Funding proposals/Reusable and portable content for New Zealand schools/Metadata

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Metadata Schema for NZ educational purposes

Good comments from the perspective of integrating this metadata schema into wikieducator.. Does scope also inclde: generic use, (eg including fields like author,creation/modification dates,object type(s) etc?) as well as defined business rule, eg Category x only relates to Levels Y and Z etc?) --Dataviewdave 20:28, 18 October 2009 (UTC)
Will we be incorporating the DC ID's in our schema? http://dublincore.org/documents/dc-xml-guidelines/? --- Something for us to think about -- would certainly widen the use and implementation of the schema. --Wayne Mackintosh 22:11, 22 October 2009 (UTC)

Metadata Fields

Field: Title (single)

A document title.

Repeat: Single.

Field Name: Title

Field Values: (any)

Field Data Type: Single line (no linebreaks, preceding and following whitespace may be stripped)

Field: Author (single)

An identifier for the author of a document. Although the contents of this field can be any value we may wish to reuse Identity Access Management work.

Repeat: Single.

Field Name: Author

Field Values: (any)

Field Data Type: Multiline

Field: Resource Model (unknown)

Field Name: ResourceModel

Field Values:

  • Concept
  • Context
  • Content
Does this repeat? Is it mandatory? Matthew Holloway 04:32, 29 October 2009 (UTC)

Field: Resource Type (unknown)

Field Name: ResourceType

Field Values:

  • Plan
  • Activity
  • Assessment
  • Revision
Does this repeat? Is it mandatory? Matthew Holloway 04:32, 29 October 2009 (UTC)

Field: Comments (single)

The purpose of this field is to allow open discussion about resources.

Repeats: Zero or single.

Field Name: Comments

Field Values: (any)

Field Data Type: Multiline (line breaks are allowed, however preceding and following whitespace may be stripped)

Possible useful additional fields:--Dataviewdave 21:05, 18 October 2009 (UTC)
- Achievement Aims (from CVL with rules mapping to specific LAs & Curriculum levels) - Achivement Objectives (from CVL with rules mapping to specific LAs & Curriculum levels) Or possibly combine the two above if CVLs are mutually exclusive...)--Dataviewdave 21:05, 18 October 2009 (UTC)
Learning Area Subject (from CVL, could include a list of specific languages eg Spanish, French etc as well as learning area subjects, eg wood work, accounting etc) This field differs from the more generic open subject/topic field in that this would be at a higher level and be controlled by a CVL)--Dataviewdave 21:05, 18 October 2009 (UTC)
NCEA Level, (values 1,2 & 3 - possibly more?)--Dataviewdave 21:05, 18 October 2009 (UTC)
After discussion with Dave it seems that threaded discussion (a la the 'Discussion' tab on each resource within WikiEducator) is not necessary and that individual comments can be displayed in any order.

Field: Topic (repeats)

Repeat: Zero or more.

Field Name: Topic

Field Values: (any)

Field: Tags (repeats)

The approach of tagging rejects the concept of restricted taxonomies in favour of arbitrary user-generated terms. Del.icio.us-style tags are stored per-user, and allow users to form arbitrary categories to describe resources (such as learning resources).

Field Name: Tag

Field Value: (any)

Field Data Type: Single line (no linebreaks, preceding and following whitespace should be stripped)

Field: Resource Licensing (repeats)

This is mandatory to author metadata, and not available to user metadata.

Repeat: One or more.

Field Name: ResourceLicence

Field Values:

Note: No "www." prefix is allowed in these values.

Should we allow a URL to any licence? Provide a restricted list of popular licenses? Matthew Holloway 01:26, 27 October 2009 (UTC)

Field: Attribution (repeats)

Lists any copyright, patent, or trademark attributions that the resource builds upon. This may include names, email addresses, or whatever attributions are needed.

Repeat: Zero or more.

Field Name: Attribution

Field Values: (any)

Field: Ratings (single)

Stores a single author's rating of a resource between 0% and 100%.

Repeat: Zero or single.

Field Name: Rating

Field Value: (any number from 0 to 100 including the "%" character. Eg "10%", or "100%", or "50.3%")

This isn't about a single item that users collaboratively edit but rather a per-user vote on a resource. Applications may then display average ratings of resources by averaging (by mean) the values across multiple user and author metadata files. These may be visualised as stars ratings, as requested.

Field: NZMOE Learning Area (repeats)

Repeat: Zero or more

Field Name: NZMOE:LearningArea

Field Values:

  • <LearningArea>English</LearningArea>
  • <LearningArea>English</LearningArea><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise and begin to understand text structures</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>shows some knowledge of the text conventions, such as capital letters, full stops, and word order; volume and clarity; and simple symbols</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>understands that the order and organisation of words, sentences, and images contribute to text meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>evaluates the usefulness of simple texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>makes meaning of texts by identifying ideas in some texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise and identify ideas within and across texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>understands that personal experience can influence the meaning gained from texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>evaluates the reliability and usefulness of texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>makes and supports inferences from texts independently</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>makes connections by analysing ideas within and between texts from a range of contexts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>makes meaning by understanding increasingly sophisticated ideas</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Show a discriminating understanding of ideas, within, across, and beyond texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>understands that there may be multiple readings available within a text</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>evaluates the reliability</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>makes and supports inferences from texts independently</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>makes connections by analysing, evaluating, and</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>makes meaning by perceptively understanding</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Show a discriminating and insightful understanding of</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>understands that there may be multiple readings available within a text</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><LearningObjective>evaluates the reliability and usefulness of texts with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><LearningObjective>makes and supports inferences from texts independently</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><LearningObjective>makes connections by interpreting ideas within and between texts from a range of contexts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><LearningObjective>makes meaning by understanding comprehensive ideas</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><LearningObjective>recognises that there may be more than one reading available within a text</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Ideas</SubStrand><LearningObjective>Show a developed understanding of ideas, within, across, and beyond texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to recognise that oral, written, and visual language features can be used for effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>makes meaning of texts by identifying ideas in some texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise and begin to understand how language features are used for effect within and across texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>recognises a large bank of high-frequency and some topic-specific words</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>shows some knowledge of the text conventions, such as capital letters, full stops, and word order; volume and clarity; and simple symbols</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>identifies a range of increasingly sophisticated oral, written, and visual language features and understands their effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>makes and supports inferences from texts independently</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Show a discriminating understanding of how language features are used for effect within and across texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>understands and analyses how text conventions work together to create meaning and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>understands that authors have different voices and styles and appreciates these differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>uses an increasing vocabulary to make meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>identifies a range of sophisticated oral, written, and visual language features and understands their effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>makes and supports inferences from texts independently</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Show a discriminating and insightful understanding of how language features are used for effect within and across texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>understands, analyses, and evaluates</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>understands that authors have different voices and styles and appreciates these differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>uses an increasing vocabulary</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><LearningObjective>identifies a range of oral, written, and visual language features and understands their effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><LearningObjective>makes and supports inferences from texts independently</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><LearningObjective>Show a developed understanding of how language features are used for effect within and across texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><LearningObjective>understands that authors have different voices and styles and identifies and can explain these differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Language features</SubStrand><LearningObjective>uses an increasing vocabulary to make meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>associates sounds with letter clusters as well as with individual letters</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to monitor, self-evaluate, and describe progress</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>has an awareness of the connections between oral, written, and visual language</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>is developing the ability to think critically about texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>selects and reads texts for enjoyment and personal fulfilment</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>uses processing and some comprehension strategies with some confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>integrates sources of information and prior knowledge purposefully, confidently, and precisely to make sense of increasingly varied and complex texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>monitors, self-evaluates, and describes progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>recognises, understands, and appreciates the connections between oral, written, and visual language</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>selects and reads texts for enjoyment and personal fulfilment</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>selects and uses appropriate processing and comprehension strategies with confidence and discrimination</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>thinks critically about texts with understanding and confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>integrates sources of information and prior knowledge</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>monitors, self-evaluates, and describes progress, articulating learning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>recognises, understands, and appreciates</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>selects and reads</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>selects and uses appropriate processing and comprehension strategies</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>thinks critically about texts with understanding and confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to monitor, self-evaluate, and describe progress</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>evaluates the usefulness of simple texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>identifies the purposes of simple texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise that texts are shaped for different purposes and audiences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>evaluates the reliability and usefulness of texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>identifies particular points of view within texts and understands that texts can position a reader</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>monitors, self-evaluates, and describes progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>recognises, understands, and appreciates how texts are constructed for</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Show a discriminating understanding of how texts are shaped for different purposes and audiences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>evaluates the reliability</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>identifies particular points of view</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>monitors, self-evaluates, and describes progress, articulating learning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>recognises, understands and appreciates</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Show a discriminating understanding of how</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>evaluates the reliability and usefulness of texts with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>identifies particular points of view within texts and recognises that texts can position a reader</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>monitors, self-evaluates, and describes progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>recognises, understands, and considers how texts are constructed for</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>Show a developed understanding of how texts are shaped for different purposes and audiences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>evaluates the reliability and usefulness of texts with some confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>makes and supports inferences from texts with some independence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>may attempt compound and complex sentences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>monitors, self-evaluates, and describes progress with some confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>recognises connections between oral, written, and visual language</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>recognises how texts are constructed for</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>recognises that authors have different voices and styles</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>recognises that oral, written, and visual language features can be used for effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>selects and reads texts for enjoyment and personal fulfilment</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>selects and uses processing strategies and an increasing range of comprehension strategies with some understanding and confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>selects and uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>shows an increasing knowledge of the conventions of text</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>thinks critically about texts with some confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>understands that texts are created from a particular point of view</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>understands that the order and organisation of words, sentences, paragraphs, and images contribute to text meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>uses a large and increasing bank of high-frequency, topic-specific, and personal content words to make meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>uses an increasing knowledge of letter clusters, affixes, roots, and compound words to confirm predictions</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>uses their personal experience and world and literacy knowledge to make meaning from texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>begins to use a variety of sentence structures, beginnings, and lengths</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>evaluates the reliability and usefulness of texts with increasing confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>identifies oral, written, and visual features used and recognises and describes their effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>identifies oral, written, and visual language features used in texts and recognises their effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>identifies particular points of view and begins to recognise that texts can position a reader</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>identifies particular points of view and recognises that texts can position a reader</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>integrates sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>knows that authors have different voices and styles and can identify and describe some of these differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>knows that authors have different voices and styles and can identify some of these differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>makes and supports inferences from texts with increasing independence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>makes connections by thinking about underlying ideas within and between texts from a range of contexts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>makes meaning of increasingly complex texts by identifying and understanding main and subsidiary ideas and the links between them</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>makes meaning of increasingly complex texts by identifying main and subsidiary ideas in them</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>monitors, self-evaluates, and describes progress with growing confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>monitors, self-evaluates, describes progress, and articulates learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>recognises and understands how texts are constructed for a range of purposes, audiences, and situations</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>recognises and understands the connections between oral, written, and visual language</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>recognises that there may be more than one reading available within a text</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>selects and reads texts for enjoyment and personal fulfilment</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>selects and uses appropriate processing and comprehension strategies with increasing understanding and confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>selects and uses a range of processing and comprehension strategies with growing understanding and confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>shows an increasing knowledge of how a range of text conventions can be used appropriately and effectively</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>shows an increasing knowledge of how a range of text conventions can be used appropriately</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>starts to make connections by thinking about underlying ideas in and between texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>thinks critically about texts with developing confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>thinks critically about texts with increasing understanding and confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect meaning in a range of texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>understands that the order and organisation of words, sentences, paragraphs, and images contribute to and affect text meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses an increasing vocabulary to make meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses a variety of sentence structures, beginnings, and lengths</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses their personal experience and world and literacy knowledge confidently to make meaning from texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>evaluates the reliability and usefulness of texts with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>identifies oral, written, and visual language features and understands their effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>identifies particular points of view within texts and recognises that texts can position a reader</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>makes and supports inferences from texts independently</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>makes connections by exploring ideas within and between texts from a range of contexts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>makes meaning by understanding increasingly comprehensive ideas in texts and the links between them</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>monitors, self-evaluates, and describes progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>recognises that there may be more than one reading available within a text</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>recognises, understands, and considers how texts are constructed for</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>recognises, understands, and considers the connections between oral, written, and visual language</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>selects and reads texts for enjoyment and personal fulfilment</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>selects and uses appropriate processing and comprehension strategies with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>thinks critically about texts with understanding and confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>understands how a range of text conventions work together to create meaning and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>understands that authors have different voices and styles and can identify those differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>uses an increasing vocabulary to make meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>uses a variety of sentence structures, beginnings, and lengths for effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Show a discriminating understanding of a range of structures</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>understands that authors have different voices and styles and appreciates these differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Show a discriminating understanding of a range of structures</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>understands that authors have different voices and styles and appreciates these differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>monitors, self-evaluates, and describes progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>recognises, understands, and considers the connections between oral, written, and visual language</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>selects and reads texts for enjoyment and personal fulfilment</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>selects and uses appropriate processing and comprehension strategies with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>Show a developed understanding of a range of structures</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>thinks critically about texts with understanding and confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Listening, Reading, and Viewing</Strand><SubStrand>Structure</SubStrand><LearningObjective>understands that authors have different voices and styles and identifies and can explain these differences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>recognises some text forms and some differences between them</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>identifies and understands the</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>seeks feedback and makes changes to texts to improve clarity, meaning, and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>uses an increasing understanding of the connections between oral, written, and visual language when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to support ideas with some detail</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Form and express ideas on a range of topics</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>forms and expresses simple ideas and information, usually drawing from personal experience and knowledge</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>is developing and conveying personal voice where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>develops, communicates, and sustains increasingly sophisticated ideas, information, and understandings</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>ideas show depth of thought and awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Select, develop, and communicate sustained ideas on a range of topics</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>conveys and sustains personal voice, where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>creates coherent, planned whole texts by adding details to ideas or making links to other ideas and details</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>develops, communicates, and sustains sophisticated ideas, information, and understandings</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>ideas show perception, depth of thought, and awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Select, develop, and communicate sustained and insightful ideas on a range of topics</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><LearningObjective>conveys and sustains personal voice where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><LearningObjective>develops and communicates comprehensive ideas, information, and understandings</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><LearningObjective>ideas show an understanding and awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><LearningObjective>Select, develop, and communicate connected ideas on a range of topics</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Ideas</SubStrand><LearningObjective>works towards creating coherent, planned whole texts by adding details to ideas or making links to other ideas and details</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to support ideas with some detail</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to use some strategies to self-correct and monitor spelling</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>spells some high-frequency words correctly and begins to use some common spelling patterns</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Use language features, showing some recognition of their effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>uses a range of high-frequency, topic-specific, and personal-content words to create meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>uses some oral, written, and visual language features to create meaning and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>writes most letters and number forms legibly when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>ideas show depth of thought and awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Select and integrate a range of language features appropriately for a variety of effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>uses an increasing vocabulary to communicate precise meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>uses a wide range of oral, written, and visual language features fluently and with control to create meaning and effect and to sustain interest</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>ideas show perception, depth of thought, and awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Select, integrate, and sustain the use of a range of language features appropriately for a variety of effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>uses an increasing vocabulary to communicate precise meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>uses a wide range of oral, written, and visual language features coherently, fluently, and with control to create meaning and command attention</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><LearningObjective>ideas show an understanding and awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><LearningObjective>Select and use a range of language features appropriately for a variety of effects</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><LearningObjective>uses an increasing vocabulary to communicate precise meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><LearningObjective>uses a wide range of oral, written, and visual language features with control to create meaning and effect and to sustain interest</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Language features</SubStrand><LearningObjective>uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to monitor, self-evaluate, and describe progress</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>has an awareness of the connections between oral, written, and visual language when creating text</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>is becoming reflective about the production of own texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>recognises some text forms and some differences between them</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>seeks feedback and makes changes to texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>creates a range of increasingly coherent, varied, and complex texts by integrating sources of information and processing strategies</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>identifies and understands the characteristics and conventions of a range of text forms and appreciates how they contribute to and affect text meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>seeks feedback and makes changes to texts to improve clarity, meaning, and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Processes and strategies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>uses an increasing understanding of the connections between oral, written, and visual language when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to monitor, self-evaluate, and describe progress</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>expects the texts they create to be understood, responded to, and appreciated by others</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>is developing and conveying personal voice where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise how to shape texts for a purpose and an audience</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>constructs a range of texts that demonstrate an understanding and appreciation of purpose and audience through deliberate choice of content, language, and text form</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Show a discriminating understanding of how to shape texts for different audiences and purposes</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>constructs a range of</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>conveys and sustains personal voice, where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Show a discriminating understanding of how to shape texts for different purposes and audiences</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>conveys and sustains personal voice where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Purposes and audiences</SubStrand><LearningObjective>Show a developed understanding of how to shape texts for different audiences and purposes</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structures</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Organise texts, using a range of appropriate, coherent, and effective structures</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structures</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>begins to sequence ideas and information</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Organise texts, using simple structures</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>uses knowledge of word and sentence order to communicate meaning in simple texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>uses simple sentences with some variation in beginnings</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>begins to add or delete details and comments, showing some selectivity in the process</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>constructs texts that demonstrate a growing awareness of audience and purpose through appropriate choice of content, language, and text form</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>creates texts by using meaning, structure, visual and grapho-phonic sources of information, and processing strategies with growing confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>develops and conveys personal voice where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>expects the texts they create to be understood, responded to, and appreciated by others</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>forms and expresses ideas and information with reasonable clarity, often drawing on personal experience and knowledge</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>gains increasing control of text conventions, including some grammatical conventions</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>is reflective about the production of texts: monitors, self-evaluates, and describes progress with some confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>organises and sequences ideas and information with some confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>recognises an increasing range of text forms and differences between them</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>seeks feedback and makes changes to texts to improve clarity and meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>shows some understanding of the connections between oral, written, and visual language when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>spells most high-frequency words correctly and shows growing knowledge of common spelling patterns</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>uses a large and increasing bank of high-frequency, topic-specific, and personal content words to create meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>uses a range of strategies to self-monitor and self-correct spelling</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>uses knowledge of word and sentence order to communicate meaning when creating text</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>uses oral, written, and visual language features to create meaning and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>writes legibly and with increasing fluency when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>achieves some coherence and wholeness when constructing texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>conveys and sustains personal voice where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>creates a range of texts by integrating sources of information and processing strategies with increasing confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>demonstrates a good understanding of spelling patterns in written English, with few intrusive errors</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>forms and communicates ideas and information clearly, drawing on a range of sources</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>ideas show increasing awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>identifies an increasing range of text forms and recognises and describes their characteristics and conventions</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>organises and sequences ideas and information for a particular purpose or effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>seeks feedback and makes changes to texts to improve clarity, meaning, and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses an increasing understanding of the connections between oral, written, and visual language when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses a range of oral, written, and visual features to create meaning and effect and to sustain interest</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses a range of vocabulary to communicate precise meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses a wide range of strategies to self-monitor and self-correct spelling</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>achieves a sense of coherence and wholeness when constructing texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>constructs a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>conveys and sustains personal voice where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>develops and communicates increasingly comprehensive ideas, information, and understandings</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>develops ideas by adding details or making links to other ideas and details</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>ideas show an awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>seeks feedback and makes changes to texts to improve clarity, meaning, and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>uses an increasing range of vocabulary to communicate precise meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>uses an increasing understanding of the connections between oral, written, and visual language when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>uses a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with increasing accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>identifies and understands the characteristics and conventions of a range of text forms and appreciates how they contribute to and affect text meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Organise texts, using a range of appropriate, coherent, and effective structures</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>identifies and understands the</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><LearningObjective>achieves a sense of coherence and wholeness when constructing texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><LearningObjective>creates a range of increasingly varied and complex texts by integrating sources of information and processing strategies</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><LearningObjective>identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><LearningObjective>Organise texts, using a range of appropriate, effective structures</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><LearningObjective>seeks feedback and makes changes to texts to improve clarity, meaning, and effect</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><LearningObjective>uses an increasing understanding of the connections between oral, written, and visual language when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structure</SubStrand><LearningObjective>uses a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>adds or changes details and comments to support ideas, showing some selectivity in the process</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>conveys and sustains personal voice where appropriate</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>creates a range of texts by integrating sources of information and processing strategies with developing confidence</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>demonstrates good understanding of all basic spelling patterns and sounds in written English</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>forms and expresses ideas and information with increased clarity, drawing on a range of sources</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>ideas suggest awareness of a range of dimensions or viewpoints</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>identifies a range of text forms and recognises some of their characteristics and conventions</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>organises and sequences ideas and information with increasing confidence</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>seeks feedback and makes changes to texts to improve clarity, meaning, and effect</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses a developing understanding of the connections between oral, written, and visual language when creating texts</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses an increasing range of strategies to self-monitor and self-correct spelling</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses a range of text conventions, including most grammatical conventions, appropriately and with increasing accuracy</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses a range of vocabulary to communicate meaning</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>uses oral, written, and visual language features to create meaning and effect and engage interest</LearningObjective>
  • <LearningArea>English</LearningArea><SubStrand>Structure</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>writes legibly, fluently, and with ease when creating texts</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea>
  • <LearningArea>Health and Physical Education</LearningArea><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><LearningObjective>Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><LearningObjective>Evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Express their own ideas, needs, wants, and feelings clearly and listen to those of other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Advocate for the development of services and facilities to meet identified needs in the school and the community</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Analyse societal influences that shape community health goals and physical activity patterns</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse societal attitudes and practices and legislation</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Establish and justify priorities for equitable distribution of</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><LearningObjective>Analyse ways in which events and social organisations promote healthy communities and evaluate the effects they have</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><LearningObjective>Evaluate school and community initiatives that promote young people’s well-being and develop an action plan to instigate or support these</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><LearningObjective>Investigate community services that support and promote people’s well-being and take action to promote personal and group involvement</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Community resources</SubStrand><LearningObjective>Investigate societal influences on the well-being of student communities</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Express their own ideas, needs, wants, and feelings clearly and listen to those of other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively as community members in various situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>People and the environment</SubStrand>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>People and the environment</SubStrand><CurriculumLevel>6</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>People and the environment</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>People and the environment</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>People and the environment</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Demonstrate the use of health promotion strategies</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>People and the environment</SubStrand><LearningObjective>Evaluate laws, policies, practices, and regulations in terms of their contribution to social justice at school and in the wider community</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>People and the environment</SubStrand><LearningObjective>Identify the rights and responsibilities of consumers and use this information to evaluate health and recreational services and products in the community</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Rights, responsibilities, and laws</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Advocate for the development of services and facilities to meet identified needs in the school and the community</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Rights, responsibilities, and laws</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Compare and contrast personal values and practices with policies, rules, and laws and investigate how the latter contribute to safety in the school and community</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Rights, responsibilities, and laws</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Demonstrate the use of health promotion strategies</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Rights, responsibilities, and laws</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Establish and justify priorities for equitable distribution of</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Rights, responsibilities, and laws</SubStrand><LearningObjective>Evaluate laws, policies, practices, and regulations in terms of their contribution to social justice at school and in the wider community</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Rights, responsibilities, and laws</SubStrand><LearningObjective>Evaluate school and community initiatives that promote young people’s well-being and develop an action plan to instigate or support these</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Rights, responsibilities, and laws</SubStrand><LearningObjective>Identify the rights and responsibilities of consumers and use this information to evaluate health and recreational services and products in the community</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Rights, responsibilities, and laws</SubStrand><LearningObjective>Investigate community services that support and promote people’s well-being and take action to promote personal and group involvement</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Societal attitudes and values</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Analyse societal influences that shape community health goals and physical activity patterns</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Societal attitudes and values</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Plan strategies and demonstrate interpersonal skills to respond to challenging situations appropriately</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Societal attitudes and values</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse and evaluate attitudes and interpersonal skills that enable people to participate fully and effectively as community members in various situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Societal attitudes and values</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse societal attitudes and practices and legislation</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Societal attitudes and values</SubStrand><LearningObjective>Analyse ways in which events and social organisations promote healthy communities and evaluate the effects they have</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Societal attitudes and values</SubStrand><LearningObjective>Demonstrate a range of interpersonal skills and processes that help them to make safe choices for themselves and other people in a variety of settings</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Societal attitudes and values</SubStrand><LearningObjective>Evaluate information, make informed decisions, and use interpersonal skills effectively to manage conflict, competition, and change in relationships</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>Societal attitudes and values</SubStrand><LearningObjective>Investigate societal influences on the well-being of student communities</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Acquire, apply, and refine specialised motor skills by using the principles of motor skill learning</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate and examine responsible attitudes in challenging physical situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse and experience the application of scientific and technological knowledge</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Devise, apply, and appraise strategies</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Challenges and social and cultural factors</SubStrand>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><CurriculumLevel>6</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Apply scientific and technological knowledge and resources to enhance physical abilities in a range of environments</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse and experience the application of scientific and technological knowledge</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><LearningObjective>Apply relevant scientific, technological, and environmental knowledge and use appropriate resources to improve performance in a specialised physical activity</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><LearningObjective>Investigate and experience ways in which scientific, technological, and environmental knowledge and resources assist in and influence people’s participation in regular physical activity</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills; Science and technology</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe themselves in relation to a range of contexts</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills; Science and technology</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Develop a wide range of movement skills, using a variety of equipment and play environments</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Acquire, apply, and refine specialised motor skills by using the principles of motor skill learning</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate an understanding of factors that contribute to personal identity and celebrate individuality and affirm diversity</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse the impacts that conceptions of personal, cultural, and national identity have on people’s well-being</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Devise, apply, and evaluate strategies</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills</SubStrand><LearningObjective>Acquire and apply complex motor skills by using basic principles of motor learning</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills</SubStrand><LearningObjective>Appraise specialised motor skills and adapt them to extend physical competence and recreational opportunities</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills</SubStrand><LearningObjective>Critically evaluate societal attitudes, values, and expectations that affect people’s awareness of their personal identity and sense of self-worth in a range of life situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Movement skills</SubStrand><LearningObjective>Investigate and describe the ways in which individuals define their own identity and sense of self-worth and how this influences the ways in which they describe other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe themselves in relation to a range of contexts</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate an understanding of factors that contribute to personal identity and celebrate individuality and affirm diversity</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse the impacts that conceptions of personal, cultural, and national identity have on people’s well-being</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Personal identity</SubStrand><LearningObjective>Critically evaluate societal attitudes, values, and expectations that affect people’s awareness of their personal identity and sense of self-worth in a range of life situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Personal identity</SubStrand><LearningObjective>Investigate and describe the ways in which individuals define their own identity and sense of self-worth and how this influences the ways in which they describe other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Positive attitudes; Challenges and social and cultural factors</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Positive attitudes; Challenges and social and cultural factors</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Develop a wide range of movement skills, using a variety of equipment and play environments</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Positive attitudes</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Devise, apply, and appraise strategies</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Positive attitudes</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Devise, apply, and evaluate strategies</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Positive attitudes</SubStrand><LearningObjective>Acquire and apply complex motor skills by using basic principles of motor learning</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Positive attitudes</SubStrand><LearningObjective>Adapt skills and appraise responsible attitudes in challenging physical situations and unfamiliar environments</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Positive attitudes</SubStrand><LearningObjective>Appraise specialised motor skills and adapt them to extend physical competence and recreational opportunities</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Positive attitudes</SubStrand><LearningObjective>Develop skills and responsible attitudes in challenging physical situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Science and technology</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Apply scientific and technological knowledge and resources to enhance physical abilities in a range of environments</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Science and technology</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate and examine responsible attitudes in challenging physical situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Science and technology</SubStrand><LearningObjective>Adapt skills and appraise responsible attitudes in challenging physical situations and unfamiliar environments</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Science and technology</SubStrand><LearningObjective>Apply relevant scientific, technological, and environmental knowledge and use appropriate resources to improve performance in a specialised physical activity</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Science and technology</SubStrand><LearningObjective>Develop skills and responsible attitudes in challenging physical situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Movement Concepts and Motor Skills</Strand><SubStrand>Science and technology</SubStrand><LearningObjective>Investigate and experience ways in which scientific, technological, and environmental knowledge and resources assist in and influence people’s participation in regular physical activity</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><LearningObjective>Take individual and collective action to contribute to environments that can be enjoyed by all</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>People and the environment</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Investigate and evaluate aspects of the school environment that affect people’s well-being and take action to enhance these aspects</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>People and the environment</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse ways in which the environment and the well-being of a community are affected by population pressure and technological processes</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>People and the environment</SubStrand><LearningObjective>Investigate the roles and the effectiveness of local, national, and international organisations that promote well-being and environmental care</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Critically reflect on, respond to, and evaluate art works</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe feelings and ask questions about their health, growth, development, and personal needs and wants</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Investigate and evaluate aspects of the school environment that affect people’s well-being and take action to enhance these aspects</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Investigate and understand reasons for the choices people make that affect their well-being and explore and evaluate options and consequences</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse ways in which the environment and the well-being of a community are affected by population pressure and technological processes</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically evaluate a range of qualitative and quantitative data to devise strategies to meet their current and future needs for well-being</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><LearningObjective>Assess their health needs and identify strategies to ensure personal well-being across their lifespan</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><LearningObjective>Describe physical, social, emotional, and intellectual processes of growth and relate these to features of adolescent development and effective self-management strategies</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><LearningObjective>Investigate the roles and the effectiveness of local, national, and international organisations that promote well-being and environmental care</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal growth and development</SubStrand><LearningObjective>Take individual and collective action to contribute to environments that can be enjoyed by all</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe and use safe practices in a range of contexts and identify people who can help</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>6</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate understanding of responsible behaviours required to ensure that challenges and risks are managed safely in physical and social environments</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse dilemmas and contemporary ethical issues that influence their own health and safety and that of other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand><LearningObjective>Analyse the difference between perceived and residual risks in physical and social environments and develop skills and behaviour for managing responsible action</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Personal identity</SubStrand><LearningObjective>Investigate and practise safety procedures and strategies to manage risk situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe feelings and ask questions about their health, growth, development, and personal needs and wants</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Participate in creative and regular physical activities and identify enjoyable experiences</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Choose and maintain ongoing involvement in appropriate physical activities and examine factors influencing their participation</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Investigate and understand reasons for the choices people make that affect their well-being and explore and evaluate options and consequences</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically evaluate a range of qualitative and quantitative data to devise strategies to meet their current and future needs for well-being</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically examine commercial products and programmes that promote physical activity</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><LearningObjective>Assess their health needs and identify strategies to ensure personal well-being across their lifespan</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><LearningObjective>Describe physical, social, emotional, and intellectual processes of growth and relate these to features of adolescent development and effective self-management strategies</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><LearningObjective>Experience a range of personally enjoyable physical activities and describe how varying levels of involvement affect well-being and lifestyle balance</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Regular physical activity</SubStrand><LearningObjective>Plan, implement, and evaluate a physical activity programme and examine factors used to justify physical activity as a means of enhancing well-being</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe and use safe practices in a range of contexts and identify people who can help</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Participate in creative and regular physical activities and identify enjoyable experiences</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Choose and maintain ongoing involvement in appropriate physical activities and examine factors influencing their participation</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate understanding of responsible behaviours required to ensure that challenges and risks are managed safely in physical and social environments</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse dilemmas and contemporary ethical issues that influence their own health and safety and that of other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically examine commercial products and programmes that promote physical activity</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><LearningObjective>Analyse the difference between perceived and residual risks in physical and social environments and develop skills and behaviour for managing responsible action</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><LearningObjective>Experience a range of personally enjoyable physical activities and describe how varying levels of involvement affect well-being and lifestyle balance</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><LearningObjective>Investigate and practise safety procedures and strategies to manage risk situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Safety management</SubStrand><LearningObjective>Plan, implement, and evaluate a physical activity programme and examine factors used to justify physical activity as a means of enhancing well-being</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Personal Health and Physical Development</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Critically reflect on, respond to, and evaluate art works</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><LearningObjective>Analyse the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways in which these shape people’s choices at individual, group, and societal levels</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><LearningObjective>Demonstrate an understanding of how attitudes and values relating to difference influence their own safety and that of other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate understanding and affirmation of people’s diverse social and cultural needs and practices when participating in physical activities</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Devise and apply strategies to ensure that social and cultural needs are met in personal and group physical activities</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><LearningObjective>Appraise, adapt, and use physical activities to ensure that specific social and cultural needs are met</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Challenges and social and cultural factors</SubStrand><LearningObjective>Investigate and experience ways in which people’s physical competence and participation are influenced by social and cultural factors</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Demonstrate respect through sharing and co-operation in groups</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and share ideas about relationships with other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate an understanding of how individuals and groups affect relationships by influencing people’s behaviour, beliefs, decisions, and sense of self-worth</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Plan and evaluate strategies recognising their own and other people’s rights and responsibilities to avoid or minimise risks in social situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse attitudes, values, and behaviours that contribute to conflict and identify and describe ways of creating more harmonious relationships</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse the dynamics of effective relationships in a range of social contexts</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><LearningObjective>Analyse the beliefs, attitudes, and practices that reinforce stereotypes and role expectations, identifying ways in which these shape people’s choices at individual, group, and societal levels</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><LearningObjective>Analyse the nature and benefits of meaningful interpersonal relationships</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><LearningObjective>Demonstrate an understanding of how attitudes and values relating to difference influence their own safety and that of other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Identity, sensitivity, and respect</SubStrand><LearningObjective>Identify issues associated with relationships and describe options to achieve positive outcomes</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Demonstrate respect through sharing and co-operation in groups</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>6</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Plan and evaluate strategies recognising their own and other people’s rights and responsibilities to avoid or minimise risks in social situations</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Interpersonal skills</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse attitudes, values, and behaviours that contribute to conflict and identify and describe ways of creating more harmonious relationships</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Positive attitudes; Challenges and social and cultural factors</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Participate in a range of games and activities and identify the factors that make participation safe and enjoyable</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and share ideas about relationships with other people</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Participate in a range of games and activities and identify the factors that make participation safe and enjoyable</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate an understanding of how individuals and groups affect relationships by influencing people’s behaviour, beliefs, decisions, and sense of self-worth</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Demonstrate understanding and affirmation of people’s diverse social and cultural needs and practices when participating in physical activities</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse the dynamics of effective relationships in a range of social contexts</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Devise and apply strategies to ensure that social and cultural needs are met in personal and group physical activities</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><LearningObjective>Analyse the nature and benefits of meaningful interpersonal relationships</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><LearningObjective>Appraise, adapt, and use physical activities to ensure that specific social and cultural needs are met</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><LearningObjective>Identify issues associated with relationships and describe options to achieve positive outcomes</LearningObjective>
  • <LearningArea>Health and Physical Education</LearningArea><Strand>Relationships with Other People</Strand><SubStrand>Relationships</SubStrand><LearningObjective>Investigate and experience ways in which people’s physical competence and participation are influenced by social and cultural factors</LearningObjective>
  • <LearningArea>Learning Languages</LearningArea>
  • <LearningArea>Learning Languages</LearningArea><Strand>Healthy Communities and Environments</Strand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Learning Languages</LearningArea><Strand>Healthy Communities and Environments</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse the interrelationships between people, industry, technology, and legislation on aspects of environmental health</LearningObjective>
  • <LearningArea>Learning Languages</LearningArea><Strand>Healthy Communities and Environments</Strand><SubStrand>People and the environment</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse the interrelationships between people, industry, technology, and legislation on aspects of environmental health</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea>
  • <LearningArea>Mathematics and Statistics</LearningArea><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><CurriculumLevel>2</CurriculumLevel><LearningObjective>Compare statements with the features of simple data displays from statistical investigations or probability activities undertaken by others</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><CurriculumLevel>2</CurriculumLevel><LearningObjective>Describe different views and pathways from locations on a map</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use graphs, tables, and rules to describe linear relationships found in number and spatial patterns</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Know groupings with five, within ten and with ten</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to find relationships between successive elements of number and spatial patterns</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Find areas of rectangles and volumes of cuboids by applying multiplication</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Find rules for the next member in a sequential pattern</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Identify and describe the plane shapes found in objects</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Partition and/or combine like measures and communicate them, using numbers and units</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use a co-ordinate plane or map to show points in common and areas contained by two or more loci</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use trigonometric ratios and Pythagoras’ theorem in two and three dimensions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply the relationships between units in the metric system, including the units for measuring different attributes and derived measures</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Calculate volumes, including prisms, pyramids, cones, and spheres, using formulae</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Convert between metric units, using decimals</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Deduce and use formulae to find the perimeters and areas of polygons and the volumes of prisms</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Find the perimeters and areas of circles and composite shapes and the volumes of prisms, including cylinders</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Measure at a level of precision appropriate to the task</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Relate rate of change to the gradient of a graph</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Relate tables, graphs, and equations to linear and simple quadratic relationships found in number and spatial patterns</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Select and use appropriate metric units for length, area, volume and capacity, weight (mass), temperature, angle, and time, with awareness that measurements are approximate</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Relate rate of change to the gradient of a graph</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Position and orientation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Construct and describe simple loci</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Position and orientation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Create accurate nets for simple polyhedra and connect three-dimensional solids with different two-dimensional representations</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Position and orientation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Interpret points and lines on co-ordinate planes, including scales and bearings on maps</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Shape</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Calculate volumes, including prisms, pyramids, cones, and spheres, using formulae</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Shape</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Create accurate nets for simple polyhedra and connect three-dimensional solids with different two-dimensional representations</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Shape</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Deduce and apply the angle properties related to circles</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Shape</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Deduce the angle properties of intersecting and parallel lines and the angle properties of polygons and apply these properties</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Shape</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Find the perimeters and areas of circles and composite shapes and the volumes of prisms, including cylinders</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Shape</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Recognise when shapes are similar and use proportional reasoning to find an unknown length</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Shape</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use trigonometric ratios and Pythagoras’ theorem in two and three dimensions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Transformation</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Transformation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Compare and apply single and multiple transformations</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Transformation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Define and use transformations and describe the invariant properties of figures and objects under these transformations</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Transformation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Interpret points and lines on co-ordinate planes, including scales and bearings on maps</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Geometry and Measurement</Strand><SubStrand>Transformation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use a co-ordinate plane or map to show points in common and areas contained by two or more loci</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Healthy Communities and Environments</Strand>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Healthy Communities and Environments</Strand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Form and use pairs of simultaneous equations, one of which may be non-linear</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Sketch the graphs of functions and their gradient functions and describe the relationship between these graphs</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Calculus</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Calculus</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Choose and apply a variety of differentiation, integration, and anti-differentiation techniques to functions and relations, using both analytical and numerical methods</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Calculus</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Identify discontinuities and limits of functions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Calculus</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Manipulate complex numbers and present them graphically</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Choose appropriate networks to find optimal solutions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Develop network diagrams to find optimal solutions, including critical paths</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Form and use linear, quadratic, and simple trigonometric equations</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Form and use pairs of simultaneous equations, one of which may be non-linear</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Form and use trigonometric, polynomial, and other non-linear equations</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Manipulate complex numbers and present them graphically</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Manipulate rational, exponential, and logarithmic algebraic expressions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Manipulate trigonometric expressions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply co-ordinate geometry techniques to points and lines</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply the geometry of conic sections</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply trigonometric relationships, including the sine and cosine rules, in two and three dimensions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Choose appropriate networks to find optimal solutions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Develop network diagrams to find optimal solutions, including critical paths</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Display and interpret the graphs of functions with the graphs of their inverse and/or reciprocal functions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Display the graphs of linear and non-linear functions and connect the structure of the functions with their graphs</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>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:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use arithmetic and geometric sequences and series</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use curve fitting, log modelling, and linear programming techniques</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use permutations and combinations</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Mathematics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>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:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>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:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Know the forward and backward counting sequences of whole numbers to 100</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>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:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Know basic multiplication and division facts</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Know counting sequences for whole numbers</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Know forward and backward counting sequences with whole</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Know fractions and percentages in everyday use</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Know how many ones, tens, and hundreds are in whole numbers to at least 1000</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Know how many tenths, tens, hundreds, and thousands are in whole numbers</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Know simple fractions in everyday use</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Know the basic addition and subtraction facts</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply simple linear proportions, including ordering fractions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Find fractions, decimals, and percentages of amounts expressed as whole numbers, simple fractions, and decimals</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>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:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Know the equivalent decimal and percentage forms for everyday fractions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Know the relative size and place value structure of positive and negative integers and decimals to three places</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Understand addition and subtraction of fractions, decimals, and integers</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use a range of multiplicative strategies when operating on whole numbers</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Find optimal solutions, using numerical approaches</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Equations and expressions</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Form and solve linear equations and inequations, quadratic and simple exponential equations, and simultaneous equations with two unknowns</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>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:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Know and apply standard form, significant figures, rounding, and decimal place value</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Know commonly used fraction, decimal, and percentage conversions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Understand operations on fractions, decimals, percentages, and integers</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use rates and ratios</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Number strategies and knowledge</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply direct and inverse relationships with linear proportions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Number strategies and knowledge</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply everyday compounding rates</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Number strategies and knowledge</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Extend powers to include integers and fractions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Number strategies and knowledge</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Find optimal solutions, using numerical approaches</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Number strategies and knowledge</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>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:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Form and solve linear equations and inequations, quadratic and simple exponential equations, and simultaneous equations with two unknowns</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Generalise the properties of operations with rational numbers, including the properties of exponents</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Patterns and relationships</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Relate graphs, tables, and equations to linear, quadratic, and simple exponential relationships found in number and spatial patterns</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Number and Algebra</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>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:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply differentiation and anti-differentiation techniques to polynomials</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Calculus</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Form differential equations and interpret the solutions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Relate three-dimensional models to two-dimensional representations, and vice versa</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Calculate probabilities, using fractions, percentages, and ratios</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Compare and describe the variation between theoretical and experimental distributions in situations that involve elements of chance</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Evaluate a wide range of statistically based reports, including surveys and polls, experiments and observational studies:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Evaluate statistical investigations or probability activities undertaken by others, including data collection methods, choice of measures, and validity of findings</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Evaluate statistically based reports:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Evaluate statistical reports in the media by relating the displays, statistics, processes, and probabilities used, to the claims made</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical investigation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Analyse symmetrical patterns by the transformations used to create them</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical investigation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply differentiation and anti-differentiation techniques to polynomials</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical investigation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply trigonometric ratios and Pythagoras’ theorem in two dimensions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical investigation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Carry out investigations of phenomena, using the statistical enquiry cycle:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical investigation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Form differential equations and interpret the solutions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical investigation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Make inferences from surveys and experiments:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical investigation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Plan and conduct investigations using the statistical enquiry cycle:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical investigation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Plan and conduct surveys and experiments using the statistical enquiry cycle:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical literacy</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Evaluate a wide range of statistically based reports, including surveys and polls, experiments and observational studies:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical literacy</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Evaluate statistical investigations or probability activities undertaken by others, including data collection methods, choice of measures, and validity of findings</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical literacy</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Evaluate statistically based reports:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical literacy</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Evaluate statistical reports in the media by relating the displays, statistics, processes, and probabilities used, to the claims made</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical literacy</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Make inferences from surveys and experiments:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical literacy</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Plan and conduct investigations using the statistical enquiry cycle:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Statistical literacy</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Plan and conduct surveys and experiments using the statistical enquiry cycle:</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Transformation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Analyse symmetrical patterns by the transformations used to create them</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><Strand>Statistics</Strand><SubStrand>Transformation</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Apply trigonometric ratios and Pythagoras’ theorem in two dimensions</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Mathematics and Statistics</LearningArea><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Convert between metric units, using whole numbers and commonly used decimals</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Interpret and use scales, timetables, and charts</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use appropriate scales, devices, and metric units for length, area, volume and capacity, weight (mass), temperature, angle, and time</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use graphs, tables, and rules to describe linear relationships found in number and spatial patterns</LearningObjective>
  • <LearningArea>Mathematics and Statistics</LearningArea><SubStrand>Measurement</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles and the volumes of cuboids</LearningObjective>
  • <LearningArea>Science</LearningArea>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Describe the organisation of life at the cellular level</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate the interdependence of living things (including humans) in an ecosystem</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Explore various aspects of an issue and make decisions about possible actions</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology and evolution</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology and evolution</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand that DNA and the environment interact in gene expression</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise that all living things have certain requirements so they can stay alive</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise that living things are suited to their particular habitat</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Recognise that all living things have certain requirements so they can stay alive</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Recognise that living things are suited to their particular habitat</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explore ecological distribution patterns and explain possible causes for these patterns</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explore the diverse ways in which animals and plants carry out the life processes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><LearningObjective>Investigate the impact of natural events and human actions on a New Zealand ecosystem</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Ecology</SubStrand><LearningObjective>Relate key structural features and functions to the life processes of plants, animals, and micro-organisms and investigate environmental factors that affect these processes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise that living things are suited to their particular habitat</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise that there are lots of different living things in the world and that they can be grouped in different ways</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Recognise that living things are suited to their particular habitat</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Recognise that there are lots of different living things in the world and that they can be grouped in different ways</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate the interdependence of living things (including humans) in an ecosystem</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explore ecological distribution patterns and explain possible causes for these patterns</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand that DNA and the environment interact in gene expression</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><LearningObjective>Explore patterns in the inheritance of genetically controlled characteristics</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Evolution</SubStrand><LearningObjective>Investigate the impact of natural events and human actions on a New Zealand ecosystem</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes, ecology, and evolution</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes, ecology, and evolution</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand the relationship between organisms and their environment</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes, ecology, and evolution</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and act on issues and questions that link their science learning to their daily living</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Recognise that all living things have certain requirements so they can stay alive</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Explore and act on issues and questions that link their science learning to their daily living</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Recognise that all living things have certain requirements so they can stay alive</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Describe the organisation of life at the cellular level</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Identify the key structural features and functions involved in the life processes of plants and animals</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explore the diverse ways in which animals and plants carry out the life processes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><LearningObjective>Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Life processes</SubStrand><LearningObjective>Relate key structural features and functions to the life processes of plants, animals, and micro-organisms and investigate environmental factors that affect these processes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and act on issues and questions that link their science learning to their daily living</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Explore and act on issues and questions that link their science learning to their daily living</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Participating and contributing</SubStrand><LearningObjective>Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Living World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Explore various aspects of an issue and make decisions about possible actions</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated, or cooled</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Distinguish between an element and a compound, a pure substance and a mixture at particle level</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand><LearningObjective>Use particle theory to explain factors that affect chemical processes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Compare chemical and physical changes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Seek and describe simple patterns in physical phenomena</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated, or cooled</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Seek and describe simple patterns in physical phenomena</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Distinguish between pure substances and mixtures and between elements and compounds</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Explore a technological or biological application of physics</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate the chemical and physical properties of different groups of substances, for example, acids and bases, fuels, and metals</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Investigate and measure the chemical and physical properties of a range of groups of substances, for example, acids and bases, oxidants and reductants, and selected organic and inorganic compounds</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use physics ideas to explain a technological, biological, or astronomical application of physics and discuss related issues</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><LearningObjective>Explore factors that affect chemical processes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><LearningObjective>Identify patterns and trends in the properties of a range of groups of substances, for example, acids and bases, metals, metal compounds, and hydrocarbons</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Properties and changes of matter</SubStrand><LearningObjective>Investigate how physics knowledge is used in a technological or biological application</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Describe the structure of the atoms of different elements</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Distinguish between an element and a compound, a pure substance and a mixture at particle level</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Distinguish between pure substances and mixtures and between elements and compounds</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Develop an understanding of and use the fundamental concepts of chemistry (for example, equilibrium and thermochemical principles) to interpret observations</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Investigate and measure the chemical and physical properties of a range of groups of substances, for example, acids and bases, oxidants and reductants, and selected organic and inorganic compounds</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Relate properties of matter to structure and bonding</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><LearningObjective>Distinguish between atoms, molecules, and ions (includes covalent and ionic bonding)</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><LearningObjective>Explore factors that affect chemical processes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><LearningObjective>Link atomic structure to the organisation of the periodic table</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>The structure of matter</SubStrand><LearningObjective>Use particle theory to explain factors that affect chemical processes</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Explore a technological or biological application of physics</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use physics ideas to explain a technological, biological, or astronomical application of physics and discuss related issues</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Material World</Strand><SubStrand>Using physics</SubStrand><LearningObjective>Investigate how physics knowledge is used in a technological or biological application</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Engage with a range of science texts and begin to question the purposes for which these texts are constructed</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Find out about the uses of common materials and relate these to their observed properties</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate how chemical knowledge is used in a technological application of chemistry</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>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</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Chemistry and society</SubStrand><LearningObjective>Link the properties of different groups of substances to the way they are used in society or occur in nature</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Build their language and develop their understandings of the many ways the natural world can be represented</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Build their language and develop their understandings of the many ways the natural world can be represented</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy)</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Begin to evaluate the suitability of the investigative methods chosen</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Use a wider range of science vocabulary, symbols, and conventions</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Develop and carry out investigations that extend their science knowledge, including developing their understanding of the relationship between investigations and scientific theories and models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Develop and carry out investigations that extend their science knowledge, including developing their understanding of the relationship between investigations and scientific theories and models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><LearningObjective>Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy)</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><LearningObjective>Begin to evaluate the suitability of the investigative methods chosen</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Communicating in science</SubStrand><LearningObjective>Use a wider range of science vocabulary, symbols, and conventions</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Begin to evaluate the suitability of the investigative methods chosen</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Develop and carry out more complex investigations, including using models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Develop and carry out investigations that extend their science knowledge, including developing their understanding of the relationship between investigations and scientific theories and models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and to present their findings for peer review and debate</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Develop and carry out investigations that extend their science knowledge, including developing their understanding of the relationship between investigations and scientific theories and models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and to present their findings for peer review and debate</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><LearningObjective>Begin to evaluate the suitability of the investigative methods chosen</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><LearningObjective>Develop and carry out more complex investigations, including using models</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><LearningObjective>Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Investigating in science</SubStrand><LearningObjective>Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Build their language and develop their understandings of the many ways the natural world can be represented</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Build their language and develop their understandings of the many ways the natural world can be represented</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy)</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Participating and contributing</SubStrand><LearningObjective>Apply their understandings of science to evaluate both popular and scientific texts (including visual and numerical literacy)</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Engage with a range of science texts and begin to question the purposes for which these texts are constructed</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Find out about the uses of common materials and relate these to their observed properties</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate how chemical knowledge is used in a technological application of chemistry</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and to present their findings for peer review and debate</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>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</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand that scientists have an obligation to connect their new ideas to current and historical scientific knowledge and to present their findings for peer review and debate</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><LearningObjective>Link the properties of different groups of substances to the way they are used in society or occur in nature</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Nature of Science</Strand><SubStrand>Understanding about science</SubStrand><LearningObjective>Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><LearningObjective>Investigate the interactions between the solar, lunar, and Earth cycles and the effect of these on Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share ideas and observations about the Sun and the Moon and their physical effects on the heat and light available to Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Share ideas and observations about the Sun and the Moon and their physical effects on the heat and light available to Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate the conditions on the planets and their moons, and the factors affecting them</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explain the nature and life cycles of different types of stars in terms of energy changes and time</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Explore recent astronomical events or discoveries, showing understanding of the concepts of distance and time</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical concepts</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share ideas and observations about the Sun and the Moon and their physical effects on the heat and light available to Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Share ideas and observations about the Sun and the Moon and their physical effects on the heat and light available to Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate the conditions on the planets and their moons, and the factors affecting them</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Analyse data to deduce complex trends and relationships in physical phenomena</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explain the nature and life cycles of different types of stars in terms of energy changes and time</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate physical phenomena (in the areas of mechanics, electricity, electromagnetism, light and waves, and atomic and nuclear physics) and produce qualitative and quantitative explanations for a variety of unfamiliar situations</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse and evaluate data</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Explore recent astronomical events or discoveries, showing understanding of the concepts of distance and time</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Investigate physical phenomena</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><LearningObjective>Demonstrate an understanding of physical phenomena and concepts</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><LearningObjective>Investigate the interactions between the solar, lunar, and Earth cycles and the effect of these on Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><LearningObjective>Investigate trends and relationships in physical phenomena (in the areas of mechanics, electricity, electromagnetism, heat, light and waves, and atomic and nuclear physics)</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat. For example, identify and describe energy changes and conservation of energy, simple electrical circuits, and the effect of contact and non-contact on the motion of objects</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Analyse data to deduce complex trends and relationships in physical phenomena</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse and evaluate data</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Physical World</Strand><SubStrand>Using physics</SubStrand><LearningObjective>Demonstrate an understanding of physical phenomena and concepts</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><LearningObjective>Develop an understanding of how the geosphere, hydrosphere, atmosphere, and biosphere interact to cycle carbon around Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe how natural features are changed and resources affected by natural events and human actions</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate how heat from the Sun, the Earth, and human activities is distributed around Earth by the geosphere, hydrosphere, and atmosphere</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Develop an understanding of the causes of natural hazards and their interactions with human activity on Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Develop an in-depth understanding of the interrelationship between</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>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</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems and interacting systems</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Develop an understanding of the causes of natural hazards and their interactions with human activity on Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems and interacting systems</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explain how the interaction between ecological factors and natural selection leads to genetic changes within populations</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems and interacting systems</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Develop an in-depth understanding of the interrelationship between</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems and interacting systems</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how humans manipulate the transfer of</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explain how we know that some living things from the past are now extinct</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and describe natural features and resources</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Describe the basic processes by which genetic information is passed from one generation to the next</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems</SubStrand><LearningObjective>Explain the importance of variation within a changing environment</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Earth systems</SubStrand><LearningObjective>Investigate the external and internal processes that shape and change the surface features of New Zealand</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Ecology and evolution</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explain how the interaction between ecological factors and natural selection leads to genetic changes within populations</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explain how we know that some living things from the past are now extinct</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Investigate situations that involve elements of chance:</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Evolution</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Describe the basic processes by which genetic information is passed from one generation to the next</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Evolution</SubStrand><LearningObjective>Explain the importance of variation within a changing environment</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Interacting systems</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe how natural features are changed and resources affected by natural events and human actions</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Interacting systems</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and describe natural features and resources</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Interacting systems</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate how heat from the Sun, the Earth, and human activities is distributed around Earth by the geosphere, hydrosphere, and atmosphere</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Interacting systems</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Interacting systems</SubStrand><LearningObjective>Develop an understanding of how the geosphere, hydrosphere, atmosphere, and biosphere interact to cycle carbon around Earth</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Interacting systems</SubStrand><LearningObjective>Investigate the external and internal processes that shape and change the surface features of New Zealand</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Life processes, ecology, and evolution</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how humans manipulate the transfer of</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><Strand>Planet Earth and Beyond</Strand><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>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</LearningObjective>
  • <LearningArea>Science</LearningArea><Strand>Statistics</Strand><SubStrand>Probability</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><SubStrand>Astronomical systems</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Describe how natural features are changed and resources affected by natural events and human actions</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Chemistry and society</SubStrand>
  • <LearningArea>Science</LearningArea><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated, or cooled</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>2</CurriculumLevel>
  • <LearningArea>Science</LearningArea><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Develop an understanding of and use the fundamental concepts of chemistry (for example, equilibrium and thermochemical principles) to interpret observations</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Science</LearningArea><SubStrand>Earth systems</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Explain how we know that some living things from the past are now extinct</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Earth systems</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Explore and describe natural features and resources</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Evolution</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Explain how we know that some living things from the past are now extinct</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Interacting systems</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Describe how natural features are changed and resources affected by natural events and human actions</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Interacting systems</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Explore and describe natural features and resources</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Physical inquiry and physics concepts</SubStrand>
  • <LearningArea>Science</LearningArea><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Seek and describe simple patterns in physical phenomena</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Science</LearningArea><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Compare chemical and physical changes</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>4</CurriculumLevel><LearningObjective>Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Physical inquiry and physics concepts</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>Science</LearningArea><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated, or cooled</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Seek and describe simple patterns in physical phenomena</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate and measure the chemical and physical properties of a range of groups of substances, for example, acids and bases, oxidants and reductants, and selected organic and inorganic compounds</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Properties and changes of matter</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Use physics ideas to explain a technological or biological application of physics</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>The structure of matter</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Develop an understanding of and use the fundamental concepts of chemistry (for example, equilibrium and thermochemical principles) to interpret observations</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>The structure of matter</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate and measure the chemical and physical properties of a range of groups of substances, for example, acids and bases, oxidants and reductants, and selected organic and inorganic compounds</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>The structure of matter</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Relate properties of matter to structure and bonding</LearningObjective>
  • <LearningArea>Science</LearningArea><SubStrand>Using physics</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Use physics ideas to explain a technological or biological application of physics</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how ideologies shape society and that individuals and groups respond differently to these beliefs</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how trends over time reflect social, economic, and political forces</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand that the causes, consequences, and explanations of historical events that are of significance to New Zealanders are complex, and how and why they are contested</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Chemistry and society</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Develop an understanding of and use the fundamental concepts of chemistry (for example, equilibrium and thermochemical principles) to interpret observations</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Understand how, as a result of scarcity, consumers, producers, and government make choices that affect New Zealand society</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Understand how people interact with natural and cultural environments and that this interaction has consequences</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how economic concepts and models provide a means of analysing contemporary New Zealand issues</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how people’s perceptions of and interactions with natural and cultural environments differ and have changed over time</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how the different sectors of the New Zealand economy are interdependent</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how government policies and contemporary issues interact</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how people’s diverse values and perceptions influence the environmental, social, and economic decisions and responses that they make</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand that well-functioning markets are efficient but that governments may need to intervene where markets fail to deliver efficient or equitable outcomes</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>6</CurriculumLevel>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Understand how people interact with natural and cultural environments and that this interaction has consequences</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Understand that natural and cultural environments have particular characteristics and how environments are shaped by processes that create spatial patterns</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how people’s interpretations of events that are of significance to New Zealanders differ</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how people’s perceptions of and interactions with natural and cultural environments differ and have changed over time</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how the processes that shape natural and cultural environments change over time, vary in scale and from place to place, and create spatial patterns</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how interacting processes shape natural and cultural environments, occur at different rates and on different scales, and create spatial variations</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how people’s diverse values and perceptions influence the environmental, social, and economic decisions and responses that they make</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Geography</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how trends over time reflect social, economic, and political forces</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>History</SubStrand><CurriculumLevel>6</CurriculumLevel>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>History</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Understand how cultures adapt and change and that this has consequences for society</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>History</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Understand how the causes and consequences of past events that are of significance to New Zealanders shape the lives of people and society</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>History</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how conflicts can arise from different cultural beliefs and ideas and be addressed in different ways with differing outcomes</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>History</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how historical forces and movements have influenced the causes and consequences of events of significance to New Zealanders</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>History</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how people’s interpretations of events that are of significance to New Zealanders differ</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Develop an understanding of and use the fundamental concepts of chemistry (for example, equilibrium and thermochemical principles) to interpret observations</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Understand how belonging to groups is important for people</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Understand how people have different roles and responsibilities as part of their participation in groups</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Understand how places in New Zealand are significant for individuals and groups</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Understand how the past is important to people</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Understand how cultural practices reflect and express peoples’ customs, traditions, and values</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Understand how people make choices to meet their needs and wants</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Understand how people make significant contributions to New Zealand’s society</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Understand how places influence people and people influence places</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Understand how the cultures of people in New Zealand are expressed in their daily lives</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Understand how time and change affect peoples’ lives</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>2</CurriculumLevel><LearningObjective>Understand that people have social, cultural, and economic roles, rights, and responsibilities</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>Understand how cultural practices vary but reflect similar purposes</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>Understand how groups make and implement rules and laws</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>Understand how people remember and record the past in different ways</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>Understand how people view and use places differently</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>Understand how the status of Màori as tangata whenua is significant for communities in New Zealand</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand how cultural interaction impacts on cultures and societies</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand how economic decisions impact on people, communities, and nations</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand how people participate individually and collectively in response to community challenges</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand how people seek and have sought economic growth through business, enterprise, and innovation</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand how people’s management of resources impacts on environmental and social sustainability</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand how systems of government in New Zealand operate and affect people’s lives, and how they compare with another system</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand how the ideas and actions of people in the past have had a significant impact on people’s lives</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand how the Treaty of Waitangi is responded to differently by people in different times and places</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>5</CurriculumLevel><LearningObjective>Understand that people move between places and how this has consequences for the people and the places</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>6</CurriculumLevel>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Understand how cultures adapt and change and that this has consequences for society</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>6</CurriculumLevel><LearningObjective>Understand how individuals, groups, and institutions work to promote social justice and human rights</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how communities and nations meet their responsibilities and exercise their rights in local, national, and global contexts</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how conflicts can arise from different cultural beliefs and ideas and be addressed in different ways with differing outcomes</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Understand how the different sectors of the New Zealand economy are interdependent</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how government policies and contemporary issues interact</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how ideologies shape society and that individuals and groups respond differently to these beliefs</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand how policy changes are influenced by and impact on the rights, roles, and responsibilities of individuals and communities</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><LearningObjective>Understand how exploration and innovation create opportunities and challenges for people, places, and environments</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><LearningObjective>Understand how formal and informal groups make decisions that impact on communities</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><LearningObjective>Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><LearningObjective>Understand how producers and consumers exercise their rights and meet their responsibilities</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><LearningObjective>Understand how the movement of people affects cultural diversity and interaction in New Zealand</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><LearningObjective>Understand how the ways in which leadership of groups is acquired and exercised have consequences for communities and societies</LearningObjective>
  • <LearningArea>Social Sciences</LearningArea><Strand>Material World</Strand><SubStrand>Social Studies</SubStrand><LearningObjective>Understand that events have causes and effects</LearningObjective>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Understand how the nature and size of the New Zealand economy is influenced by interacting internal and external factors</LearningObjective>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>3</CurriculumLevel>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>3</CurriculumLevel><LearningObjective>Understand the relationship between the materials used and their performance properties in technological products</LearningObjective>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>4</CurriculumLevel>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>5</CurriculumLevel>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>6</CurriculumLevel>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>Technology</LearningArea><Strand>Material World</Strand><SubStrand>Economics</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Understand the concepts and processes employed in materials evaluation</LearningObjective>
  • <LearningArea>The Arts</LearningArea>
  • <LearningArea>The Arts</LearningArea><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore ways to represent sound and musical ideas</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Identify and analyse processes and procedures from established practice that influence ways of communicating meaning</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate visual ideas in response to a variety of motivations, observation, and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on the expressive qualities of music and evaluate their own and others’ music, both live and recorded</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Analyse, explain, and discuss aspects of performance and choreography in a range of dance works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Rehearse and perform works in a range of dramatic forms</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Respond to and make critical judgments about rehearsal processes and performances</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use a systematic approach, selectively informed by recent and established practice, to develop ideas in a body of work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe and record how the purpose of selected dances is expressed through the movement</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>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</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate visual ideas in response to a variety of motivations, observation, and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Prepare, rehearse, and perform a range of dances and demonstrate an understanding of the performance requirements of the genres and contexts</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on and describe how choreography communicates ideas, feelings, moods, and experiences</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Represent compositions and improvisation frameworks, using appropriate conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Represent sound and musical ideas in a variety of ways</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Sequence and link ideas systematically as they solve problems in a body of work, using observation and invention with an appropriate selection of materials</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share dance movement through informal presentation and share their thoughts and feelings in response to their own and others’ dances</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Use the elements of dance to describe dance movements and respond to dances from a variety of cultures</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Analyse, explain, and discuss aspects of performance and choreography in a range of dance works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Apply rehearsal and performance skills to a range of dances, using appropriate techniques and expression to communicate specific intentions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Use a systematic approach to the development of ideas in a body of work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse, interpret, and evaluate</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Select and apply rehearsal processes,</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use a systematic approach, selectively informed by recent and established practice, to develop ideas in a body of work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe and record how the purpose of selected dances is expressed through the movement</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>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</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Perform and respond to drama and make critical judgments about how elements, techniques, conventions, and technologies are used to create form and meaning in their own and others’ work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on and describe how choreography communicates ideas, feelings, moods, and experiences</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share dance movement through informal presentation and share their thoughts and feelings in response to their own and others’ dances</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share drama through informal presentation and respond to ways in which drama tells stories and conveys ideas in their own and others’ work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Use the elements of dance to describe dance movements and respond to dances from a variety of cultures</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse, rehearse, and perform works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse, interpret, and evaluate</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Reflect on and critically evaluate a wide range of works and performances</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Describe and record how the purpose of selected dances is expressed through the movement</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Perform and respond to drama and make critical judgments about how elements, techniques, conventions, and technologies are used to create form and meaning in their own and others’ work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Prepare, rehearse, interpret, and present performances of music individually and collaboratively, using a range of performance skills and techniques</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on and describe how choreography communicates ideas, feelings, moods, and experiences</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on the expressive qualities of music and evaluate their own and others’ music, both live and recorded</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on the expressive qualities of their own and others’ music, both live and recorded</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Respond to and reflect on live and recorded music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Respond to live and recorded music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share drama through informal presentation and respond to ways in which drama tells stories and conveys ideas in their own and others’ work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share music making with others</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share music making with others, using basic performance skills and techniques</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Use the elements of dance to describe dance movements and respond to dances from a variety of cultures</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Analyse and evaluate the expressive qualities of music and production processes to inform interpretations of music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Prepare, rehearse, present, record, and evaluate sustained performances of music, individually and collaboratively, that demonstrate interpretive understandings</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Respond to and make critical judgments about rehearsal processes and performances</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse and evaluate the expressive</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Plan, rehearse, present, record, evaluate, and refine performances of music, individually and collaboratively, demonstrating interpretive understandings</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Reflect on and critically evaluate a wide range of works and performances</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Represent compositions and improvisation frameworks, using appropriate conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Represent sound and musical ideas in a variety of ways</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Respond to live and recorded music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Sequence and link ideas systematically as they solve problems in a body of work, using observation and invention with an appropriate selection of materials</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Analyse and evaluate the expressive qualities of music and production processes to inform interpretations of music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Research and analyse how art works are constructed and presented to communicate meanings</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Use a systematic approach to the development of ideas in a body of work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Critically analyse and evaluate the expressive</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Communicating and Interpreting</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research and analyse selected approaches and theories related to visual arts practice</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore a variety of materials and tools and discover elements and selected principles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Extend skills, in a range of materials, techniques, and technologies</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Generate, analyse, clarify, and regenerate options in response to selected questions or a proposal in a chosen field</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Reflect on and evaluate composition processes and presentation conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore a variety of materials and tools and discover elements and selected principles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Choreograph solo and group dance works, using choreographic processes, devices, structures, and technologies to communicate choreographic intentions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Extend skills, in a range of materials, techniques, and technologies</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Generate, plan, and record choreographic ideas and processes</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Develop a concept and produce original dance</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Extend and refine skills in a selected field, using appropriate processes and procedures</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Record and critically reflect on the development and resolution of dance ideas</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Generate, plan, and record choreographic ideas and processes</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Research, critically evaluate, and refine ideas to develop drama in specific dramatic forms</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Record and critically reflect on the development and resolution of dance ideas</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research, critically evaluate, and refine</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore a variety of materials and tools and discover elements and selected principles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore ways to represent sound and musical ideas</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Improvise, explore, and express musical ideas, drawing on personal experience, listening, and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Create, structure, refine, and represent compositions and musical arrangements, using technical and musical skills and technologies to express imaginative thinking and personal understandings</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Reflect on and evaluate composition processes and presentation conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Research, critically evaluate, and refine ideas to develop drama in specific dramatic forms</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Create, structure, refine, and represent compositions and musical arrangements, using secure technical and musical skills and technologies to express imaginative thinking and personal understandings</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Reflect on and evaluate composition processes and presentation conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research, critically evaluate, and refine</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore a variety of materials and tools and discover elements and selected principles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore ways to represent sound and musical ideas</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Generate, analyse, clarify, and extend ideas in a selected field related to established practice</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Reflect on and evaluate composition processes and presentation conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Ideas</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Extend and refine skills in a selected field, using appropriate processes and procedures</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Apply knowledge of expressive features, stylistic conventions, and technologies through an integration of aural perception and practical and theoretical skills and analyse how they are used in a range of music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Apply understanding from research into a range of established practice to extend skills for particular art-making purposes, using appropriate processes and procedures in selected fields</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Select and refine the use of techniques, conventions, and technologies in specific dramatic forms</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Consider and reflect on the contexts underlying their own and others’ work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Develop and demonstrate skills in selected dance genres and styles and explore the use of a variety of technologies</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore movement with a developing awareness of the dance elements of body, space, time, energy, and relationships</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate how music serves a variety of purposes and functions in their own lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share ideas about how and why their own and others’ works are made and their purpose, value, and context</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Extend skills in the vocabulary, practices, and technologies of selected dance genres and styles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Research and analyse the influence of relevant contexts on their own work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Develop and demonstrate skills in selected dance genres and styles and explore the use of a variety of technologies</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore movement with a developing awareness of the dance elements of body, space, time, energy, and relationships</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore the elements of role, focus, action, tension, time, and space through dramatic play</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate how music serves a variety of purposes and functions in their own lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Select and use techniques, conventions, and technologies in a range of dramatic forms</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share ideas about how and why their own and others’ works are made and their purpose, value, and context</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Use conventions to structure drama</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Extend skills in the vocabulary, practices, and technologies of selected dance genres and styles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Select and refine the use of techniques, conventions, and technologies in specific dramatic forms</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Apply knowledge of expressive features, stylistic conventions, and technologies through an integration of aural perception and practical and theoretical skills and describe how they are used in a range of music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and identify how sound is made and changed, as they listen and respond to the elements of music and structural devices</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore how sound is made, as they listen and respond to the elements of music: beat, rhythm, pitch, tempo, dynamics, and tone colour</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore the elements of role, focus, action, tension, time, and space through dramatic play</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Select and use techniques, conventions, and technologies in a range of dramatic forms</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share ideas about how and why their own and others’ works are made and their purpose, value, and context</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Use conventions to structure drama</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Apply knowledge of expressive features, stylistic conventions, and technologies through an integration of aural perception and practical and theoretical skills and describe how they are used in a range of music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Consider and reflect on the contexts underlying their own and others’ work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and identify how sound is made and changed, as they listen and respond to the elements of music and structural devices</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore how sound is made, as they listen and respond to the elements of music: beat, rhythm, pitch, tempo, dynamics, and tone colour</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate how music serves a variety of purposes and functions in their own lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share ideas about how and why their own and others’ works are made and their purpose, value, and context</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Developing Practical Knowledge</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Research and analyse the influence of relevant contexts on their own work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structures</SubStrand>
  • <LearningArea>The Arts</LearningArea><Strand>Speaking, Writing, Presenting</Strand><SubStrand>Structures</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate, analyse, and evaluate ideas and interpret artists’ intentions in art works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Demonstrate an awareness of dance in their lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore, investigate, and describe the features and backgrounds of a variety of dance genres and styles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on the expressive qualities of their own and others’ music, both live and recorded</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Respond to and reflect on live and recorded music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share the ideas, feelings, and stories communicated by their own and others’ objects and images</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate, analyse, and evaluate ideas and interpret artists’ intentions in art works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate and evaluate the effects of individual, social, cultural, and technological influences on the development of a variety of dance genres and styles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Investigate, analyse, and discuss the features</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use critical analysis to interpret and respond to art works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Demonstrate an awareness of dance in their lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Demonstrate an awareness that drama serves a variety of purposes in their lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore, investigate, and describe the features and backgrounds of a variety of dance genres and styles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate the forms and purposes of drama in different historical or contemporary contexts, including New Zealand drama</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on the expressive qualities of their own and others’ music, both live and recorded</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Respond to and reflect on live and recorded music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share the ideas, feelings, and stories communicated by their own and others’ objects and images</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explore how drama reflects our cultural diversity</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Investigate and evaluate the effects of individual, social, cultural, and technological influences on the development of a variety of dance genres and styles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Research the purposes of production, performance, and technologies of drama in a range of contexts, including New Zealand drama</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Investigate, analyse, and discuss the features</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research, analyse, and critically evaluate</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Analyse music from a range of sound environments, styles, and genres, in relation to historical, social, and cultural contexts</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Consider and reflect on the influence of music in their own music making and in their lives</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Demonstrate an awareness that drama serves a variety of purposes in their lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore ideas about how music serves a variety of purposes and functions in their lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate how music serves a variety of purposes and functions in their own lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate the forms and purposes of drama in different historical or contemporary contexts, including New Zealand drama</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on the expressive qualities of their own and others’ music, both live and recorded</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Respond to and reflect on live and recorded music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share the ideas, feelings, and stories communicated by their own and others’ objects and images</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Apply their understandings of the expressive qualities of music from a range of contexts to a consideration of their influence on their own music practices</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Explore how drama reflects our cultural diversity</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Research and analyse music from a range of sound environments, styles, and genres, in relation to historical, social, and cultural contexts, considering the impact on music making and production</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Apply their understandings of the expressive qualities of music from a range of contexts to analyse its impact on their own music practices</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research, analyse, and critically evaluate</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research, analyse, and evaluate the production and presentation of music works from historical, social, and cultural contexts</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Structures</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms with control</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Consider and reflect on the influence of music in their own music making and in their lives</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in their lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore ideas about how music serves a variety of purposes and functions in their lives and in their communities</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Investigate and analyse the relationship between the production of art works and the contexts in which they were made, viewed, and valued</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on the expressive qualities of their own and others’ music, both live and recorded</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Respond to and reflect on live and recorded music</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Share the ideas, feelings, and stories communicated by their own and others’ objects and images</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Apply their understandings of the expressive qualities of music from a range of contexts to a consideration of their influence on their own music practices</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>7</CurriculumLevel><LearningObjective>Research and analyse the influences of contexts on the characteristics and production of art works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Apply their understandings of the expressive qualities of music from a range of contexts to analyse its impact on their own music practices</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use critical analysis to interpret and respond to art works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><Strand>Understanding the Arts in Context</Strand><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Use research and analysis to investigate contexts, meanings, intentions, and technological influences related to the making and valuing of art works</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Apply knowledge of a range of conventions from established practice, using appropriate processes and procedures</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore a variety of materials and tools and discover elements and selected principles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Improvise and explore movement ideas in response to a variety of stimuli</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Dance</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Select and use choreographic devices, structures, processes, and technologies to develop and give form to dance ideas</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Extend and refine skills,</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Dance</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research and analyse contexts relevant to their intentions and to the expression of meanings in their own work</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Contribute and develop ideas in drama, using personal experience and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Improvise and explore movement ideas in response to a variety of stimuli</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Research, evaluate, and refine ideas in a range of dramatic forms to develop drama</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Drama</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Select and use choreographic devices, structures, processes, and technologies to develop and give form to dance ideas</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Extend and refine skills,</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Drama</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research, analyse, and integrate</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Contribute and develop ideas in drama, using personal experience and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Create, structure, refine, and represent compositions using the elements of music, instruments, technologies, and conventions to express imaginative thinking and personal understandings</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore and express sounds and musical ideas, drawing on personal experience, listening, and imagination</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore ways to represent sound and musical ideas</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on composition processes and presentation conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Represent compositions and improvisation frameworks, using appropriate conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Represent sound and musical ideas in a variety of ways</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Research, evaluate, and refine ideas in a range of dramatic forms to develop drama</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse, apply, and evaluate significant expressive features and stylistic conventions and technologies in a range of music, using aural perception and practical and theoretical skills</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Music – Sound Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research, analyse, and integrate</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Apply knowledge of a range of conventions from established practice, using appropriate processes and procedures</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Explore a variety of materials and tools and discover elements and selected principles</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Generate, develop, and clarify ideas, showing some understanding of established practice</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>1</CurriculumLevel><LearningObjective>Reflect on composition processes and presentation conventions</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Analyse, apply, and evaluate significant expressive features and stylistic conventions and technologies in a range of music, using aural perception and practical and theoretical skills</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Apply understanding from broad and deep research into</LearningObjective>
  • <LearningArea>The Arts</LearningArea><SubStrand>Visual Arts</SubStrand><CurriculumLevel>8</CurriculumLevel><LearningObjective>Research and analyse contexts relevant to their intentions and to the expression of meanings in their own work</LearningObjective>

Field: NZMOE Key Competency (repeats)

Repeat: Zero or more

Field Name: NZMOE:KeyCompetency

Field Value:

  • Thinking
  • Using language, symbols, and texts
  • Managing self
  • Relating to others
  • Participating and contributing


Field: NZMOE Curriculum Level (repeats)

Resources are assigned to their appropriate levels within a Learning Area. It's not the case that different Learning Areas can have different levels, except that some Learning Areas do not have levels available.

If a resource is intended for all levels then it would need 8 entries.

Repeat: Zero or more

Field Name: NZMOE:CurriculumLevel

Field Values:

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
Possibly call this field 'curriculumLevel' eg so as not to get confused with say year level, or NCEALevel (which I suggest should be a seperate field) --Dataviewdave 20:53, 18 October 2009 (UTC)
Agreed. Changed. Matthew Holloway 21:32, 26 October 2009 (UTC)

Field: NZMOE Subject (repeats)

This includes subject areas not describe in NZMOE:LearningArea such as whether the language is japanese.

Repeat: Zero or more.

Field Name: MZMOE:Subject

Field Values: (any)

Possibly better described as 'topic' and would be free form?.. --Dataviewdave 21:07, 18 October 2009 (UTC)

Field: NQF Level (repeats)

Repeat: Zero or more

Field Name: NQF:Level

Field Values:

  • 1
  • 2
  • 3
  • 4
  • 5
  • 6
  • 7
  • 8
  • 9
  • 10

Field: NQF Standard (repeats)

Repeat: Zero or more

Field Name: NQF:Standard

Field Value: (defined by external NQF Standard)

Because NQF Standards change regularly this schema does not define them. Applications should validate this field based on current NQF Standards.

Business Logic

NZMOE

Some combinations of metadata aren't valid. These business rules are to be applied after

  • The NZMOE:LearningArea "Health and PE/Health communities and environments/Societal attitudes and values" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Health and PE/Health communities and environments/People and the environment" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Health and PE/Health communities and environments/People and the environment" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Health and PE/Health communities and environments/People and the environment" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Number strategies" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Number strategies" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Number knowledge" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Number knowledge" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Equations and expressions" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Equations and expressions" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Patterns and relationships" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Patterns and relationships" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Measurement" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Measurement" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Shape" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Shape" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Position and orientation" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Position and orientation" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Transformation" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Mathematics and Statistics/Number and Algebra/Transformation" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Patterns and relationships" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Patterns and relationships" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Patterns and relationships" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Patterns and relationships" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Patterns and relationships" isn't valid for NZMOE:CurriculumLevel "5".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Patterns and relationships" isn't valid for NZMOE:CurriculumLevel "6".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Equations and expressions" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Equations and expressions" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Equations and expressions" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Equations and expressions" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Equations and expressions" isn't valid for NZMOE:CurriculumLevel "5".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Equations and expressions" isn't valid for NZMOE:CurriculumLevel "6".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Calculus" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Calculus" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Calculus" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Calculus" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Calculus" isn't valid for NZMOE:CurriculumLevel "5".
  • The NZMOE:LearningArea "Mathematics and Statistics/Mathematics/Calculus" isn't valid for NZMOE:CurriculumLevel "6".
  • The NZMOE:LearningArea "Science/Living world/Life processes" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Science/Living world/Ecology" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Science/Living world/Evolution" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Science/Living world/Ecology and evolution" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Science/Living world/Ecology and evolution" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Science/Living world/Ecology and evolution" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Science/Living world/Ecology and evolution" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Science/Living world/Ecology and evolution" isn't valid for NZMOE:CurriculumLevel "5".
  • The NZMOE:LearningArea "Science/Living world/Ecology and evolution" isn't valid for NZMOE:CurriculumLevel "6".
  • The NZMOE:LearningArea "Science/Living world/Ecology and evolution" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Science/Living world/Life processes, ecology, and evolution" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Science/Living world/Life processes, ecology, and evolution" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Science/Living world/Life processes, ecology, and evolution" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Science/Living world/Life processes, ecology, and evolution" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Science/Living world/Life processes, ecology, and evolution" isn't valid for NZMOE:CurriculumLevel "5".
  • The NZMOE:LearningArea "Science/Living world/Life processes, ecology, and evolution" isn't valid for NZMOE:CurriculumLevel "6".
  • The NZMOE:LearningArea "Science/Living world/Life processes, ecology, and evolution" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Earth systems" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Earth systems" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Interacting systems" isn't valid for NZMOE:CurriculumLevel "7".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Interacting systems" isn't valid for NZMOE:CurriculumLevel "8".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Earth systems and interacting systems" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Earth systems and interacting systems" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Earth systems and interacting systems" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Earth systems and interacting systems" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Earth systems and interacting systems" isn't valid for NZMOE:CurriculumLevel "5".
  • The NZMOE:LearningArea "Science/Planet earth and beyond/Earth systems and interacting systems" isn't valid for NZMOE:CurriculumLevel "6".
  • The NZMOE:LearningArea "Science/Physical world/Using physics" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Science/Physical world/Using physics" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Science/Physical world/Using physics" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Science/Physical world/Using physics" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Science/Material world/The structure of matter" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Science/Material world/The structure of matter" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Science/Material world/The structure of matter" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Social Sciences/History" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Social Sciences/History" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Social Sciences/History" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Social Sciences/History" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Social Sciences/History" isn't valid for NZMOE:CurriculumLevel "5".
  • The NZMOE:LearningArea "Social Sciences/Geography" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Social Sciences/Geography" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Social Sciences/Geography" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Social Sciences/Geography" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Social Sciences/Geography" isn't valid for NZMOE:CurriculumLevel "5".
  • The NZMOE:LearningArea "Social Sciences/Economics" isn't valid for NZMOE:CurriculumLevel "1".
  • The NZMOE:LearningArea "Social Sciences/Economics" isn't valid for NZMOE:CurriculumLevel "2".
  • The NZMOE:LearningArea "Social Sciences/Economics" isn't valid for NZMOE:CurriculumLevel "3".
  • The NZMOE:LearningArea "Social Sciences/Economics" isn't valid for NZMOE:CurriculumLevel "4".
  • The NZMOE:LearningArea "Social Sciences/Economics" isn't valid for NZMOE:CurriculumLevel "5".

Implementation Advice

To make the metadata more usable it may make sense to use form fields rather than free-form text. An obvious problem with free-form text is that it allows infinite and arbitrary values even if there are only some values that should be allowed.

Mediawiki

Wiki text may not be as preferable as multi-choice drop-down-lists for some fields. The mediawiki AddData plugin can provide form elements based on Mediawiki templates.

A little research on the pros/cons of different solutions may well provide us the answers we need, for example:
  • To what extent will the Semantic Mediawiki engine assist in this task
  • Customising a pull down template in the FCK-Editor with a drop-down list, radio buttons etc that will populate an MW template designed to track meta-data. --Wayne Mackintosh 05:24, 16 October 2009 (UTC)

Field: Tags

The engine that underlies WikiEducator (named Mediawiki) does not currently support this. The Ministry may consider funding the development of this feature.

Until this feature is available a similar effect may be achieved by users manually linking resources from their homepage and manually linking to categories from tag pages to describe them.

From memory --- I believe there is a MW extension that will allow a user to enter tags on their Del.icio.us account -- basically it will transfer the url of the page being tagged, assuming the user is logged in to Del.icio.us. I also believe their are MW extensions that will harvest tag clouds. --Wayne Mackintosh 05:21, 16 October 2009 (UTC)

Field: Ratings

A plugin such as Ajax Rating Script may be suited to this field.

Copyright Solution

Resources used and provided by teachers typically fall under copyright. Copyright is a balance of public and private rights, and for teaching the private rights in copyright may restrict sharing of information and therefore inhibit teaching. These private rights that are controlled by the copyright holder can however be contracted (licensed) to others, or given away entirely (copyright assignment), and an appropriate copyright solution would encourage contributions to the educational commons and subsequent collaboration and remix.

There are two broad approaches to this (1) Copyright licensing where multiple people retain copyright but license it liberally, and (2) Copyright Assignment where people give their copyright to an organisation that licenses it accordingly.

A copyright licensing solution would involve choosing from licenses that encourage the open sharing of information such as the GNU Free Documentation License, the GNU General Public License (typically reserved for software), and the Creative Commons licenses. Like any contract, the exact terms of the copyright licenses will affect which actions are permissible. It may be the case that the merging of content from disparate licenses isn't allowed. If licenses aren't compatible then the reuse of educational resources may be inhibited. Also this solution involves multiple copyright holders, and so relicensing may involve coordinating thousands of people to contribute their material again under a later license.

A copyright assignment solution would involve contributors giving copyright to a legal entity, typically a non-profit organisation, that is entrusted with licensing the works it owns. This organisation might have a board of directors that decides to license the material and -- if legal problems are found in a license -- they could relicense the material. Being able to relicense is necessary for the future use of educational materials. For example, software patent loopholes were found in GPL version 2 and software relicensed under GPL version 3 which closed this loophole. Similar issues occured in the Creative Commons version 2 licenses which were based on United States copyright law that wasn't easily portable to overseas jurisdictions (Creative Commons version 3 fixed this). A copyright assignment solution would mean that a single organisation could relicense content to newer licenses and close these loopholes in order to encourage the growth of the educational commons. There are difficulties in copyright assignment however, such as creating an onerous legal process that discourages contributors and, rarely, a legal risk to an organisation claiming copyright over falsely assigned content. For contributors, assignment to a 3rd party may allowing licensing in ways that conflicts with the desired intent of the resource. Although assignment may work for smaller groups of people this does not scale to large groups. Some of these can be mitigated with Contributor License Agreements (CLAs) that each individual signs and sends in, but again these may prove to be a prohibitively high barrier to participation.

Personally I would advise against assigning copyright to a non-profit or single organisation entrusted with this function. It's far better to assign copyright to the creator with the necessary licensing permissions. CLA's work against the spirit of the free culture and we would not be receptive to this solution --Wayne Mackintosh 05:36, 16 October 2009 (UTC).
Agreed. I just wanted to explore this to show how it would operate. It's not the recommended solution Matthew Holloway 23:16, 18 October 2009 (UTC)

While the copyright assignment solution is a superficially easier to manage it's a process that isn't conducive to contributions and assignment is rarely used by organisations for this reason. One exception is The GNU Project that offer the optional service of assigning copyright to them in order to enforce the GNU General Public License with their legal team. It is rarely used by Free Software projects.

As an aside the GFDL (as GNU's "equivalent license for content) is problematic on a number of accounts and one of the prime reasons Wikipedia migrated from from the FDL. Consider for example GFDL's invariant sections and issues when more than 100 copies are printed. the GFDL is not well suited to mass collaboration projects --Wayne Mackintosh 05:36, 16 October 2009 (UTC)

The copyright licensing solution is easier for contributors and it's the popular technique used by Wikipedia and most Free and Open Source software projects. Many of the relicensing issues can be solved with a license that explicitly allows relicensing under later versions of the license. For example Creative Commons includes a statement that, "You may Distribute or Publicly Perform an Adaptation only under the terms of: (i) this License; (ii) a later version of this License". The GPL version 3 includes a similar statement "you can redistribute it and/or modify it under the terms of the GNU General Public License as published by the Free Software Foundation, either version 3 of the License, or (at your option) any later version."

Copyright licensing is a more conventional and simpler approach than copyright assignment, and providing it includes an 'or later' clause it can be relicensed to avoid legal problems. Essentially contributors trust in the stewardship of the organisation that is allowed to write later versions of the license.

Agree - and it also it mitigates against the risks of copyright infringement keeping users responsible and accountable for adhering to copyright. --Wayne Mackintosh 05:36, 16 October 2009 (UTC)

The following discusses briefly various organisations that design open licenses:

  • Brainchild of copyleft advocate Lawrence Lessig, The Creative Commons Organisation authors the Creative Commons Licenses that always encourage free copying and distribution. Licenses are also available that optionally allow 'Attribution', 'Share Alike' requirements, 'Non-commercial' requirements, and 'No Derivatives'. These are abbreviated as BY, SA, NC, and ND respectively. Alternatively there is a Zero license A Attribution Share Alike license would be abbreviated as CC-BY-SA. Allowing derivative remixes of education resources would allow easier collaboration between teachers.
In the case of WikiEducator -- we only permit CC licenses that meet the requirements of the Free Cultural Works Definition -- consequently we do not permit NC or ND restrictions as we subscribe to the essential freedoms. Not sure I agree with labelling Lessig as a copyleft advocate as he designed a suite of licenses that do not adhere to copyleft -- moreover transgress the essential freedoms ;-) --Wayne Mackintosh 05:36, 16 October 2009 (UTC)
  • The Free Software Foundation was founded in 1984 and following the success of the GNU General Public License in 1989 came the Free Documentation License (FDL) in 1999. The FDL was an early attempt to encourage open collaboration and user/reader rights for texts. The FDL is distinct from some Creative Commons licensing is that it always allows commercial use. In 2009 version 1.3 of the license included a Section 11 that allowed relicensing to Creative Commons License Attribution Share-Alike.
Yes -- but a very dated license ;-)

This provides for attribution and for remixers to preserve the same rights that they benefited from (derivative works must be made available under the same license). Copyright Assignment should not be used as it would provide a high barrier to participation.

Copyright Infringement

By Contributors

It may be the case that contributors provide content that they shouldn't have. Typically online there is not a significantly upfront effort to detect copyright infringement. Instead contributors are simply told to only contribute work that they are able to license, and that material will be removed if infringement is believed to occur. Section 92C of the New Zealand Copyright Act and United State's DMCA would allow a safe harbour for website hosts providing swift action is taken upon accusations of copyright infringement. Please note that this does not necessarily mean that copyright infringement has been determined in a court of law, but that ISPs are supposed to determine whether infringement has occurred.

By users

Although it's rare for liberal licenses such as the GPL or CC to require enforcement it does happen. There are overseas cases of attribution being removed, and Share-Alike rights being denied. As well as respecting existing contributors rights to attribution and Share Alike there is a public-relations aspect too. Future contributors should know that their licensing terms will be respected, and enforced if necessary.

Wikipedia and Wikieducator use Creative Commons Attribution - Share Alike. Matthew Holloway 23:18, 26 October 2009 (UTC)
WikiEducator also permits CC-BY and public domain declarations. --Wayne Mackintosh 05:39, 16 October 2009 (UTC)

Copyright Recommendations

Resource

  1. That contributors license resources under the Creative Commons Attribution Share-Alike (CC-BY-SA) license.
  2. That the Ministry consider pooling legal resources with Creative Commons NZ and other contributors for issues of copyright infringement. This may involve either (1) legal resources to decide whether to remove resources upon allegations of infringement, or (2) enforcement of the CC license.
I would also recommend the use of the more permissive attribution license. This is a complex philosophical debate concerning whether the author want's to protect the future freedoms of the resource, or the future freedoms of future users. In this respect, content resources are different from source code and we should afford the freedoms of the author to make this choice. CC-BY resources are not restricted from being incorporated into derivative works which may be licensed under copyleft (CC-BY-SA) --Wayne Mackintosh 05:43, 16 October 2009 (UTC)
Yes, this is a complex issue and you have summarised it well. It is similar to the BSD vs GPL issue where BSD is about the 'freedom' of programmers to close code and GPL is about the 'freedom' of users to have and reuse code. In this respect it's about the distinction between suppliers and users, or to put it in an educational context the distinction between 'teachers who are authors' and 'teachers and students who are receiving work and who wish to modify it'. I'll use the terms 'Teacher Authors' and 'Teacher Modifiers' as shorthand for this. Removing Share Alike allows Teacher Authors the 'freedom' to prevent others from building upon their work, whereas Share Alike ensures that Teacher Modifiers have the 'freedom' to build upon content. There is a clear difference in ability to reuse with Teacher Modifiers having unequal rights unless there are Share Alike rights (in a 'freedom' sense they are subjugated). It's sometimes said that authors would not build upon work that obliged them to Share Alike as WikiEducator currently does, and that therefore it's a pragmatic concession to favour Teacher Authors over Teacher Modifiers. This is a subtle and complex social prediction. I would disagree that non-SA is more permissive. I favour SA for allowing teachers to build upon other teacher's works, and I generally disagree with a non-SA option because it removes Teacher Modifier freedoms in favour of Teacher Authors although I am of course open to debate. From a technical standpoint it's easy to add licensing options so this discussion should not delay the document. -- Matthew Holloway 00:12, 19 October 2009 (UTC)
Hi Matthew -- in the case of content (which is a little different from source code in the sense of compiled software) -- I'm not sure that your statement that "Removing Share Alike allows Teacher Authors the 'freedom' to prevent others from building upon their work, whereas Share Alike ensures that Teacher Modifiers have the 'freedom' to build upon content. is correct. (Speaking personally -- I have a preference for the Copyleft alternative with the inclusion of SA - but it is not correct to say that the CC-BY license removes the 'freedom' to prevent others from building upon their work. The CC-BY license is irrevocable and does not restrict derivative works - even in cases where a derivative work is locked down under all rights reserved. The point is that the original CC-BY resource created by Teacher Author A will always be legally available for derivative works. It is true that if Author B creates a derivative work and re-licenses this under all rights reserved that the bits Author B adds to Author A's work will restrict the 'freedom' to prevent others from building on Author B's additions (however this does not restrict the Freedom of Author C to take the bits of Author A's contribution out of the resource or the original version from Author A to develop a derivative work.) There is a philosophical argument that forcing future authors to release work as a copyleft resource is a restriction of freedom to do what they like with derivative works. -- This becomes a deadlock cyclical debate and I don't think it serves the interests of education. I think it is better to have Teacher Authors and Teacher Modifiers have the freedom regarding which licence they wish to apply. This is a more defensible position from and education perspective. --Wayne Mackintosh 01:35, 19 October 2009 (UTC)

Metadata

While it's generally agreed that resources should have formal Attribution and a preference for Share-Alike there is less of a need for restrictions over the metadata itself.

Because of this metadata should use the Creative Commons Public Domain declaration.

Minor technicality -- to the best of my knowledge PD is a declaration and not a license. I agree that our meta data should be released in the public domain and we will need clear declaration statements on the sites which will be producing meta data. Fortunately, the NZ copyright act recognises the public domain -- but this is not true for all countries. --Wayne Mackintosh 21:46, 22 October 2009 (UTC)
Thanks, fixed Matthew Holloway 00:32, 27 October 2009 (UTC)

File Format

Learning Resources can be described by metadata files, and optionally packaged in a zip file container.

Metadata

The fields have been designed as simple "key:value" without nesting or hierarchy which allows for easy serialization. Although hierarchy is implied though values with "/" characters in them this should be treated as any other character.

Schema to follow once we've agreed the file structure. Sample document below.

/meta-author.xml

A resource may only have one author metadata file. 

<?xml version="1.0" encoding="UTF-8" ?>
<metadata version="1" type="author" xmlns="moe:resource:version:1">
 <field name="Title">Reusable and portable content for New Zealand schools/Metadata</field>
 <field name="Author">Mark Ramshaw phone me on 2345-6789</field>
 <field name="ResourceLicense">http://creativecommons.org/licenses/by-sa/3.0/</field>
 <field name="Attribution">Stuart Campbell http://creativecommons.org/licenses/by/3.0/nz/</field>
 <field name="Attribution">Matt Bielby http://creativecommons.org/licenses/by-sa/3.0/nz/</field>
 <field name="NZMOE:KeyCompetency">Participating and contributing</field>
 <field name="NZMOE:LearningArea">Science/Living world/Ecology and evolution</field>
</metadata>

Filename

When outside the container format this file may be named as anything. When inside the container the file is named "/author.xml".

/meta-user-*.xml

A resource may have multiple user metadata. 

<?xml version="1.0" encoding="UTF-8" ?>
<metadata version="1" type="user" xmlns="moe:resource:version:1">
 <field name="Rating">40%</field>
 <field name="Comments">Here's what I think of your resource...</field>
 <field name="Tag">Reading</field>
 <field name="Tag">Walking Talking</field>
 <field name="NZMOE:KeyCompetency">Participating and contributing</field>
</metadata >

A user cannot use the following fields

  • Title
  • ResourceLicense

Filename

When outside the container format this file may be named anything.

When inside the container the file is named "meta-user-*.xml" where "*" is replaced with any characters to make the file unique (Eg, a user id).

Container Format

Resources and metadata can be optionally packaged in a container file.

ZIP Container

ZIP is the container format for a learning resource.

One learning resource per ZIP.

All platforms should be able to parse ZIP files and there are no known patent issues in ZIP files that would restrict any software implementations (Free and Open Source or Proprietary software).

Files within ZIP Container

/META-INF/manifest.xml

To assist parsing this contains a list of files within the container, 

<?xml version="1.0" encoding="UTF-8"?>
<manifest:manifest xmlns:manifest="urn:oasis:names:tc:opendocument:xmlns:manifest:1.0">
  <manifest:file-entry manifest:media-type="text/x-wiki.mediawiki" manifest:full-path="content.txt"/>
  <manifest:file-entry manifest:media-type="image/jpeg" manifest:full-path="Pictures/somephoto.jpg"/>
  <manifest:file-entry manifest:media-type="image/png" manifest:full-path="Thumbnails/thumbnail.png"/>
  <manifest:file-entry manifest:media-type="" manifest:full-path="Thumbnails/"/>
</manifest:manifest>
MIME-types

Although a resource may use any content type (see "manifest:media-type" attribute in above example) the following unofficial content types should be used when official mime types aren't available.

Type MIME-type
Mediawiki text/x-wiki.mediawiki

/mimetype

A Unicode text file containing the text 

moe:resource:version:1

/Thumbnail/thumbnail.png

At /Thumbnails/thumbnail.png within the ZIP an optional thumbnail may be provided.

/Pictures/*

Within the ZIP at /Pictures/ arbitrary binaries (pictures, video, audio) may be stored.

No restrictions are imposed on binary file format types.

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