HOT Concept Curriculum Wall
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Year One
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Year Two
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Term One
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Term Two
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Term Three
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Term Four
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Term One
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Term Two
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Term Three
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Term Four
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Weeks
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Weeks
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Weeks
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Weeks
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Weeks
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Weeks
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Weeks
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Weeks
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Macro-Concept
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Turangawaewae
- a place to stand || Kaitiakitanga – guardianship || Tino Rangitiratanga - self-management, determination || Whanaungatanga –relationships, connectedness. || Whakatauki -stories, proverbs and communication || Change || Perspective || Manaakitanga - generosity of spirit and respect// //
Alternatives: Taonga - a treasured thing Ako - to learn,to study to teach
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Micro-concept
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Home, belonging, security, connected
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Sustainability - Environmental Social, Economic
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Citizenship, Rights, responsibilities, values, justice, initiative, free choice, freedom to determine own political status, freedom from and freedom to
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Systems, relationships networks, homeostasis interdependence, globalisation.
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Narrative, fable, myth, legends, metaphor,
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Adaption, growth cycles, sequences, transformation
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Subjectivity, truth, beliefs, opinions, prejudice,
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Giving, empathy, altruism, philanthropy, selflessness
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Enduring Understanding
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We are attached to place (security) but yearn for space (freedom).
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Our choices have consequences,//
// People make choices based on their understandings, and the actions they take as a result do make a difference || We are not passive observers of events, we can make and must make choices, and that by doing things so we can make a difference. || We live in a world of interacting systems in which the actions of any individual element affect others. || We tell stories to understand ourselves.// // Thoughts, opinions, and information about our world is exchanged by speech, writing, non verbal signs or images. || Change is the process of movement from one state to another. It is universal and inevitable. || What we know is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary. || Helping others without coercion or expectation
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The Driving Question
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How am I connected to this place?
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What will I leave behind?
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What choices can we make?
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How is it connected to other things?
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What is the story?
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What is changing?
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What are the points of view?
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How can we help?
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Three SOLO coded Questions for Performance for Understanding
[at multistructural, relational, extended abstract learning outcomes] || Question 1:. Describe a place/ turangawaewae
Question 2:. Explain how a space became a place.
Question 3:Reflect on the importance of your “Turangawaewae” || Question 1: Define kaitiakitanga or sustainability
Question 2:Explain the cause and effect of a sustainable action.
Question 3:Predict what might happen in the future if we do not make wise choices. || Question 1: Define freedom
Question 2: Compare and contrast freedom from with freedom to
Question 3: Evaluate which you would rather have, freedom from or freedom to. || Question 1:Describe a connection
Question 2: Explain the causes and consequences of a connection
Question 3: Generalise about connections || Question 1: Retell a story
Question 2: Compare and contrast stories
Question 3: Generalise about the message communicated || Question 1:#q1Describe a change
Question 2:Explain cause consequence of a change
Question 3:#q3Evaluate the effects of a change || Question 1:Describe a point of view
Question 2:Explain the cause and consequence of a point of view
Question 3: Reflect on the influences on your point of view || Question 1: Define respect
Question 2: Explain the consequences of respect
Question 3: Reflect on times when you have been shown and shown respect.
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Learning Intentions: Concept
[HOT SOLO Learning verbs: Define, Describe, Sequence, Classify, Explain, Analyse, Analogy, Generalise, Evaluate, Reflect, Predict] || For example; Learning verb, HOT map and self-assessment focus for term || || || || || || ||
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Learning Interventions
ICTs
Thinking skills and strategies || For example;
ICT skills and strategies for term
Thinking skills and strategies for term || || || || || || ||
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The New Zealand Curriculum
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Key CompetenciesThinking
Managing self Participating and contributing Relating to others Making meaning from Language Symbols and text || For example; Identify a dimension from each KC to focus on for term || || || || || || ||
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Values:
Excellence, by aiming high and persevering in the face of difficulties, Innovation, inquiry, and curiosityby thinking critically, creatively and reflectively. Diversityas found in our different cultures, languages and heritages. Community and participationfor the common good || For example; Identify a value to reflect upon for term || || || || || || ||
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NZC Learning Areas, Essence Statements and Achievement Objectives
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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.
Dance Drama Sound Arts Visual Arts [UAC, DPK, DI, CI] || For example;
Sculpture || For example;
Painting || For example;
Printmaking || For example;
Dance || For example;
Drama || For example;
Performance || For example;
Music Creating || For example;
Music Appreciation
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English
In English, students study, use, and enjoy language and literature communicated orally, visually, or in writing. || For example;
Listening, Reading, Viewing: Comprehension Researching Gathering Information
Speaking, Writing, Presenting: Narrative || For example;
Listening, Reading, Viewing: Comprehension Researching Gathering Information
Speaking, Writing, Presenting:Reports || For example;
Listening, Reading, Viewing: Comprehension Researching Gathering Information
Speaking, Writing, Presenting:Instructions || For example;
Listening, Reading, Viewing: Comprehension Researching Gathering Information
Speaking, Writing, Presenting:Letters || For example;
Listening, Reading, Viewing: Comprehension Researching Gathering Information
Speaking, Writing, Presenting:Layouts || For example;
Listening, Reading, Viewing: Comprehension Researching Gathering Information
Speaking, Writing, Presenting:Explanations || For example;
Listening, Reading, Viewing: Comprehension Researching Gathering Information
Speaking, Writing, Presenting:Poetry || For example;
Listening, Reading, Viewing: Comprehension Researching Gathering Information
Speaking, Writing, Presenting:Speeches
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Health and Physical Education
In health and physical education, students learn about their own well-being, and that of others and society, in health-related and movement contexts. [PH and PD, MC and MS, ROP, HC and E] || For example; Personal Health and Physical Development || For example; Healthy Communities and environments || For example; Healthy Communities and environments || For example; Relationships with other people || For example; Personal Health and Physical Development || For example; Movement Concepts and Motor Skills || For example; Relationships with other people || For example; Healthy Communities and environments
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Learning Languages
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For example;
Cultural Knowledge || For example;
Language Knowledge || For example;
Communication || For example;
Cultural Knowledge || For example;
Communication || For example;
Language Knowledge || For example;
Cultural Knowledge || For example;
Communication
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Mathematics and Statistics
In mathematics and statistics, students explore relationships in quantities, space, and data and learn to express these relationships in ways that help them to make sense of the world around them. [N and A, G and M, S] || For example;
Number and Algebra: Number strategies and knowledge Equations and expressions Patterns and relationships
Geometry and Measurement:Measurement Shape Position and orientation Transformation
Statistics: Statistical Investigation Statistical Literacy Probability || For example; || For example; || For example; || For example; || For example; || For example; || For example;
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Sciences
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. [NOS, LW, PEB, PW, MW] || For example; Planet Earth and Beyond || For example; Living World || || For example; Physical World || || For example; Material World || For example; Nature of Science || For example; Living World
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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. [ICO, PE, CC, EW] || For example; Identity Culture and Organisation || For example; Place and Environment || For example; The Economic World || For example; Identity Culture and Organisation || For example; Identity Culture and Organisation || For example; Continuity and Change || For example; The Economic World || For example; Identity Culture and Organisation
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Technology
In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world. [TP, TK, NT] || For example; Technological Practice Technological Knowledge Nature of Technology || || || || || || ||
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School Events
e.g. school camp, production, athletics sports, library week, ANZAC Day, Waitangi Day, Matariki || Waitangi Day Easter || ANZAC Day Matariki Queen’s Birthday || || Labour Day || Waitangi Day Easter || ANZAC Day Matariki Queen’s Birthday || || Labour Day
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