Our Curriculum


Our Learning Areas

The learning areas of English, the arts, health and physical education, learning languages, mathematics and statistics, science, social sciences and technology are used to link our learning to the values and key competencies (APLID 5 Skills Framework).

What our L.E.A.R.N.I.N.G looks like…

Thinking and Questioning is used to drive our learning.

A.P.L.I.D 5

SKILLS are used to develop our learning

L.E.A.R.N.I.N.G - Is used to promote our values and expectations

Junior Syndicate NE-Year 3

(Tararua)

Senior Syndicate (Yr 4, 5,6,7& 8)

(Aorangi)

How our Curriculum Contexts work…

  • The WHOLE school has the same Concept e.g. Identity and Well-Being
  • Classes within syndicates use the APLID 5 Skills to focussed and direct their planning for learning experiences.
  • Syndicates select the ‘Context’ that best suits their student’s needs to develop the APLID 5 skills and have agency in their learning.
  • The teaching of the context could look different in different classrooms, but all learning is expected to be fully integrated, flexible and driven towards “modern learning environments”.

Martinborough School Curriculum Concepts for Inquiry

Term

Inquiry Concept

Context

examples

Level 1

Level 2

Level 3

Level 4

Term 1

2015

Identity, Culture and Organisation

Future Focus: Citizenship

Maths Focus:

Ad/sub Strategies & Statistics

Social Science

  • Identity
  • Culture
  • Organisation
  • Society
  • Communities

Te Reo/te ao Maori:

Events:

  • ANZAC 100th

Understand how belonging to groups is important for people.

Understand that people have different roles and responsibilities as part of their participation in groups.

Understand that people have social, cultural, and economic roles, rights, and responsibilities.

Understand how people make choices to meet their needs and wants.

Understand how cultural practices reflect and express people’s customs, traditions, and values.

Understand how groups make and implement rules and laws.

Understand how cultural practices vary but reflect similar purposes.

Understand how people view and use places differently.

Understand how people make decisions about access to and use of resources.

Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities and societies.

Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

Understand how exploration and innovation create opportunities and challenges for people, places, and environments.

Term 2

2015

Material World

Future Focus:

Enterprise

Maths Focus:

Number & Algebra Strategies

Science/Technology

  • Matter
  • Chemistry
  • Composition
  • Properties
  • Technology Knowledge
  • Innovation
  • Exploration

Te Reo/te ao Maori:

  • Maori cultural exploration
  • Matariki

Events:

  • Science fair

Properties and changes of matter

Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated, or cooled.

Properties and changes of matter

Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated, or cooled.

Properties and changes of matter

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

Compare chemical and physical changes.

Properties and changes of matter

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

Compare chemical and physical changes.

The structure of matter

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

Term 3

2015

Economic World

Future Focus:

Globalisation

Maths Focus:

Prop/Ratio Strategies & Geometry

Social Science

  • Consumption
  • Production
  • Distribution
  • Diversity

Te Reo/te ao Maori:

  • Treaty

Events:

  • NZ Fashion Week
  • Stage Challenge

Understand how the cultures of people in New Zealand are expressed in their daily lives

Understand how people make significant contributions to New Zealand’s society.

Understand how the status of Māori as tangata whenua is significant for communities in New Zealand

 

Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.

Understand how the movement of people affects cultural diversity and interaction in New Zealand.

Understand how producers and consumers exercise their rights and meet their responsibilities.

Understand how formal and informal groups make decisions that impact on communities.

Understand how people participate individually and collectively in response to community challenges.

Term 4

2015

Living World

Future Focus:

Sustainability

Maths Focus:

Mult/Div Strategies & Measurement

Science

  • Diversity
  • Earth’s Processes
  • Evolution
  • Ecology
  • Biology

Te Reo/te ao Maori:

Events:

  • Athletics
  • Ag Day

Life processes

Recognise that all living things have certain requirements so they can stay alive.

Life processes

Recognise that all living things have certain requirements so they can stay alive.

Life processes

Recognise that there are life processes common to all living things and that these occur in different ways.

Life processes

Recognise that there are life processes common to all living things and that these occur in different ways.

Ecology

Recognise that living things are suited to their particular habitat.

Ecology

Recognise that living things are suited to their particular habitat.

Ecology

Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced.

Ecology

Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced.

Evolution

Recognise that there are lots of different living things in the world and that they can be grouped in different ways.

Explain how we know that some living things from the past are now extinct.

Evolution

Recognise that there are lots of different living things in the world and that they can be grouped in different ways.

Explain how we know that some living things from the past are now extinct.

Evolution

Begin to group plants, animals, and other living things into science-based classifications.

Explore how the groups of living things we have in the world have changed over long periods of time and appreciate that some living things in New Zealand are quite different from living things in other areas of the world

Evolution

Begin to group plants, animals, and other living things into science-based classifications.

Explore how the groups of living things we have in the world have changed over long periods of time and appreciate that some living things in New Zealand are quite different from living things in other areas of the world.


Martinborough School takes an integrated curriculum approach to teaching and learning.

Health and PE

In health and physical education, students learn about their own well-being and that of others and society, in health-related and movement contexts.

The Arts

In the arts, students explore, refine, and communicate ideas as they connect thinking, imagination, senses and feelings to create works and respond to the works of others.

Science

In science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed and responsible citizens in a society in which science plays a significant role.

Technology

In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world.

Social Sciences

In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed and responsible citizens.

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