WEB Resources

Star Fall

Tutpup

Jan Brett

Numeracy World

KutaSoftWare

activities

worksheets

Planning dcsf UK

nationalstrategies.standards.dcsf.gov.uk > Node > 20875

treadwell.co.nz > Www Mch 2005

nrich.maths.org > Public > Search ? ...

nrich.maths.org > Public > Index

biotechlearn.org.nz > Themes > Biotech at home > Fish into face cream and algae into paint what is niwa up to

nzmaths.co.nz > Measurement-sites

cemc2.math.uwaterloo.ca > Mathfrog

learnnc.org

Beginning

School

Mathematics

Figure It Out

Teachers' Notes only.

Doesn't include Student Books

BBC

Hot Chalk

K12 Gina Otto

The Problem Site

Generate worksheets as PDF

SmartKiddies

Huddy

)tak1

KB Teachers

Sparkle Box UK

Carl's Corner (US)

Bubbledome

Smart Kiddies

ESL printables

Vocab

100 Words

Wiata

﷯

he-kupu-footer.gif

Proverbs

Legends

Back to Kura301

Basic Terms

refer: appendix

Times Education

TES

HudsonDean

dig

Educators Reference

has full blown plans

NZ Education recommended links

Presentation

PowerPoint

Word Count

PREZI

deanhuds@myvuw.ac.nz

Albac0re

MindMapping

FreeMind

Mindomo

Thinking Hats

NZ Curriculum

AO's All subjects and levels

resource bank

TKI Exemplars

English

Learning Progressions

Maths

Science

Learning Areas

English

asTTle

Learning Progressions

Learning Sequences

Strands

reception

listening

reading

viewing

delivery

speaking

writing

presenting

AO's

English Online

yr 4-6

newspapers

Insects

What else

Science

Strands

and AO's

Nature of science

Understanding about science

Appreciate that science is a way of explaining the world and that science knowledge changes over time.

Identify ways in which scientists work together and provide evidence to support their ideas.

Investigating in science

Build on prior experiences, working together to share and examine their own and others’ knowledge.

Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Communicating in science

Begin to use a range of scientific symbols, conventions, and vocabulary.

Engage with a range of science texts and begin to question the purposes for which these texts are constructed.

Participating and contributing

Use their growing science knowledge when considering issues of concern to them.

Explore various aspects of an issue and make decisions about possible actions.

Living world

Life processes

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

Ecology

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

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.

Planet Earth and Beyond

Earth systems

Appreciate that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.

Interacting systems

Investigate the water cycle and its effect on climate, landforms, and life.

Astronomical systems

Investigate the components of the solar system, developing an appreciation of the distances between them.

Physical world

Physical inquiry and physics concepts

Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe the effect of forces (contact and non-contact) on the motion of objects; identify and describe everyday examples of sources of energy, forms of energy, and energy transformations.

Material world

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.

Chemistry and society

Relate the observed, characteristic chemical and physical properties of a range of different materials to technological uses and natural processes.

Maths

login

click link

Planners

ARB

User

arb

pw

guide

DecimalMisconceptions

MathsManipulatives

MathsStdYr1-8

have own copy

Number Knowledge

NZCERMathsConceptMaps

nzmaths_co_nz

NZMathsContentTutorials

OnlineNumeracyProfDev01

NZ Maths

Social Studies

Strands

& AO's

Identity, Culture, and Organisation

Place and Environment

Continuity and Change

Economic World

Level 1

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.

Level 2

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 Maori as tangata whenua is significant for communities in New Zealand.

Level 3

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.

Level 4

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.

Technology

Guidance

Indicators

Strands

AO's

Technological practice

Planning for practice

Outline a general plan to support the development of an outcome, identifying appropriate steps and resources.

Brief development

Describe the outcome they are developing and identify the attributes it should have, taking account of the need or opportunity and the resources available.

Outcome development and evaluation

Investigate a context to communicate potential outcomes. Evaluate these against attributes; select and develop an outcome in keeping with the identified attributes.

Technological knowledge

Technological modelling

Understand that functional models are used to represent reality and test design concepts and that prototypes are used to test technological outcomes.

Technological products

Understand that technological products are made from materials that have performance properties.

Technological systems

Understand that technological systems have inputs, controlled transformations, and outputs.

Nature of technology

Characteristics of technology

Understand that technology is purposeful intervention through design.

Characteristics of technological outcomes

Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Understand that technological outcomes can be interpreted in terms of how they might be used and by whom and that each has a proper function as well as possible alternative functions.

Phys. Ed.

Strands

& AO's

Personal health and physical development

Movement concepts and motor skills

Relationships with other people

Healthy communities and environments

Key learning areas

Concepts

Skills

Physical Skills

use fundamental movement skills, including locomotor, non-locomotor, gross, and manipulative actions;

use physical skills to develop and extend their personal capabilities;

use physical skills for personal expression;

use physical skills in play, games, formal exercise, dance, and daily life;

demonstrate physical skills for personal safety and first aid;

demonstrate physical skills in relaxation;

use physical skills in competitive situations;

apply specialist skills in areas of interest, including recreation, sport, and work.

Self-management and Competitive Skills

demonstrate a sense of self-worth and personal identity;

show initiative, integrity, commitment, perseverance, courage, tolerance, and adaptability;

demonstrate the skills of self-appraisal and self-advocacy;

set, evaluate, and achieve realistic goals;

manage time and other resources effectively;

approach challenge, change, stress, conflict, competition, and feelings of success and failure in constructive ways;

exercise self-discipline and take responsibility for their own actions and decisions;

take responsibility for their own health, physical activity, and safety, using appropriate skills to protect their bodies from harm and abuse.

Communication Skills

express their needs and feelings clearly and confidently;

respond

sensitively to the needs and feelings of other people;

listen;

assert themselves;

advocate;

demonstrate skills of discrimination and critical analysis, particularly in relation to information provided by the media;

present a case clearly, logically, and convincingly;

use up-to-date information and communication technologies.

Problem-solving Skills

think critically, creatively, reflectively, and logically;

exercise imagination, initiative, and flexibility;

identify, describe, and redefine problems and analyse them from a variety of perspectives;

make connections and establish relationships;

enquire, research, and explore options and consequences;

make informed choices;

implement decisions;

evaluate processes, decisions, actions, and outcomes.

Social and Co-operative Skills

demonstrate effective relationships with other people and work in co-operative ways to achieve common goals;

accept various roles and take responsibility, as a member of a group, for jointly decided actions and decisions;

participate appropriately in a range of social, cultural, and physical settings;

demonstrate the principles of fair play in situations where people are involved in physical activities;

exercise leadership skills;

recognise, analyse, and respond appropriately to discriminatory practices and behaviours;

acknowledge individual differences and demonstrate respect for the rights of all people;

demonstrate consideration for other people and show such qualities as integrity, reliability, trustworthiness, aroha, fairness, diligence, tolerance, and manaakitanga;

demonstrate a sense of responsibility for the well-being of other people and for the environment;

participate effectively as responsible citizens in a democratic society;

use negotiation and conflict resolution skills to find positive solutions or to help a group reach consensus.

Information Skills, Numeracy Skills, and Work and Study Skills

As students develop knowledge and understanding in health education and physical education, the importance of information skills, work and study skills, and numeracy skills increases. Students will be required to collect, retrieve, process, and interpret data and to use appropriate technologies to present it. Health education and physical education encourage students to develop sound working habits, to work independently as well as in groups, and to take increasing responsibility for their own learning.

Languages

Strands

& AO's

Communication

Selecting and using language, symbols, and texts to communicate

Managing self and relating to others

Participating and contributing in communities

Language knowledge

Cultural knowledge

Community