Professional Documents
Culture Documents
Curriculum Levels
This diagram shows how curriculum levels typically relate
to years at school. Many students do not, however, fit this
pattern. They include those with special learning needs,
those who are gifted, and those who come from non-
English-speaking backgrounds. Students learning an
additional language are also unlikely to follow the
suggested progression: level 1 is the entry level for those
with no prior knowledge of the language being learned,
regardless of their school year.
2
1
11 FOLD 406 22
Level One The Arts
Understanding the Arts Developing Practical Developing Ideas Communicating
in Context Knowledge and Interpreting
Dance
Students will:
• Demonstrate an awareness • Explore movement with a • Improvise and explore • Share dance movement
of dance in their lives and in developing awareness of movement ideas in response through informal
their communities. the dance elements of body, to a variety of stimuli. presentation and share their
space, time, energy, and thoughts and feelings in
relationships. response to their own and
others’ dances.
Drama
Students will:
• Demonstrate an awareness • Explore the elements of role, • Contribute and develop ideas • Share drama through
that drama serves a variety of focus, action, tension, time, in drama, using personal informal presentation and
purposes in their lives and in and space through dramatic experience and imagination. respond to ways in which
their communities. play. drama tells stories and
conveys ideas in their own
and others’ work.
Visual Arts
Students will:
• Share ideas about how and • Explore a variety of materials • Investigate visual ideas in • Share the ideas, feelings,
why their own and others’ and tools and discover response to a variety of and stories communicated by
works are made and their elements and selected motivations, observation, their own and others’ objects
purpose, value, and context. principles. and imagination. and images.
Level One Health and Physical Education
Personal Health and Movement Concepts and Relationships with Healthy Communities
Physical Development Motor Skills Other People and Environments
Students will: Students will: Students will: Students will:
Personal growth and Movement skills; Science and Relationships Community resources
development technology • Explore and share ideas • Identify and discuss obvious
• Describe feelings and ask • Develop a wide range of about relationships with hazards in their home,
questions about their health, movement skills, using a other people. school, and local environment
growth, development, and variety of equipment and play and adopt simple safety
personal needs and wants. environments. Identity, sensitivity, and respect practices.
• Demonstrate respect through
Regular physical activity Positive attitudes; Challenges sharing and co-operation in Rights, responsibilities, and
• Participate in creative and and social and cultural factors groups. laws; People and the environment
regular physical activities • Participate in a range of • Take individual and collective
and identify enjoyable games and activities and Interpersonal skills action to contribute to
experiences. identify the factors that • Express their own ideas, environments that can be
make participation safe and needs, wants, and feelings enjoyed by all.
Safety management enjoyable. clearly and listen to those of
• Describe and use safe practices other people.
in a range of contexts and
identify people who can help.
Personal identity
• Describe themselves in
relation to a range of contexts.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Level One Mathematics and Statistics
N&A In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
G&M solve problems and model situations that require them to:
S
FOLD 206 32
Levels One and Two Science
Nature of Science
Students will:
Understanding about science Investigating in science Communicating in science Participating and contributing
• Appreciate that scientists ask • Extend their experiences • Build their language and • Explore and act on issues
questions about our world and personal explanations develop their understandings and questions that link
that lead to investigations of the natural world through of the many ways the natural their science learning to
and that open-mindedness exploration, play, asking world can be represented. their daily living.
is important because there questions, and discussing
may be more than one simple models.
explanation.
Living World Planet Earth and Beyond Physical World Material World
Students will: Students will: Students will: Students will:
Life processes Earth systems Physical inquiry and Properties and changes
• Recognise that all living • Explore and describe natural physics concepts of matter
things have certain features and resources. • Explore everyday examples of • Observe, describe, and
requirements so they can physical phenomena, such as compare physical and
stay alive. Interacting systems movement, forces, electricity chemical properties of
• Describe how natural and magnetism, light, sound, common materials and
Ecology features are changed and waves, and heat. changes that occur when
• Recognise that living things resources affected by natural • Seek and describe simple materials are mixed,
are suited to their particular events and human actions. patterns in physical heated, or cooled.
habitat. phenomena.
Astronomical systems Chemistry and society
Evolution • Share ideas and observations • Find out about the uses
• Recognise that there are lots about the Sun and the Moon of common materials
of different living things in and their physical effects on and relate these to their
the world and that they can the heat and light available to observed properties.
be grouped in different ways. Earth.
• Explain how we know that
some living things from the
past are now extinct.
06 64
Level One Social Sciences
Social Studies
Students will gain knowledge, skills, and experience to:
• 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 how the past is important to people.
• Understand how places in New Zealand are significant for individuals and groups.
• Understand how the cultures of people in New Zealand are expressed in their daily lives.
Drama
Students will:
• Identify and describe how • Explore and use elements of • Develop and sustain ideas in • Share drama through
drama serves a variety of drama for different purposes. drama, based on personal informal presentation and
purposes in their lives and experience and imagination. respond to elements of
their communities. drama in their own and
others’ work.
Visual Arts
Students will:
• Share ideas about how and • Explore a variety of • Investigate and develop visual • Share the ideas, feelings,
why their own and others’ materials and tools and ideas in response to a variety and stories communicated by
works are made and their discover elements and of motivations, observation, their own and others’ objects
purpose, value, and context. selected principles. and imagination. and images.
Level Two Health and Physical Education
Personal Health and Movement Concepts Relationships with Healthy Communities
Physical Development and Motor Skills Other People and Environments
Students will: Students will: Students will: Students will:
Personal growth and development Movement skills Relationships Societal attitudes and values
• Describe their stages of • Practise movement skills and • Identify and demonstrate ways • Explore how people’s
growth and their development demonstrate the ability to of maintaining and enhancing attitudes, values, and actions
needs and demonstrate link them in order to perform relationships between contribute to healthy physical
increasing responsibility for movement sequences. individuals and within groups. and social environments.
self-care.
Positive attitudes Identity, sensitivity, and respect Community resources
Regular physical activity • Participate in and create a • Describe how individuals and • Identify and use local
• Experience creative, regular, variety of games and activities groups share characteristics community resources and
and enjoyable physical and discuss the enjoyment and are also unique. explain how these contribute
activities and describe the that these activities can bring to a healthy community.
benefits to well-being. to them and others. Interpersonal skills
• Express their ideas, needs, Rights, responsibilities, and laws;
Safety management Science and technology wants, and feelings People and the environment
• Identify risk and use safe • Use modified equipment in a appropriately and listen • Contribute to and use
practices in a range of range of contexts and identify sensitively to other people simple guidelines and
contexts. how this enhances movement and affirm them. practices that promote
experiences. physically and socially healthy
Personal identity classrooms, schools, and
• Identify personal qualities Challenges and social local environments.
that contribute to a sense and cultural factors
of self-worth. • Develop and apply rules
and practices in games and
activities to promote fair, safe,
and culturally appropriate
participation for all.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Level Two Mathematics and Statistics
N&A In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
G&M solve problems and model situations that require them to:
S
Understanding about science Investigating in science Communicating in science Participating and contributing
• Appreciate that scientists ask • Extend their experiences • Build their language and • Explore and act on issues
questions about our world and personal explanations develop their understandings and questions that link their
that lead to investigations of the natural world through of the many ways the natural science learning to their
and that open-mindedness exploration, play, asking world can be represented. daily living.
is important because there questions, and discussing
may be more than one simple models.
explanation.
Living World Planet Earth and Beyond Physical World Material World
Students will: Students will: Students will: Students will:
Life processes Earth systems Physical inquiry and Properties and changes
• Recognise that all living • Explore and describe natural physics concepts of matter
things have certain features and resources. • Explore everyday examples of • Observe, describe, and
requirements so they can physical phenomena, such as compare physical and
stay alive. Interacting systems movement, forces, electricity chemical properties of
• Describe how natural and magnetism, light, sound, common materials and
Ecology features are changed and waves, and heat. changes that occur when
• Recognise that living things resources affected by natural • Seek and describe simple materials are mixed, heated,
are suited to their particular events and human actions. patterns in physical or cooled.
habitat. phenomena.
Astronomical systems Chemistry and society
Evolution • Share ideas and observations • Find out about the uses
• Recognise that there are lots about the Sun and the Moon of common materials and
of different living things in the and their physical effects on relate these to their observed
world and that they can be the heat and light available properties.
grouped in different ways. to Earth.
• Explain how we know that
some living things from the
past are now extinct.
53 FOLD 407 06
Level Two Social Sciences
Social Studies
Students will gain knowledge, skills, and experience to:
• 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 time and change affect people’s lives.
• Understand how places influence people and people influence places.
• Understand how people make significant contributions to New Zealand’s society.
• Understand how the status of Ma-ori as tangata whenua is significant for communities in New Zealand.
Drama
Students will:
• Investigate the functions • Use techniques and relevant • Initiate and develop ideas • Present and respond to
and purposes of drama technologies to explore with others to create drama. drama, identifying ways in
in cultural and historical drama elements and which elements, techniques,
contexts. conventions. conventions, and technologies
combine to create meaning in
their own and others’ work.
Visual Arts
Students will:
• Investigate the purpose • Explore some art-making • Develop and revisit visual • Describe the ideas their
of objects and images conventions, applying ideas, in response to a own and others’ objects and
from past and present knowledge of elements variety of motivations, images communicate.
cultures and identify the and selected principles observation, and
contexts in which they through the use of materials imagination, supported by
were or are made, and processes. the study of artists’ works.
viewed, and valued.
Level Three Health and Physical Education
Personal Health and Movement Concepts Relationships with Healthy Communities
Physical Development and Motor Skills Other People and Environments
Students will: Students will: Students will: Students will:
Personal growth and development Movement skills Relationships Societal attitudes and values
• Identify factors that affect • Develop more complex • Identify and compare ways • Identify how health care and
personal, physical, social, and movement sequences and of establishing relationships physical activity practices are
emotional growth and develop strategies in a range of and managing changing influenced by community and
skills to manage changes. situations. relationships. environmental factors.
Regular physical activity Positive attitudes Identity, sensitivity, and respect Community resources
• Maintain regular participation • Develop movement skills • Identify ways in which people • Participate in communal
in enjoyable physical activities in challenging situations discriminate and ways to events and describe how such
in a range of environments and describe how these act responsibly to support events enhance the well-
and describe how these assist challenges impact on themselves and other people. being of the community.
in the promotion of well- themselves and others.
being. Interpersonal skills Rights, responsibilities, and laws
Science and technology • Identify the pressures that can • Research and describe
Safety management • Participate in and describe influence interactions with current health and safety
• Identify risks and their causes how their body responds other people and demonstrate guidelines and practices in
and describe safe practices to to regular and vigorous basic assertiveness strategies their school and take action to
manage these. physical activity in a range of to manage these. enhance their effectiveness.
environments.
Personal identity People and the environment
• Describe how their own Challenges and social and • Plan and implement a
feelings, beliefs, and actions, cultural factors programme to enhance an
and those of other people, • Participate in co-operative identified social or physical
contribute to their personal and competitive activities and aspect of their classroom or
sense of self-worth. describe how co-operation school environment.
and competition can affect
people’s behaviour and the
quality of the experience.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Level Three Mathematics and Statistics
G&M In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
N&A
S solve problems and model situations that require them to:
Understanding about science Investigating in science Communicating in science Participating and contributing
• Appreciate that science is a • Build on prior experiences, • Begin to use a range • Use their growing science
way of explaining the world working together to share of scientific symbols, knowledge when considering
and that science knowledge and examine their own and conventions, and vocabulary. issues of concern to them.
changes over time. others’ knowledge. • Engage with a range of • Explore various aspects of
• Identify ways in which • Ask questions, find evidence, science texts and begin an issue and make decisions
scientists work together and explore simple models, to question the purposes about possible actions.
provide evidence to support and carry out appropriate for which these texts are
their ideas. investigations to develop constructed.
simple explanations.
Living World Planet Earth and Beyond Physical World Material World
Students will: Students will: Students will: Students will:
Life processes Earth systems Physical inquiry and physics Properties and changes of matter
• Recognise that there are life • Appreciate that water, air, concepts • Group materials in
processes common to all rocks and soil, and life forms • Explore, describe, and different ways, based
living things and that these make up our planet and represent patterns and on the observations and
occur in different ways. recognise that these are also trends for everyday examples measurements of the
Earth’s resources. of physical phenomena, characteristic chemical and
Ecology such as movement, forces, physical properties of a range
• Explain how living things Interacting systems electricity and magnetism, of different materials.
are suited to their particular • Investigate the water cycle light, sound, waves, and heat. • Compare chemical and
habitat and how they respond and its effect on climate, For example, identify and physical changes.
to environmental changes, landforms, and life. describe the effect of forces
both natural and human- (contact and non-contact) on Chemistry and society
induced. Astronomical systems the motion of objects; identify • Relate the observed,
• Investigate the components and describe everyday characteristic chemical
Evolution of the solar system, examples of sources of and physical properties of a
• Begin to group plants, developing an appreciation of energy, forms of energy, and range of different materials
animals, and other living the distances between them. energy transformations. to technological uses and
things into science-based natural processes.
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.
74 FOLD 407 48
Level Three Social Sciences
Social Studies
Students will gain knowledge, skills, and experience to:
• 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 people remember and record the past in different ways.
• 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.
Drama
Students will:
• Investigate the functions, • Select and use techniques • Initiate and refine ideas with • Present and respond
purposes, and technologies and relevant technologies to others to plan and develop to drama, identifying
of drama in cultural and develop drama practice. drama. ways in which elements,
historical contexts. • Use conventions to structure techniques, conventions, and
drama. technologies create meaning
in their own and others’
work.
Visual Arts
Students will:
• Investigate the purpose of • Explore and use art-making • Develop and revisit visual • Explore and describe ways
objects and images from conventions, applying ideas, in response to a variety in which meanings can
past and present cultures knowledge of elements and of motivations, observation, be communicated and
and identify the contexts in selected principles through and imagination, supported interpreted in their own and
which they were or are made, the use of materials and by the study of artists’ works. others’ work.
viewed, and valued. processes.
Level Four Health and Physical Education
Personal Health and Movement Concepts Relationships with Healthy Communities and
Physical Development and Motor Skills Other People Environments
Students will: Students will: Students will: Students will:
Personal growth and development Movement skills Relationships Societal attitudes and values
• Describe the characteristics • Demonstrate consistency • Identify the effects of • Investigate and describe
of pubertal change and and control of movement in a changing situations, roles, lifestyle factors and media
discuss positive adjustment range of situations. and responsibilities on influences that contribute to
strategies. relationships and describe the well-being of people in
Positive attitudes appropriate responses. New Zealand.
Regular physical activity • Demonstrate willingness
• Demonstrate an increasing to accept challenges, learn Identity, sensitivity, and respect Community resources
sense of responsibility for new skills and strategies, • Recognise instances of • Investigate and/or access
incorporating regular and and extend their abilities in discrimination and act a range of community
enjoyable physical activity movement-related activities. responsibly to support their resources that support
into their personal lifestyle to own rights and feelings and well-being and evaluate the
enhance well-being. Science and technology those of other people. contribution made by each to
• Experience and demonstrate the well-being of community
Safety management how science, technology, and Interpersonal skills members.
• Access and use information to the environment influence • Describe and demonstrate
make and action safe choices the selection and use of a range of assertive Rights, responsibilities, and laws;
in a range of contexts. equipment in a variety of communication skills and People and the environment
settings. processes that enable them • Specify individual
Personal identity to interact appropriately with responsibilities and take
• Describe how social Challenges and social and other people. collective action for the care
messages and stereotypes, cultural factors and safety of other people in
including those in the media, • Participate in and demonstrate their school and in the wider
can affect feelings of self- an understanding of how community.
worth. social and cultural practices
are expressed through
movement.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Level Four Mathematics and Statistics
G&M In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
N&A
solve problems and model situations that require them to:
S
Understanding about science Investigating in science Communicating in science Participating and contributing
• Appreciate that science is a • Build on prior experiences, • Begin to use a range • Use their growing science
way of explaining the world working together to share of scientific symbols, knowledge when considering
and that science knowledge and examine their own and conventions, and vocabulary. issues of concern to them.
changes over time. others’ knowledge. • Engage with a range of • Explore various aspects of
• Identify ways in which • Ask questions, find evidence, science texts and begin an issue and make decisions
scientists work together and explore simple models, to question the purposes about possible actions.
provide evidence to support and carry out appropriate for which these texts are
their ideas. investigations to develop constructed.
simple explanations.
Living World Planet Earth and Beyond Physical World Material World
Students will: Students will: Students will: Students will:
Life processes Earth systems Physical inquiry and physics Properties and changes
• Recognise that there are life • Develop an understanding concepts of matter
processes common to all that water, air, rocks and • Explore, describe, and • Group materials in
living things and that these soil, and life forms make up represent patterns and different ways, based
occur in different ways. our planet and recognise trends for everyday on the observations and
that these are also Earth’s examples of physical measurements of the
Ecology resources. phenomena, such as characteristic chemical and
• Explain how living things movement, forces, electricity physical properties of a range
are suited to their particular Interacting systems and magnetism, light, of different materials.
habitat and how they • Investigate the water cycle sound, waves, and heat. • Compare chemical and
respond to environmental and its effect on climate, For example, identify and physical changes.
changes, both natural and landforms, and life. describe the effect of forces
human-induced. (contact and non-contact) The structure of matter
Astronomical systems on the motion of objects; • Begin to develop an
Evolution • Investigate the components identify and describe understanding of the particle
• Begin to group plants, of the solar system, everyday examples of nature of matter and use this
animals, and other living developing an appreciation sources of energy, forms to explain observed changes.
things into science-based of the distances between of energy, and energy
classifications. them. transformations. Chemistry and society
• Explore how the groups of • Relate the observed,
living things we have in the characteristic chemical
world have changed over and physical properties of a
long periods of time and range of different materials
appreciate that some living to technological uses and
things in New Zealand are natural processes.
quite different from living
things in other areas of
the world.
95 FOLD 407 9
Level Four Social Sciences
Social Studies
Students will gain knowledge, skills, and experience to:
• 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.
• Understand that events have causes and effects.
• 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.
Drama
Students will:
• Investigate the characteristics, • Select and use techniques, • Select and refine ideas to • Present and respond to
purposes, and function of conventions, and relevant develop drama for specific drama and describe how
drama in a range of contexts. technologies for specific purposes. drama combines elements,
drama purposes. techniques, conventions,
and technologies to create
structure and meaning in their
own and others’ work.
Visual Arts
Students will:
• Investigate and consider the • Apply knowledge of selected • Generate, develop, and refine • Compare and contrast the
relationship between the conventions from established ideas in response to a variety ways in which ideas and art-
production of art works and practice, using appropriate of motivations, including the making processes are used
their contexts and influences. processes and procedures. study of established practice. to communicate meaning in
selected objects and images.
Level Five Health and Physical Education
Personal Health and Movement Concepts Relationships with Healthy Communities
Physical Development and Motor Skills Other People and Environments
Students will: Students will: Students will: Students will:
Personal growth and Movement skills Relationships Societal attitudes and values
development • Acquire and apply complex • Identify issues associated • Investigate societal influences
• Describe physical, social, motor skills by using with relationships and on the well-being of student
emotional, and intellectual basic principles of motor describe options to achieve communities.
processes of growth and learning. positive outcomes.
relate these to features of Community resources
adolescent development Positive attitudes Identity, sensitivity, and • Investigate community
and effective self- • Develop skills and respect services that support and
management strategies. responsible attitudes • Demonstrate an promote people’s well-
in challenging physical understanding of how being and take action to
Regular physical activity situations. attitudes and values promote personal and group
• Experience a range of relating to difference involvement.
personally enjoyable Science and technology influence their own safety
physical activities and • Investigate and experience and that of other people. Rights, responsibilities, and laws
describe how varying levels ways in which scientific, • Identify the rights and
of involvement affect well- technological, and Interpersonal skills responsibilities of consumers
being and lifestyle balance. environmental knowledge • Demonstrate a range of and use this information
and resources assist in interpersonal skills and to evaluate health and
Safety management and influence people’s processes that help them recreational services and
• Investigate and practise participation in regular to make safe choices for products in the community.
safety procedures and physical activity. themselves and other
strategies to manage risk people in a variety of People and the environment
situations. Challenges and social and settings. • Investigate and evaluate
cultural factors aspects of the school
Personal identity • Investigate and experience environment that affect
• Investigate and describe ways in which people’s people’s well-being and
the ways in which physical competence take action to enhance
individuals define their and participation are these aspects.
own identity and sense of influenced by social and
self-worth and how this cultural factors.
influences the ways in
which they describe
other people.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Level Five Mathematics and Statistics
G&M In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
N&A
solve problems and model situations that require them to:
S
Understanding about science Investigating in science Communicating in science Participating and contributing
• Understand that scientists’ • Develop and carry out more • Use a wider range of science • Develop an understanding
investigations are informed complex investigations, vocabulary, symbols, and of socio-scientific issues by
by current scientific theories including using models. conventions. gathering relevant scientific
and aim to collect evidence • Show an increasing • Apply their understandings information in order to draw
that will be interpreted awareness of the complexity of science to evaluate both evidence-based conclusions
through processes of logical of working scientifically, popular and scientific and to take action where
argument. including recognition of texts (including visual and appropriate.
multiple variables. numerical literacy).
• Begin to evaluate the
suitability of the investigative
methods chosen.
Living World Planet Earth and Beyond Physical World Material World
Students will: Students will: Students will: Students will:
Life processes Earth systems Physical inquiry and physics Properties and changes
• Identify the key structural • Investigate the composition, concepts of matter
features and functions structure, and features of the • Identify and describe the • Investigate the chemical
involved in the life processes geosphere, hydrosphere, and patterns associated with and physical properties
of plants and animals. atmosphere. physical phenomena found of different groups of
• Describe the organisation of in simple everyday situations substances, for example,
life at the cellular level. Interacting systems involving movement, forces, acids and bases, fuels, and
• Investigate how heat from the electricity and magnetism, metals.
Ecology Sun, the Earth, and human light, sound, waves, and heat. • Distinguish between pure
• Investigate the activities is distributed For example, identify and substances and mixtures
interdependence of living around Earth by the describe energy changes and between elements and
things (including humans) in geosphere, hydrosphere, and and conservation of energy, compounds.
an ecosystem. atmosphere. simple electrical circuits,
and the effect of contact and The structure of matter
Evolution Astronomical systems non-contact on the motion • Describe the structure of the
• Describe the basic processes • Investigate the conditions on of objects. atoms of different elements.
by which genetic information the planets and their moons, • Distinguish between an
is passed from one and the factors affecting
Using physics element and a compound, a
generation to the next. them. • Explore a technological pure substance and a mixture
or biological application at particle level.
of physics.
Chemistry and society
• Link the properties
of different groups of
substances to the way they
are used in society or occur
in nature.
6 FOLD 408 32
Level Five Social Sciences
Social Studies
Students will gain knowledge, skills, and experience to:
• Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system.
• Understand how the Treaty of Waitangi is responded to differently by people in different times and places.
• Understand how cultural interaction impacts on cultures and societies.
• Understand that people move between places and how this has consequences for the people and the places.
• Understand how economic decisions impact on people, communities, and nations.
• Understand how people’s management of resources impacts on environmental and social sustainability.
• Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.
• Understand how people seek and have sought economic growth through business, enterprise, and innovation.
• Understand how people define and seek human rights.
By using these processes and strategies when listening, reading, or Purposes and audiences
viewing, students will: • Show a developed understanding of how to shape texts for different
audiences and purposes.
Purposes and audiences
INDICATORS:
• Show a developed understanding of how texts are shaped for – constructs a range of texts that demonstrate an understanding
different purposes and audiences. of purpose and audience through deliberate choice of content,
INDICATORS: language, and text form;
– recognises, understands, and considers how texts are – conveys and sustains personal voice where appropriate.
constructed for a range of purposes, audiences, and situations;
– identifies particular points of view within texts and recognises Ideas
that texts can position a reader; • Select, develop, and communicate connected ideas on a range of
– evaluates the reliability and usefulness of texts with confidence. topics.
INDICATORS:
Ideas
– develops and communicates comprehensive ideas, information,
• Show a developed understanding of ideas within, across, and and understandings;
beyond texts. – works towards creating coherent, planned whole texts by
INDICATORS: adding details to ideas or making links to other ideas and
– makes meaning by understanding comprehensive ideas; details;
– makes connections by interpreting ideas within and between – ideas show an understanding and awareness of a range of
texts from a range of contexts; dimensions or viewpoints.
– recognises that there may be more than one reading available
within a text; Language features
– makes and supports inferences from texts independently. • Select and use a range of language features appropriately for a
variety of effects.
Language features
INDICATORS:
• Show a developed understanding of how language features are used – uses a wide range of oral, written, and visual language features
for effect within and across texts. with control to create meaning and effect and to sustain
INDICATORS: interest;
– identifies a range of oral, written, and visual language features – uses an increasing vocabulary to communicate precise
and understands their effects; meaning;
– uses an increasing vocabulary to make meaning; – uses a wide range of text conventions, including grammatical
– understands and interprets how text conventions work together and spelling conventions, appropriately, effectively, and with
to create meaning and effect; accuracy.
– understands that authors have different voices and styles and
identifies and can explain these differences. Structure
• Organise texts, using a range of appropriate, effective structures.
Structure
INDICATORS:
• Show a developed understanding of a range of structures. – achieves a sense of coherence and wholeness when
INDICATOR: constructing texts;
– identifies and understands the characteristics and conventions – organises and develops ideas and information for a particular
of a range of text forms and considers how they contribute to purpose or effect, using the characteristics and conventions of
and affect text meaning. a range of text forms.
Level Six The Arts
Understanding the Arts Developing Practical Developing Ideas Communicating
in Context Knowledge and Interpreting
Dance
Students will:
• Explore, investigate, and • Develop and demonstrate • Select and use choreographic • Prepare, rehearse, and
describe the features and skills in selected dance devices, structures, perform a range of
backgrounds of a variety of genres and styles and processes, and technologies dances and demonstrate
dance genres and styles. explore the use of a variety of to develop and give form to an understanding of the
technologies. dance ideas. performance requirements of
the genres and contexts.
• Describe, explain, and
respond to the ways that
dance uses elements,
devices, structures,
performance skills, and
production technologies
to communicate images,
themes, feelings, and moods.
Drama
Students will:
• Investigate the forms • Select and use techniques, • Research, evaluate, and • Perform and respond to
and purposes of drama conventions, and refine ideas in a range drama and make critical
in different historical or technologies in a range of dramatic forms to judgments about how
contemporary contexts, of dramatic forms. develop drama. elements, techniques,
including New Zealand conventions, and
drama. technologies are used to
create form and meaning in
their own and others’ work.
Visual Arts
Students will:
• Investigate and analyse the • Apply knowledge of a range of • Generate, develop, and • Identify and analyse
relationship between the conventions from established clarify ideas, showing some processes and procedures
production of art works and practice, using appropriate understanding of established from established practice
the contexts in which they are processes and procedures. practice. that influence ways of
made, viewed, and valued. • Sequence and link ideas communicating meaning.
• Consider and reflect on the systematically as they solve • Investigate, analyse, and
contexts underlying their own problems in a body of work, evaluate ideas and interpret
and others’ work. using observation and artists’ intentions in
invention with an appropriate art works.
selection of materials.
Level Six Health and Physical Education
Personal Health and Movement Concepts Relationships with Healthy Communities and
Physical Development and Motor Skills Other People Environments
Students will: Students will: Students will: Students will:
Personal growth and development Movement skills Relationships Societal attitudes and values
• Investigate and understand • Acquire, apply, and refine • Demonstrate an understanding • Analyse societal influences
reasons for the choices specialised motor skills by of how individuals and groups that shape community
people make that affect using the principles of motor affect relationships by health goals and physical
their well-being and explore skill learning. influencing people’s behaviour, activity patterns.
and evaluate options beliefs, decisions, and sense
and consequences. Positive attitudes of self-worth. Community resources
• Demonstrate and examine • Advocate for the development
Regular physical activity responsible attitudes Identity, sensitivity, and respect of services and facilities to
• Choose and maintain ongoing in challenging physical • Plan and evaluate strategies meet identified needs in the
involvement in appropriate situations. recognising their own and school and the community.
physical activities and other people’s rights and
examine factors influencing Science and technology responsibilities to avoid or Rights, responsibilities, and laws
their participation. • Apply scientific and minimise risks in social • Compare and contrast
technological knowledge situations. personal values and practices
Safety management and resources to enhance with policies, rules, and laws
• Demonstrate understanding physical abilities in a range of Interpersonal skills and investigate how the latter
of responsible behaviours environments. • Plan strategies and demonstrate contribute to safety in the
required to ensure that interpersonal skills to respond school and community.
challenges and risks are Challenges and social and to challenging situations
managed safely in physical cultural factors appropriately. People and the environment
and social environments. • Demonstrate understanding • Investigate the roles
and affirmation of people’s and the effectiveness
Personal identity diverse social and cultural of local, national, and
• Demonstrate an needs and practices when international organisations
understanding of factors that participating in physical that promote well-being and
contribute to personal identity activities. environmental care.
and celebrate individuality and
affirm diversity.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Level Six Mathematics and Statistics
G&M
N&A In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will
solve problems and model situations that require them to:
S
07 37 FOLD 412 74
Level Six Science
Nature of Science
Students will:
Understanding about science Investigating in science Communicating in science Participating and contributing
• Understand that scientists’ • Develop and carry out more • Use a wider range of science • Develop an understanding
investigations are informed complex investigations, vocabulary, symbols, and of socio-scientific issues by
by current scientific theories including using models. conventions. gathering relevant scientific
and aim to collect evidence • Show an increasing • Apply their understandings information in order to draw
that will be interpreted awareness of the complexity of science to evaluate both evidence-based conclusions
through processes of logical of working scientifically, popular and scientific and to take action where
argument. including recognition of texts (including visual and appropriate.
multiple variables. numerical literacy).
• Begin to evaluate the
suitability of the investigative
methods chosen.
Living World Planet Earth and Beyond Physical World Material World
Students will: Students will: Students will: Students will:
Life processes Earth systems Physical inquiry and physics Properties and changes of
• Relate key structural • Investigate the external concepts matter
features and functions and internal processes • Investigate trends and • Identify patterns and trends
to the life processes of that shape and change the relationships in physical in the properties of a range
plants, animals, and micro- surface features of New phenomena (in the areas of groups of substances, for
organisms and investigate Zealand. of mechanics, electricity, example, acids and bases,
environmental factors that electromagnetism, heat, metals, metal compounds,
affect these processes. Interacting systems light and waves, and atomic and hydrocarbons.
• Develop an understanding and nuclear physics). • Explore factors that affect
Ecology of how the geosphere, • Demonstrate an chemical processes.
• Investigate the impact of hydrosphere, atmosphere, understanding of physical
natural events and human and biosphere interact to phenomena and concepts The structure of matter
actions on a New Zealand cycle carbon around Earth. by explaining and solving • Distinguish between atoms,
ecosystem. questions and problems that molecules, and ions (includes
Astronomical systems relate to straightforward covalent and ionic bonding).
Evolution • Investigate the interactions situations. • Link atomic structure to the
• Explore patterns in the between the solar, lunar, and organisation of the periodic
inheritance of genetically Earth cycles and the effect of
Using physics table.
controlled characteristics. these on Earth. • Investigate how physics • Use particle theory to
• Explain the importance of knowledge is used in a explain factors that affect
variation within a changing technological or biological chemical processes.
environment. application.
Chemistry and society
• Investigate how chemical
knowledge is used in a
technological application
of chemistry.
7 FOLD 408 74
Level Six Social Sciences
Students will gain knowledge, skills, and experience to:
Drama
Students will:
• Research the purposes of • Select and refine the use • Research, critically evaluate, • Rehearse and perform works
production, performance, and of techniques, conventions, and refine ideas to develop in a range of dramatic forms.
technologies of drama in a and technologies in specific drama in specific dramatic • Respond to and make critical
range of contexts, including dramatic forms. forms. judgments about rehearsal
New Zealand drama. processes and performances.
• Explore how drama reflects
our cultural diversity.
Visual Arts
Students will:
• Research and analyse the • Apply understanding from • Generate, analyse, clarify, • Research and analyse how art
influences of contexts on the research into a range of and extend ideas in a selected works are constructed and
characteristics and production established practice to field related to established presented to communicate
of art works. extend skills for particular practice. meanings.
• Research and analyse the art-making purposes, using • Use a systematic approach to • Use critical analysis to
influence of relevant contexts appropriate processes and the development of ideas in a interpret and respond to art
on their own work. procedures in selected fields. body of work. works.
• Extend skills, in a range of
materials, techniques, and
technologies.
Level Seven Health and Physical Education
Personal Health and Physical Movement Concepts and Relationships with Healthy Communities
Development Motor Skills Other People and Environments
Students will: Students will: Students will: Students will:
Personal growth and development Movement skills Relationships Societal attitudes and values
• Assess their health needs and • Appraise specialised motor • Analyse the nature and • Analyse ways in which events
identify strategies to ensure skills and adapt them to benefits of meaningful and social organisations
personal well-being across extend physical competence interpersonal relationships. promote healthy communities
their lifespan. and recreational opportunities. and evaluate the effects they
Identity, sensitivity, and respect have.
Regular physical activity Positive attitudes • Analyse the beliefs, attitudes,
• Plan, implement, and evaluate • Adapt skills and appraise and practices that reinforce Community resources
a physical activity programme responsible attitudes in stereotypes and role • Evaluate school and
and examine factors used to challenging physical situations expectations, identifying ways community initiatives that
justify physical activity as a and unfamiliar environments. in which these shape people’s promote young people’s well-
means of enhancing well- choices at individual, group, being and develop an action
being. Science and technology and societal levels. plan to instigate or support
• Apply relevant scientific, these.
Safety management technological, and Interpersonal skills
• Analyse the difference environmental knowledge and • Evaluate information, make Rights, responsibilities, and laws
between perceived and use appropriate resources informed decisions, and • Evaluate laws, policies,
residual risks in physical to improve performance in a use interpersonal skills practices, and regulations in
and social environments and specialised physical activity. effectively to manage conflict, terms of their contribution to
develop skills and behaviour competition, and change in social justice at school and in
for managing responsible Challenges and social and relationships. the wider community.
action. cultural factors
• Appraise, adapt, and use People and the environment
Personal identity physical activities to ensure • Analyse ways in which
• Critically evaluate societal that specific social and the environment and the
attitudes, values, and cultural needs are met. well-being of a community
expectations that affect are affected by population
people’s awareness of their pressure and technological
personal identity and sense processes.
of self-worth in a range of life
situations.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Level Seven Mathematics and Statistics
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that
require them to:
Mathematics Statistics
Patterns and relationships Statistical investigation
• Apply co-ordinate geometry techniques to points and lines. • Carry out investigations of phenomena, using the statistical enquiry
• Display the graphs of linear and non-linear functions and connect cycle:
the structure of the functions with their graphs. – conducting surveys that require random sampling techniques,
• Use arithmetic and geometric sequences and series. conducting experiments, and using existing data sets;
• Apply trigonometric relationships, including the sine and cosine – evaluating the choice of measures for variables and the sampling
rules, in two and three dimensions. and data collection methods used;
• Choose appropriate networks to find optimal solutions. – using relevant contextual knowledge, exploratory data analysis,
and statistical inference.
Equations and expressions • Make inferences from surveys and experiments:
• Manipulate rational, exponential, and logarithmic algebraic – making informal predictions, interpolations, and extrapolations;
expressions. – using sample statistics to make point estimates of population
• Form and use linear, quadratic, and simple trigonometric parameters;
equations. – recognising the effect of sample size on the variability of
• Form and use pairs of simultaneous equations, one of which may an estimate.
be non-linear.
Statistical literacy
Calculus • Evaluate statistically based reports:
• Sketch the graphs of functions and their gradient functions and – interpreting risk and relative risk;
describe the relationship between these graphs. – identifying sampling and possible non-sampling errors in
• Apply differentiation and anti-differentiation techniques surveys, including polls.
to polynomials.
Probability
• Investigate situations that involve elements of chance:
– comparing theoretical continuous distributions, such as the
normal distribution, with experimental distributions;
– calculating probabilities, using such tools as two-way tables,
tree diagrams, simulations, and technology.
07 58 FOLD 413 16
Level Seven Science
Nature of Science
Students will:
Understanding about science Investigating in science Communicating in science Participating and contributing
• Understand that scientists • Develop and carry out • Use accepted science • Use relevant information
have an obligation to connect investigations that extend knowledge, vocabulary, to develop a coherent
their new ideas to current their science knowledge, symbols, and conventions understanding of socio-
and historical scientific including developing when evaluating accounts scientific issues that concern
knowledge and to present their understanding of of the natural world them, to identify possible
their findings for peer review the relationship between and consider the wider responses at both personal
and debate. investigations and scientific implications of the methods and societal levels.
theories and models. of communication and/or
representation employed.
Living World Planet Earth and Beyond Physical World Material World
Students will: Students will: Students will: Students will:
Life processes Earth systems and interacting Physical inquiry and physics Properties and changes
• Explore the diverse ways in systems concepts of matter
which animals and plants • Develop an understanding • Investigate physical • Investigate and measure
carry out the life processes. of the causes of natural phenomena (in the areas the chemical and physical
hazards and their of mechanics, electricity, properties of a range of
Ecology interactions with human electromagnetism, light groups of substances, for
• Explore ecological activity on Earth. and waves, and atomic and example, acids and bases,
distribution patterns and nuclear physics) and produce oxidants and reductants,
explain possible causes for Astronomical systems qualitative and quantitative and selected organic and
these patterns. • Explain the nature and life explanations for a variety of inorganic compounds.
cycles of different types of unfamiliar situations.
Evolution stars in terms of energy • Analyse data to deduce The structure of matter
• Understand that DNA and changes and time. complex trends and • Relate properties of matter
the environment interact in relationships in physical to structure and bonding.
gene expression. phenomena. • Develop an understanding
of and use the fundamental
Ecology and evolution Using physics concepts of chemistry (for
• Explain how the interaction • Use physics ideas to explain example, equilibrium and
between ecological factors a technological or biological thermochemical principles)
and natural selection leads application of physics. to interpret observations.
to genetic changes within
populations.
Chemistry and society
• Apply knowledge of
chemistry to explain aspects
of the natural world and how
chemistry is used in society
to meet needs, resolve
issues, and develop new
technologies.
8 FOLD 409 16
Level Seven Social Sciences
Students will gain knowledge, skills, and experience to:
Drama
Students will:
• Research, analyse, • Research, analyse, and • Research, critically evaluate, • Analyse, rehearse, and
and critically evaluate integrate elements, and refine ideas to create perform works in a range of
how drama, including techniques, conventions, and original drama work. dramatic forms, assuming a
New Zealand drama, technologies in dramatic variety of artistic or technical
interprets, records, or forms for specific purposes. responsibilities.
challenges social and • Reflect on and critically
cultural discourse. evaluate a wide range of
works and performances.
Visual Arts
Students will:
• Use research and analysis • Apply understanding from • Generate, analyse, clarify, • Research and analyse
to investigate contexts, broad and deep research and regenerate options selected approaches and
meanings, intentions, and into the characteristics and in response to selected theories related to visual arts
technological influences constraints of materials, questions or a proposal in a practice.
related to the making and techniques, technologies, chosen field. • Critically reflect on, respond
valuing of art works. and established conventions • Use a systematic approach, to, and evaluate art works.
• Research and analyse in a selected field. selectively informed by
contexts relevant to their • Extend and refine skills recent and established
intentions and to the in a selected field, using practice, to develop ideas in a
expression of meanings in appropriate processes body of work.
their own work. and procedures.
Level Eight Health and Physical Education
Personal Health and Physical Movement Concepts Relationships with Healthy Communities
Development and Motor Skills Other People and Environments
Students will: Students will: Students will: Students will:
Personal growth and development Movement skills Relationships Societal attitudes and values
• Critically evaluate a range of • Devise, apply, and evaluate • Critically analyse the dynamics • Critically analyse societal
qualitative and quantitative strategies to improve physical of effective relationships in a attitudes and practices
data to devise strategies to activity performance for range of social contexts. and legislation influencing
meet their current and future themselves and others. contemporary health and
needs for well-being. Identity, sensitivity, and respect sporting issues, in relation to
Positive attitudes • Critically analyse attitudes, the need to promote mentally
Regular physical activity • Devise, apply, and appraise values, and behaviours that healthy and physically safe
• Critically examine commercial strategies through which contribute to conflict and communities.
products and programmes they and other people can identify and describe ways of
that promote physical activity participate responsibly creating more harmonious Community resources
and relate this to personal in challenging physical relationships. • Establish and justify priorities
participation in programmes situations. for equitable distribution
intended to meet their current Interpersonal skills of available health and
well-being needs. Science and technology • Analyse and evaluate recreational resources and
• Critically analyse and attitudes and interpersonal advocate change where
Safety management experience the application of skills that enable people to necessary.
• Critically analyse dilemmas scientific and technological participate fully and effectively
and contemporary ethical knowledge and resources to as community members in Rights, responsibilities, and laws
issues that influence their own physical activity in a range of various situations. • Demonstrate the use of health
health and safety and that of environments. promotion strategies by
other people. implementing a plan of action
Challenges and social and to enhance the well-being
Personal identity cultural factors of the school, community, or
• Critically analyse the impacts • Devise and apply strategies to environment.
that conceptions of personal, ensure that social and cultural
cultural, and national identity needs are met in personal and People and the environment
have on people’s well-being. group physical activities. • Critically analyse the
interrelationships between
people, industry, technology,
and legislation on aspects of
environmental health.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Level Eight Mathematics and Statistics
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that
require them to:
Mathematics Statistics
Patterns and relationships Statistical investigation
• Apply the geometry of conic sections. • Carry out investigations of phenomena, using the statistical enquiry
• Display and interpret the graphs of functions with the graphs of cycle:
their inverse and/or reciprocal functions. – conducting experiments using experimental design principles,
• Use permutations and combinations. conducting surveys, and using existing data sets;
• Use curve fitting, log modelling, and linear programming – finding, using, and assessing appropriate models (including
techniques. linear regression for bivariate data and additive models for time-
• Develop network diagrams to find optimal solutions, including series data), seeking explanations, and making predictions;
critical paths. – using informed contextual knowledge, exploratory data analysis,
and statistical inference;
Equations and expressions – communicating findings and evaluating all stages of the cycle.
• Manipulate trigonometric expressions. • Make inferences from surveys and experiments:
• Form and use trigonometric, polynomial, and other non-linear – determining estimates and confidence intervals for means,
equations. proportions, and differences, recognising the relevance of the
• Form and use systems of simultaneous equations, including three central limit theorem;
linear equations and three variables, and interpret the solutions in – using methods such as resampling or randomisation to assess
context. the strength of evidence.
• Manipulate complex numbers and present them graphically.
Statistical literacy
Calculus • Evaluate a wide range of statistically based reports, including surveys
• Identify discontinuities and limits of functions. and polls, experiments, and observational studies:
• Choose and apply a variety of differentiation, integration, and anti- – critiquing causal-relationship claims;
differentiation techniques to functions and relations, using both – interpreting margins of error.
analytical and numerical methods.
• Form differential equations and interpret the solutions. Probability
• Investigate situations that involve elements of chance:
– calculating probabilities of independent, combined, and
conditional events;
– calculating and interpreting expected values and standard
deviations of discrete random variables;
– applying distributions such as the Poisson, binomial, and normal.
FOLD 207 79
Level Eight Science
Nature of Science
Students will:
Understanding about science Investigating in science Communicating in science Participating and contributing
• Understand that scientists • Develop and carry out • Use accepted science • Use relevant information
have an obligation to connect investigations that extend knowledge, vocabulary, to develop a coherent
their new ideas to current their science knowledge, symbols, and conventions understanding of socio-
and historical scientific including developing when evaluating accounts scientific issues that concern
knowledge and to present their understanding of of the natural world them, to identify possible
their findings for peer review the relationship between and consider the wider responses at both personal
and debate. investigations and scientific implications of the methods and societal levels.
theories and models. of communication and/or
representation employed.
Living World Planet Earth and Beyond Physical World Material World
Students will: Students will: Students will: Students will:
Life processes, ecology, Earth systems and interacting Physical inquiry and Properties and changes
and evolution systems physics concepts of matter
• Understand the relationship • Develop an in-depth • Investigate physical • Investigate and measure
between organisms and their understanding of the phenomena (in the areas the chemical and physical
environment. interrelationship between of mechanics, electricity, properties of a range of
• Explore the evolutionary human activities and the electromagnetism, light groups of substances, for
processes that have resulted geosphere, hydrosphere, and waves, and atomic and example, acids and bases,
in the diversity of life on atmosphere, and biosphere nuclear physics) and produce oxidants and reductants,
Earth and appreciate the over time. qualitative and quantitative and selected organic and
place and impact of humans explanations for a variety of inorganic compounds.
within these processes. Astronomical systems complex situations.
• Understand how humans • Explore recent astronomical • Analyse and evaluate data The structure of matter
manipulate the transfer of events or discoveries, to deduce complex trends • Relate properties of matter
genetic information from one showing understanding of and relationships in physical to structure and bonding.
generation to the next and the concepts of distance phenomena. • Develop an understanding
make informed judgments and time. of and use the fundamental
about the social, ethical, Using physics concepts of chemistry (for
and biological implications • Use physics ideas to explain example, equilibrium and
relating to this manipulation. a technological, biological, thermochemical principles)
or astronomical application to interpret observations.
of physics and discuss
related issues. Chemistry and society
• Apply knowledge of chemistry
to explain aspects of the
natural world and how
chemistry is used in society
to meet needs, resolve
issues, and develop
new technologies.
Level Eight Social Sciences
Students will gain knowledge, skills, and experience to:
Communication
In selected linguistic and sociocultural contexts, students will:
Selecting and using language, symbols, and Managing self and relating to others Participating and contributing in communities
texts to communicate • Produce and respond to questions and • Show social awareness when interacting
• Receive and produce information. requests. with others.
Communication
In selected linguistic and sociocultural contexts, students will:
Selecting and using language, symbols, and Managing self and relating to others Participating and contributing in communities
texts to communicate • Express and respond to personal needs • Use cultural knowledge to communicate
• Understand and produce information and and interests. appropriately.
ideas.
Key Competencies
• Thinking • Using language, symbols, and texts • Managing self
• Relating to others • Participating and contributing
Levels Five and Six Learning
L Languages
L
Proficiency Descriptor
Students can understand and produce more complex language. They can communicate beyond the immediate context, for example, past and future
events. Students can understand and produce a variety of text types. (Adapted from Common European Framework for Languages, Global Scale Level A2:
Strong Waystage Performance; Council of Europe, 2001.)
Communication
In selected linguistic and sociocultural contexts, students will:
Selecting and using language, symbols, and Managing self and relating to others Participating and contributing in communities
texts to communicate • Express and respond to personal ideas • Communicate appropriately in different
• Communicate information, ideas, and and opinions. situations.
opinions through different text types.
Communication
In selected linguistic and sociocultural contexts, students will:
Selecting and using language, symbols, and Managing self and relating to others Participating and contributing in communities
texts to communicate • Explore the views of others, developing • Engage in sustained interaction and
• Communicate information, ideas, and and sharing personal perspectives. produce extended text.
opinions through increasingly complex
and varied texts.