IC Reference

 

Integrated Curriculum ~ Catching the Wave (Even Year) PLEASE NOTE: PAGE UNDER REVIEW
Term 1 Term 2 Term 3 Term 4

PersonalViewpoint & Experience  

c  

Community Viewpoint & Experience     

c

Global Viewpoint & Experience

 
  • Tuning In (students identify and clarify questions for exploration)
  • Finding Out (students investigate initial questions)
  • Sorting Out (students work to explicit criteria, and analyse and interpret and re-present ideas and information)
  • Going Further (students undertake alternative experiences or avenues of inquiry in order to gain new insights into their topic)
  • Making Conclusions (students articulate new understandings, analyse, challenge and synthesise ideas, answer and refine questions and reflect on their learning)
  • Taking Action (students reflect on their learning and themselves as learners, and to do something with or about what they have learned).
Social StudiesSocial Org  AO1&2Values Gender NZ Social StudiesPlace / Envir. AO1&2 Values# BiCult NZ ELNZ12 Social StudiesTime C. Change AO1,2   Inquiry Multicult Euro ELNZ1, 2 Social StudiesRes. & Econ.Act AO1/2  Inquiry#Future / Other
Health & P Ed. WELL BEINGA: Personal Hlth & DevC: Rel. with PeopleD:Healthy Communities Health & P Ed..WELL BEINGDev Healthy Communities Health & P Ed. SAFETY.HLTH PROMOTNA: Personal Hlth & DevD:Healthy Communities Health & P Ed.. HAUORAA: Personal Hlth&DevD: HealthyCommties
Attitudes and Values --------------------------------------->>
Science Living Wld AO 3/4Focusing and Planning SciencePL EARTH AO2Planet Earth B. AO 1/4 NRSci.Tech AO3   Focusing and Planning# Science PHYSICAL WLD 1-2 2004 ~MOTION 2006~MAGNETS/ELEC2007~LIGHT&SOUND Information Gathering ScienceMaterial Wld AO 1-4Planet Erth and Beyond AO 3NRSci.Tech AO1Informatn Gathering#
  Technology Biotechnology Technology Materials Technology# Technology Informatn& Com.Tech
Technology unit selection minimum over 2 years Ð Senior ~4 units, Middle ~ 3 units, Junior ~ 2 units.
The Arts.Meaningful art experiences reflecting the school plan, childrenÕs needs and including learning contexts ~ dance, drama, music & visual art
English Meaningful integrated English experiences reflecting the school curriculum plan, children's needs and including learning context.

Maths Maths experienceswill be integrated where appropriate and will reflect the school curriculum plan and children's needs.

Science Compulsory topics 2004: Motion, 2006 Elec/MAgnets, 2008: Light and Sound
PDF ~ Howard Gardner and Blooms Taxonomy Table
 

Integrated Curriculum ~ Catching the Wave (Odd Year) ~~~~~~~~~~~~~~~~~~~~~~~~ (Overview and definitions)
IC Tools and Resources & 16 Habits of Mind
Term 1 Term 2 Term 3 Term 4

PersonalViewpoint & Experience  

c  

Community Viewpoint & Experience     

c

Global Viewpoint & Experience
  • Tuning In (students identify and clarify questions for exploration)
  • Finding Out (students investigate initial questions)
  • Sorting Out (students work to explicit criteria, and analyse and interpret and re-present ideas and information)
  • Going Further (students undertake alternative experiences or avenues of inquiry in order to gain new insights into their topic)
  • Making Conclusions (students articulate new understandings, analyse, challenge and synthesise ideas, answer and refine questions and reflect on their learning)
  • Taking Action (students reflect on their learning and themselves as learners, and to do something with or about what they have learned).
Social StudiesCult. Heritage  AO1&2Soc.Decision.MakingMulticult NZ Social StudiesPlace & Envir. AO1&2Soc.Decision.Making#Pacific NZ Social StudiesRes. Econ. Act.AO1/2Inquiry ELNZ9,10NZ Global Social StudiesRes. Econ. Act.AO1/2Inquiry#Asia NZ
Health & P Ed..SOCIO ECOLOGICALC: Rel. with People   Health & P Ed..SOCIO ECOLOGICALD: Dev Healthy Communities Health & P Ed. HEALTH PROMO. WELLBEINGD:Healthy CommunitiesSnr:DARE,Mid/Jun:KOS Health & P Ed. HEALTH PROMO.HAUORAD: HealthyCommties
Attitudes and Values --------------------------------------->>
 

Science Living World AO 1/2 Processing/Interpreting #

 SciencePhysical Wld AO 1-2NRSci.Tech AO2ReportingSee below for compulsory topics SciencePhysical Wld AO 3/4NRSci.Tech AO2Reporting#
Technology Food TechProd. Process     Technology Elec. Control Tech Technology Struct. Mechanisms#
Technology unit selection minimum over 2 years Ð Senior ~4 units, Middle ~ 3 units, Junior ~ 2 units.
The ArtsMeaningful art experiences reflecting the school plan, childrenÕs needs and including learning contexts ~ dance, drama, music & visual art
English Meaningful integrated English experiences reflecting the school curriculum plan, childrenÕs needs and including learning contexts

Maths Maths experienceswill be integrated where appropriate and will reflect the school curriculum plan and children's needs.Health: Term 3: KOS / DARE programmes

Science Compulsory topics 2003: Elec/Magnets, 2005: Light and Sound, 2007: Motion.
Maori Perspectives are to be included in syndicate planning (Odd and Even years).

Health and P.Ed Strand B is covered within Physical Education and PMP programmes

  Syndicates will ensure that contexts, chosen with reference to the school curriculum plan, facilitate integrated learning experiences. á          Shaded / italic areas highlight major curriculum emphasis for term.

Key Competencies and the 16 Habits of Mind (HoM)

Questions relating to issues surrounding curriculum integration and critical thinking.(Click & follow arrows)

Record Card Maintenance:

á            Maths -ANP/ENP - Use existing Number column to record strategy stage. ANP/ENP test sheet to be included.

á           Vernon Spelling - taken at beginning of term 1 and end of term 4. Record outcomes.

á           Reading Graphs - June and December updates of instructional age and month.

The Place of Integrated Curriculum in the NZ Curriculum Framework.

The New Zealand Curriculum Framework (1993) re-enforces this approach of holistic learning and curriculum integration.

ÒÉSchools may achieve a balanced and broad curriculum in a number of ways, for example, by organising their programmes around subjects, by using an integrated approach or by using topic or thematic approachesÉ The essential learning areas are Ôinter-relatedÕ. Any activity which students engage in will draw on more than one learning area. In planning programmes, schools need to understand and make sure of connections between the learning areas.Ó

(NZ Curriculum Framework, MOE 1993. Pages 8 & 9)

The essential skills to be developed by all students are generic to all curriculum statements.

ÒAll essential skills are important if students are to achieve their potential. The categories are simply convenient labels for grouping the essential skills that all students need to develop. These skills cannot be developed in isolation. They will be developed through the essential learning areas in different contexts across the curriculum. By relating the development of skills to the contexts in which they are used, both in the classroom and the wider world, school programmes will provide learning which students can see to be relevant, meaningful and useful to themÓ.

(NZ Curriculum Framework. MOE 1993, Page 17)

Web Reference ~TKI Integrated Curriculum News