................................................................................. 106

=evel')ing 8deas......................................................................................0:

$tudents will%............................................................................................0:

8m)r'vise and e*)l're m'vement ideas in res)'nse t' a variety '(stimuli...........................................................................................................0:

$tudents will%............................................................................................0;

C'ntribute and devel') ideas in drama! using )ers'nal e*)erience andimaginati'n...................................................................................................0;

$tudents will%............................................................................................0;

E*)l're and e*)ress s'unds and musical ideas! drawing 'n )ers'nale*)erience! listening! and imaginati'n.....................................................0;

E*)l're ways t' re)resent s'und and musical ideas..........................0;

$tudents will%............................................................................................0;

8nvestigate visual ideas in res)'nse t' a variety '( m'tivati'ns!'bservati'n! and imaginati'n.....................................................................0;

#$-ni)ating and +nterpreting..........................................................................107

C'mmunicating and 8nter)reting............................................................0;

$tudents will%............................................................................................0;

$hare dance m'vement thr'ugh in('rmal )resentati'n and share theirth'ughts and (eelings in res)'nse t' their 'wn and 'thers> dances....0;

$tudents will%............................................................................................0;

$hare drama thr'ugh in('rmal )resentati'n and res)'nd t' ways inwhich drama tells st'ries and c'nveys ideas in their 'wn and 'thers>w'r/...............................................................................................................0;

$tudents will%............................................................................................0;

$hare music ma/ing with 'thers............................................................0;

"es)'nd t' live and rec'rded music.....................................................0;

$tudents will%............................................................................................0;

$hare the ideas! (eelings! and st'ries c'mmunicated by their 'wn and'thers> 'bjects and images........................................................................0;

"%


26/166

Level 5............................................................................................................... 0 w'r/....................................................09

$tudents will%............................................................................................09

$hare music ma/ing with 'thers! using basic )er('rmance s/ills and

techni&ues....................................................................................................09

"es)'nd t' live and rec'rded music.....................................................09

$tudents will%............................................................................................09

$hare the ideas! (eelings! and st'ries c'mmunicated by their 'wn and'thers> 'bjects and images........................................................................09

Level 6............................................................................................................... 0

Level 6........................................................................................................0 nderstanding t!e "rts in #$nte%t....................................................................... 110

4nderstanding the Arts in C'nte*t.........................................................0

$tudents will%............................................................................................0

E*)l're and describe dances (r'm a variety '( cultures.....................0

$tudents will%............................................................................................0

8nvestigate the (uncti'ns and )ur)'ses '( drama in cultural andhist'rical c'nte*ts.......................................................................................0

$tudents will%............................................................................................0

"'


28/166

8denti(y and describe the characteristics '( music ass'ciated with arange '( s'und envir'nments! in relati'n t' hist'rical! s'cial! andcultural c'nte*ts..........................................................................................0

E*)l're ideas ab'ut h'w music serves a variety '( )ur)'ses and

(uncti'ns in their lives and in their c'mmunities....................................0 $tudents will%............................................................................................0

8nvestigate the )ur)'se '( 'bjects and images (r'm )ast and )resentcultures and identi(y the c'nte*ts in which they were 'r are made!viewed! and valued......................................................................................0


=evel')ing 2ractical ?n'wledge............................................................0

$tudents will%............................................................................................0

4se the dance elements t' devel') and share their )ers'nalm'vement v'cabulary.................................................................................0

$tudents will%............................................................................................0

4se techni&ues and relevant techn'l'gies t' e*)l're drama elementsand c'nventi'ns..........................................................................................0

$tudents will%............................................................................................0

E*)l're and identi(y h'w s'und is made and changed! as they listenand res)'nd t' music and a))ly /n'wledge '( the elements '( music!

structural devices! and techn'l'gies........................................................0

$tudents will%............................................................................................0

E*)l're s'me art-ma/ing c'nventi'ns! a))lying /n'wledge '(elements and selected )rinci)les thr'ugh the use '( materials and)r'cesses.....................................................................................................0

&e'e($ping +deas................................................................................................. 110

=evel')ing 8deas......................................................................................0

$tudents will%............................................................................................0

$elect and c'mbine dance elements in res)'nse t' a variety '( stimuli........................................................................................................................0

$tudents will%............................................................................................

8nitiate and devel') ideas with 'thers t' create drama.......................

$tudents will%............................................................................................

E*)ress and sha)e musical ideas! using musical elements!instruments! and techn'l'gies in res)'nse t' s'urces '( m'tivati'n.

"e)resent s'und and musical ideas in a variety '( ways....................

$tudents will%............................................................................................

"(


29/166

=evel') and revisit visual ideas! in res)'nse t' a variety '(m'tivati'ns! 'bservati'n! and imaginati'n! su))'rted by the study '(artists> w'r/s................................................................................................


C'mmunicating and 8nter)reting............................................................ $tudents will%............................................................................................

2re)are and share dance m'vement individually and in )airs 'rgr'u)s...........................................................................................................

4se the elements '( dance t' describe dance m'vements and res)'ndt' dances (r'm a variety '( cultures..........................................................

$tudents will%............................................................................................

2resent and res)'nd t' drama! identi(ying ways in which elements!

techni&ues! c'nventi'ns! and techn'l'gies c'mbine t' create meaningin their 'wn and 'thers> w'r/.....................................................................

$tudents will%............................................................................................

2re)are and )resent brie( )er('rmance '( music! using )er('rmances/ills and techni&ues..................................................................................

"es)'nd t' and re(lect 'n live and rec'rded music............................

$tudents will%............................................................................................

=escribe the ideas their 'wn and 'thers> 'bjects and imagesc'mmunicate................................................................................................

Level 7............................................................................................................... 5

Level 7........................................................................................................5 nderstanding t!e "rts in #$nte%t....................................................................... 112


$tudents will%............................................................................................5

E*)l're and describe h'w dance is used ('r di((erent )ur)'ses in avariety '( cultures and c'nte*ts................................................................5

$tudents will%............................................................................................5

8nvestigate the (uncti'ns! )ur)'ses! and techn'l'gies '( drama incultural and hist'rical c'nte*ts.................................................................5

$tudents will%............................................................................................5

8denti(y and describe the characteristics '( music ass'ciated with arange '( s'und envir'nments! in relati'n t' hist'rical! s'cial! andcultural c'nte*ts..........................................................................................5

E*)l're ideas ab'ut h'w music serves a variety '( )ur)'ses and(uncti'ns in their lives and in their c'mmunities....................................5

")


30/166

$tudents will%............................................................................................5

8nvestigate the )ur)'se '( 'bjects and images (r'm )ast and )resentcultures and identi(y the c'nte*ts in which they were 'r are made!viewed! and valued......................................................................................5



$tudents will%............................................................................................5

A))ly the dance elements t' e*tend )ers'nal m'vement s/ills andv'cabularies and t' e*)l're the v'cabularies '( 'thers.........................5

$tudents will%%...........................................................................................5

$elect and use techni&ues and relevant techn'l'gies t' devel') drama)ractice.........................................................................................................5

4se c'nventi'ns t' structure drama......................................................5

$tudents will%............................................................................................5

A))ly /n'wledge '( the elements '( music! structural devices! andtechn'l'gies thr'ugh integrating aural! )ractical! and the'retical s/ills........................................................................................................................5

$tudents will%............................................................................................5

E*)l're and use art-ma/ing c'nventi'ns a))lying /n'wledge '(elements and selected )rinci)les thr'ugh the use '( materials and)r'cesses.....................................................................................................5

&e'e($ping +deas................................................................................................. 112

=evel')ing 8deas......................................................................................5

$tudents will%............................................................................................5

C'mbine and c'ntrast the dance elements t' e*)ress images! ideas!and (eelings in dance! using a variety '( ch're'gra)hic )r'cesses.....5

$tudents will%............................................................................................6

8nitiate and re(ine ideas with 'thers t' )lan and devel') drama........6

$tudents will%............................................................................................6

E*)ress! devel')! and re(ine musical ideas! using the elements '(music! instruments! and techn'l'gies in res)'nse t' s'urces '(m'tivati'n.....................................................................................................6

"e)resent s'und and musical ideas in a variety '( ways....................6

$tudents will%............................................................................................6

=evel') and revisit visual ideas! in res)'nse t' a variety '(m'tivati'ns! 'bservati'n! and imaginati'n! su))'rted by the study '(artists> w'r/s................................................................................................6

#*


31/166


C'mmunicating and 8nter)reting............................................................6

$tudents will%............................................................................................6

2re)are and )resent dance! with an awareness '( the )er('rmancec'nte*t..........................................................................................................6

=escribe and rec'rd h'w the )ur)'se '( selected dances is e*)ressedthr'ugh the m'vement................................................................................6

$tudents will%............................................................................................6

2resent and res)'nd t' drama! identi(ying ways in which elements!techni&ues! c'nventi'ns! and techn'l'gies create meaning in their 'wnand 'thers> w'r/..........................................................................................6

$tudents will%............................................................................................6 2re)are! rehearse! and )resent )er('rmance '( music! using)er('rmance s/ills and techni&ues. .........................................................6

"e(lect 'n the e*)ressive &ualities '( their 'wn and 'thers> music!b'th live and rec'rded................................................................................6

$tudents will%............................................................................................6

E*)l're and describe ways in which meanings can be c'mmunicatedand inter)reted in their 'wn and 'thers> w'r/.........................................6

Level ............................................................................................................... 7

Level ........................................................................................................7 nderstanding t!e "rts in #$nte%t....................................................................... 114


$tudents will%............................................................................................7

C'm)are and c'ntrast dances (r'm a variety '( )ast and )resentcultures and c'nte*ts.................................................................................7

$tudents will%............................................................................................7

8nvestigate the characteristics! )ur)'ses! and (uncti'n '( drama in arange '( c'nte*ts.........................................................................................7

$tudents will%............................................................................................7

C'm)are and c'ntrast the characteristics '( music ass'ciated with arange '( s'und envir'nments! in relati'n t' hist'rical! s'cial! andcultural c'nte*ts..........................................................................................7

8nvestigate h'w music serves a variety '( )ur)'ses and (uncti'ns intheir 'wn lives and in their c'mmunities. ................................................7

$tudents will%............................................................................................7

#!


32/166

8nvestigate and c'nsider the relati'nshi) between the )r'ducti'n '(art w'r/s and their c'nte*ts and in(luences............................................7



$tudents will%............................................................................................7

=evel') a variety '( s/ills! dance techni&ues! v'cabularies! andm'vement )ractices....................................................................................7

$tudents will%............................................................................................7

$elect and use techni&ues! c'nventi'ns! and relevant techn'l'gies ('rs)eci(ic drama )ur)'ses............................................................................7

$tudents will%............................................................................................7

A))ly /n'wledge '( the elements '( music! structural devices! stylisticc'nventi'ns! and techn'l'gies thr'ugh integrating aural! )ractical! andthe'retical s/ills. .........................................................................................7

$tudents will%............................................................................................7

A))ly /n'wledge '( selected c'nventi'ns (r'm established )ractice!using a))r')riate )r'cesses and )r'cedures.........................................7

&e'e($ping +deas................................................................................................. 114

=evel')ing 8deas......................................................................................7

$tudents will%............................................................................................7

@ani)ulate the elements and e*)l're the use '( ch're'gra)hic devicesand structures t' 'rganise dance m'vement..........................................7

$tudents will%............................................................................................

$elect and re(ine ideas t' devel') drama ('r s)eci(ic )ur)'ses........

$tudents will%............................................................................................

4se musical elements! instruments! techn'l'gies! and c'nventi'ns t'e*)ress! devel')! and re(ine structured c'm)'siti'ns and

im)r'visati'ns. ...........................................................................................

"e)resent c'm)'siti'ns and im)r'visati'n (ramew'r/s! usinga))r')riate c'nventi'ns.............................................................................

$tudents will%............................................................................................

enerate! devel')! and re(ine ideas in res)'nse t' a variety '(m'tivati'ns! including the study '( established )ractice.......................


C'mmunicating and 8nter)reting............................................................

$tudents will%............................................................................................

#"


33/166

2re)are! rehearse! and )er('rm dance with an awareness '()r'ducti'n techn'l'gies.............................................................................

"e(lect 'n and describe h'w ch're'gra)hy c'mmunicates ideas!(eelings! m''ds! and e*)eriences.............................................................

$tudents will%............................................................................................

2resent and res)'nd t' drama and describe h'w drama c'mbineselements! techni&ues! c'nventi'ns! and techn'l'gies t' create structureand meaning in their 'wn and 'thers> w'r/.............................................

$tudents will%............................................................................................

2re)are! rehearse! and )resent )er('rmances '( music! using a range'( )er('rmance s/ills and techni&ues. .....................................................

"e(lect 'n the e*)ressive &ualities '( their 'wn and 'thers> music!

b'th live and rec'rded................................................................................

$tudents will%............................................................................................

C'm)are and c'ntrast the ways in which ideas and art-ma/ing)r'cesses are used t' c'mmunicate meaning in selected 'bjects andimages..........................................................................................................

Level :............................................................................................................... :

Level :........................................................................................................: nderstanding t!e "rts in #$nte%t....................................................................... 116

4nderstanding the Arts in C'nte*t.........................................................:

$tudents will%............................................................................................:

E*)l're! investigate! and describe the (eatures and bac/gr'unds '( avariety '( dance genres and styles............................................................:

$tudents will%............................................................................................:

8nvestigate the ('rms and )ur)'ses '( drama in di((erent hist'rical 'rc'ntem)'rary c'nte*ts! including New Zealand drama.........................:

$tudents will%............................................................................................:

Analyse music (r'm a range '( s'und envir'nments! styles! andgenres! in relati'n t' hist'rical! s'cial! and cultural c'nte*ts...............:

C'nsider and re(lect 'n the in(luence '( music in their 'wn musicma/ing and in their lives.............................................................................:

$tudents will%............................................................................................:

8nvestigate and analyse the relati'nshi) between the )r'ducti'n '( artw'r/s and the c'nte*ts in which they were made! viewed! and valued........................................................................................................................:

##


34/166

C'nsider and re(lect 'n the c'nte*ts underlying their 'wn and 'thers>w'r/...............................................................................................................:


=evel')ing 2ractical ?n'wledge............................................................:

$tudents will%............................................................................................:

=evel') and dem'nstrate s/ills in selected dance genres and stylesand e*)l're the use '( a variety '( techn'l'gies.....................................:

$tudents will%............................................................................................:

$elect and use techni&ues! c'nventi'ns! and techn'l'gies in a range'( dramatic ('rms........................................................................................:

$tudents will%............................................................................................:

A))ly /n'wledge '( e*)ressive (eatures! stylistic c'nventi'ns! andtechn'l'gies thr'ugh an integrati'n '( aural )erce)ti'n and )racticaland the'retical s/ills and describe h'w they are used in a range '(music.............................................................................................................:

$tudents will%............................................................................................:

A))ly /n'wledge '( a range '( c'nventi'ns (r'm established )ractice!using a))r')riate )r'cesses and )r'cedures.........................................:

&e'e($ping +deas................................................................................................. 117

=evel')ing 8deas......................................................................................;

$tudents will%............................................................................................;

$elect and use ch're'gra)hic devices! structures! )r'cesses! andtechn'l'gies t' devel') and give ('rm t' dance ideas..........................;

$tudents will%............................................................................................;

"esearch! evaluate! and re(ine ideas in a range '( dramatic ('rms t'devel') drama.............................................................................................;

$tudents will%............................................................................................;

Create! structure! re(ine! and re)resent c'm)'siti'ns using theelements '( music! instruments! techn'l'gies! and c'nventi'ns t'e*)ress imaginative thin/ing and )ers'nal understandings.................;

"e(lect 'n c'm)'siti'n )r'cesses and )resentati'n c'nventi'ns....;

$tudents will%............................................................................................;

enerate! devel')! and clari(y ideas! sh'wing s'me understanding '(established )ractice....................................................................................;

$e&uence and lin/ ideas systematically as they s'lve )r'blems in a

b'dy '( w'r/! using 'bservati'n and inventi'n with an a))r')riateselecti'n '( materials. ................................................................................;

#$


35/166


C'mmunicating and 8nter)reting............................................................;

$tudents will%............................................................................................;

2re)are! rehearse! and )er('rm a range '( dances and dem'nstrate anunderstanding '( the )er('rmance re&uirements '( the genres andc'nte*ts........................................................................................................;

=escribe! e*)lain! and res)'nd t' the ways that dance uses elements!devices! structures! )er('rmance s/ills! and )r'ducti'n techn'l'gies t'c'mmunicate images! themes! (eelings! and m''ds..............................;

$tudents will%............................................................................................;

2er('rm and res)'nd t' drama and ma/e critical judgments ab'ut h'welements! techni&ues! c'nventi'ns! and techn'l'gies are used t' create

('rm and meaning in their 'wn and 'thers> w'r/....................................;

$tudents will%............................................................................................;

2re)are! rehearse! inter)ret! and )resent )er('rmances '( musicindividually and c'llab'ratively! using a range '( )er('rmance s/ills andtechni&ues. ..................................................................................................;

"e(lect 'n the e*)ressive &ualities '( music and evaluate their 'wnand 'thers> music! b'th live and rec'rded...............................................;

$tudents will%............................................................................................;

8denti(y and analyse )r'cesses and )r'cedures (r'm established)ractice that in(luence ways '( c'mmunicating meaning......................;

8nvestigate! analyse! and evaluate ideas and inter)ret artists>intenti'ns in art w'r/s................................................................................;

Level ;............................................................................................................... swell-being and ta/e acti'n t' )r'm'te )ers'nal and gr'u) inv'lvement.

.......................................................................................................................5; 8denti(y the rights and res)'nsibilities '( c'nsumers and use thisin('rmati'n t' evaluate health and recreati'nal services and )r'ducts inthe c'mmunity.............................................................................................5;

8nvestigate and evaluate as)ects '( the sch''l envir'nment that a((ect)e')le>s well-being and ta/e acti'n t' enhance these as)ects.............5;

Level :............................................................................................................... 5;

Level :........................................................................................................5; Pers$na( ea(t! and P!/si)a( &e'e($pent........................................................127

2ers'nal Bealth and 2hysical =evel')ment.........................................5;

$tudents will%............................................................................................5;

8nvestigate and understand reas'ns ('r the ch'ices )e')le ma/e thata((ect their well-being and e*)l're and evaluate ')ti'ns andc'nse&uences..............................................................................................5;

Ch''se and maintain 'ng'ing inv'lvement in a))r')riate )hysicalactivities and e*amine (act'rs in(luencing their )artici)ati'n...............5sch'ices at individual! gr'u)! and s'cietal levels.....................................59

Evaluate in('rmati'n! ma/e in('rmed decisi'ns! and use inter)ers'nal

s/ills e((ectively t' manage c'n(lict! c'm)etiti'n! and change inrelati'nshi)s................................................................................................59

ea(t!/ #$-nities and n'ir$nents.............................................................130

Bealthy C'mmunities and Envir'nments..............................................60

$tudents will%............................................................................................60

Analyse ways in which events and s'cial 'rganisati'ns )r'm'tehealthy c'mmunities and evaluate the e((ects they have.......................60

Evaluate sch''l and c'mmunity initiatives that )r'm'te y'ung

)e')le>s well-being and devel') an acti'n )lan t' instigate 'r su))'rtthese..............................................................................................................60

Evaluate laws! )'licies! )ractices! and regulati'ns in terms '( theirc'ntributi'n t' s'cial justice at sch''l and in the wider c'mmunity.. .60

Analyse ways in which the envir'nment and the well-being '( ac'mmunity are a((ected by )')ulati'n )ressure and techn'l'gical)r'cesses.....................................................................................................60

Level


49/166

$tudents will%............................................................................................60

Critically evaluate a range '( &ualitative and &uantitative data t' devisestrategies t' meet their current and (uture needs ('r well-being..........60

Critically e*amine c'mmercial )r'ducts and )r'grammes that )r'm'te

)hysical activity and relate this t' )ers'nal )artici)ati'n in )r'grammesintended t' meet their current well-being needs.....................................60

Critically analyse dilemmas and c'ntem)'rary ethical issues thatin(luence their 'wn health and sa(ety and that '( 'ther )e')le.............60

Critically analyse the im)acts that c'nce)ti'ns '( )ers'nal! cultural!and nati'nal identity have 'n )e')le>s well-being..................................60

$'eent #$n)epts and $t$r Ski((s................................................................. 130

@'vement C'nce)ts and @'t'r $/ills...................................................60

$tudents will%............................................................................................60

=evise! a))ly! and evaluate strategies t' im)r've )hysical activity)er('rmance ('r themselves and 'thers...................................................60

=evise! a))ly! and a))raise strategies thr'ugh which they and 'ther)e')le can )artici)ate res)'nsibly in challenging )hysical situati'ns........................................................................................................................60

Critically analyse and e*)erience the a))licati'n '( scienti(ic andtechn'l'gical /n'wledge and res'urces t' )hysical activity in a range '(envir'nments...............................................................................................60

=evise and a))ly strategies t' ensure that s'cial and cultural needsare met in )ers'nal and gr'u) )hysical activities...................................60

Re(ati$ns!ips wit! t!er Pe$p(e..........................................................................131

"elati'nshi)s with Other 2e')le............................................................6

$tudents will%............................................................................................6

Critically analyse the dynamics '( e((ective relati'nshi)s in a range '(s'cial c'nte*ts.............................................................................................6

Critically analyse attitudes! values! and behavi'urs that c'ntribute t'c'n(lict and identi(y and describe ways '( creating m're harm'ni'usrelati'nshi)s................................................................................................6

Analyse and evaluate attitudes and inter)ers'nal s/ills that enable)e')le t' )artici)ate (ully and e((ectively as c'mmunity members invari'us situati'ns........................................................................................6

ea(t!/ #$-nities and n'ir$nents.............................................................131

Bealthy C'mmunities and Envir'nments..............................................6

$tudents will%............................................................................................6

$)


50/166

Critically analyse s'cietal attitudes and )ractices and legislati'nin(luencing c'ntem)'rary health and s)'rting issues! in relati'n t' theneed t' )r'm'te mentally healthy and )hysically sa(e c'mmunities.. .6

Establish and justi(y )ri'rities ('r e&uitable distributi'n '( available

health and recreati'nal res'urces and adv'cate change wherenecessary.....................................................................................................6

=em'nstrate the use '( health )r'm'ti'n strategies by im)lementing a)lan '( acti'n t' enhance the well-being '( the sch''l! c'mmunity! 'renvir'nment.................................................................................................6

Critically analyse the interrelati'nshi)s between )e')le! industry!techn'l'gy! and legislati'n 'n as)ects '( envir'nmental health..........6

Learning Languages................................................................................65

Learning Languages................................................................................65Levels and 5...................................................................................................65

Levels and 5...........................................................................................65 #$-ni)ati$n....................................................................................................132

C'mmunicati'n.........................................................................................65

8n selected linguistic and s'ci'cultural c'nte*ts! students will%........65

"eceive and )r'duce in('rmati'n..........................................................65

2r'duce and res)'nd t' &uesti'ns and re&uests................................65

$h'w s'cial awareness when interacting with 'thers.........................65 Lang-age *n$w(edge.......................................................................................... 132

Language ?n'wledge..............................................................................65

$tudents will%............................................................................................65

"ec'gnise that the target language is 'rganised in )articular ways. 65

@a/e c'nnecti'ns with their 'wn language,s......................................65 #-(t-ra( *n$w(edge.............................................................................................. 132

Cultural ?n'wledge..................................................................................65

$tudents will%............................................................................................65

"ec'gnise that the target culture,s is ,are 'rganised in )articularways..............................................................................................................65

@a/e c'nnecti'ns with /n'wn culture,s..............................................65Levels 6 and 7...................................................................................................65

Levels 6 and 7...........................................................................................65 #$-ni)ati$n....................................................................................................132

C'mmunicati'n.........................................................................................65

%*


51/166


4nderstand and )r'duce in('rmati'n and ideas..................................65

E*)ress and res)'nd t' )ers'nal needs and interests.......................65

4se cultural /n'wledge t' c'mmunicate a))r')riately. ....................65 Lang-age *n$w(edge.......................................................................................... 132

Language ?n'wledge..............................................................................65

$tudents will%............................................................................................65

"ec'gnise and describe ways in which the target language is'rganised......................................................................................................65

C'm)are and c'ntrast languages. ........................................................66 #-(t-ra( *n$w(edge.............................................................................................. 133


$tudents will%............................................................................................66

"ec'gnise and describe ways in which the target culture,s is ,are'rganised......................................................................................................66

C'm)are and c'ntrast cultural )ractices. ............................................66Levels and :...................................................................................................66

Levels and :...........................................................................................66 #$-ni)ati$n....................................................................................................133

C'mmunicati'n.........................................................................................66


C'mmunicate in('rmati'n! ideas! and ')ini'ns thr'ugh di((erent te*tty)es..............................................................................................................66

E*)ress and res)'nd t' )ers'nal ideas and ')ini'ns........................66

C'mmunicate a))r')riately in di((erent situati'ns..............................66 Lang-age *n$w(edge .........................................................................................133

Language ?n'wledge .............................................................................66

$tudents will%............................................................................................66

4nderstand ways in which the target language is 'rganised ('rdi((erent )ur)'ses.......................................................................................66

#-(t-ra( *n$w(edge.............................................................................................. 133


$tudents will%............................................................................................66

4nderstand ways in which the target culture,s is ,are 'rganised ('rdi((erent )ur)'ses.......................................................................................66

Levels ; and


52/166

Levels ; and


53/166

C'mmunicate and e*)lain c'unting! gr'u)ing! and e&ual-sharingstrategies! using w'rds! numbers! and )ictures.....................................6

eneralise that the ne*t c'unting number gives the result '( adding'ne 'bject t' a set and that c'unting the number '( 'bjects in a set tells

h'w many.....................................................................................................6 Create and c'ntinue se&uential )atterns...............................................6

e$etr/ and eas-reent............................................................................... 135

e'metry and @easurement...................................................................6

Order and c'm)are 'bjects 'r events by length! area! v'lume andca)acity! weight ,mass! turn ,angle! tem)erature! and time by directc'm)aris'n and'r c'unting wh'le numbers '( units............................6

$'rt 'bjects by their a))earance............................................................6

ive and ('ll'w instructi'ns ('r m'vement that inv'lves distances!directi'ns! and hal( 'r &uarter turns.........................................................6

=escribe their )'siti'n relative t' a )ers'n 'r 'bject..........................6

C'mmunicate and rec'rd the results '( translati'ns! re(lecti'ns! andr'tati'ns 'n )lane sha)es..........................................................................6

Statisti)s.............................................................................................................. 135

$tatistics....................................................................................................6

C'nduct investigati'ns using the statistical en&uiry cycle%...............6

)'sing and answering &uesti'ns+..........................................................6

gathering! s'rting and c'unting! and dis)laying categ'ry data+........6

disc

curriculum achievement objectives by learning area

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