Curriculum+Documentation

===After a cluster teacher only day and a follow up senior staff meeting we created essence statements for 3 of the curriculum areas. See below. Further discussion was had with whole staff and senior staff on theset up and framework of possible curriculums- Context V content. These discussions are on going.===

Science Essence Statement
Science is a way of investigating, understanding and explaining our natural, physical world and the wider universe through the use of a scientific process. (NZ Curriculum Page 28)

Ways of Working in Science
For children to gain a deeper understanding of Science they will be encouraged to work in the following ways:
 * Observe
 * Hypothesise
 * Trial
 * Test / Investigate
 * Explain and communicate understandings
 * Evaluate
 * Report based on evidence

Science Specific Skills
Through the use of a scientific process the students will develop the following skills:
 * Questioning
 * Predicting
 * Observing
 * Developing a fair test
 * Using equipment and materials correctly and safely
 * Understanding and finding variables
 * Measuring
 * Recording and reading (Diagrams, graphs, tables)
 * Constructing a model

Scientific Language:
During any science unit teachers and students will be using a variety of science specific language across all levels of the school. The following is a simplified list of such science specific language.

//Observe, Predict, Hypothesise, Fair Test, Trial, Investigate, Measure, Evaluate, Compare, Variables, Communicate, Findings, Models, Data, Explore, Experiment, Results, Process, Justify, Data, Analyse, Method, Results//

Essential Knowledge
At West Gore School we have identified areas of essential knowledge in Science. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following contexts: § Physical World o Electricity o Forces o Energy o Magnets o Sound o Light

§ Planet Earth & Beyond o Solar System o Day and Night

§ Living World o Growth Cycles o Habitat o Ecology o Conservation o Water o Fire

§ Material World o Changing properties (Heating & cooling, floating & sinking) o Atoms & Materials

Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Science.

We have identified the following contexts and issues as of significant importance to our school community:

Manapouri Power Stations / Electricity Fiordland Conservation / Ecology Caitlins Conservation / Ecology Mataura River How clean are our streams? River Study Gore Dump Recycling Waimumu Coal Mining Southland Observatory Solar System / Astronomy Gore area Dairy Farming Dolamore Park Bush Study
 * Contexts Issues**

Social Science Essence Statement
The Social Sciences are about people and how they work together in society and participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand. (NZ Curriculum Page 30)

Ways of Working in Social Science
For children to gain a deeper understanding of Social Science they will be encouraged to work in the following ways:
 * Ask questions
 * Acknowledge different perspectives
 * Engage through personal stories
 * Develop relationships
 * Compare and contrast
 * Make informed decisions
 * Analyse their own behaviour
 * Take personal responsibility
 * Communicate

Social Science Specific Skills
Through the use of a social decision making process and values exploration the students will develop the following skills:
 * Developing deep questions
 * Work towards a consensus
 * Interview
 * Debate
 * Explore and express own view point
 * Identify and understand others points of view
 * Develop empathy
 * Create timelines, graphs, tables and diagrams to present information
 * Read and interpret maps
 * Develop co-operative skills
 * Reflect
 * Evaluate
 * Critique
 * Goal Set

Please also refer to the Social Studies in the NZ Curriculum document page 19 Essential Skills for a comprehensive list of the skills and processes in this learning area.

Social Science Language:
During any social science unit teachers and students will be using a variety of specific language across all levels of the school. The following is a simplified list of such social science specific language.

//Citizenship, Empathy, Responsibility, Diversity, Enterprise, Globalisation, Perspective, Impact, Culture, Identity, Community, Geography, Consensus, Economics, History, Democracy//

Essential Knowledge
At West Gore School we have identified areas of essential knowledge in the Social Sciences. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following contexts:


 * Identity, Culture, and Organisation**
 * The Treaty of Waitangi
 * Cultural Diversity
 * Democracy and electoral systems


 * Place and Environment**
 * The location and significance of natural and physical features
 * Community and belonging (Gore, Southland, South Island…)


 * Continuity and Change**
 * Significant events in New Zealand’s history (including the relevance of specific public holidays e.g. ANZAC Day, Labour Day, etc)
 * Significant international events and New Zealand’s participation


 * The Economic World**
 * Consumption and production
 * Economic systems
 * Global economies


 * The social inquiry approach**
 * Students can…
 * Ask questions, gather information and ideas and examine relevant current issues
 * Explore and analyse people’s values and perspectives
 * Consider the ways in which people make decisions and participate in social action
 * Reflect on and evaluate the understandings they have developed and the responses that may be required

Please also refer to the Social Studies in the NZ Curriculum document page 23 Essential Learning for a greater summary of the knowledge and understandings students should develop about New Zealand society.

Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Science.

We have identified the following contexts and issues as of significant importance to our school community:

Manapouri Power Stations / Electricity Fiordland Conservation / Ecology Caitlins Conservation / Ecology Mataura River How clean are our streams? River Study Gore Dump Recycling Waimumu Coal Mining Southland Observatory Solar System / Astronomy Gore area Dairy Farming Dolamore Park Bush Study
 * Contexts Issues**

Technology Essence Statement
Technology is about any product or process that man has developed to better meet human needs. Technology is design, innovation, enterprise critical and creative thinking.

//“Technology is intervention by design: the use of practical and intellectual resources to develop products and systems (technological outcomes) that expand human possibilities by addressing needs and realising opportunities.”// (NZ Curriculum Page 32)

Ways of Working in Technology
For children to gain a deeper understanding of Technology they will be encouraged to work in the following ways:
 * Describe and articulate a problem, issue or need
 * Question
 * Problem Solve
 * Design
 * Plan
 * Reflect
 * Critique
 * Model
 * Trial and error
 * Ask an expert
 * Produce
 * Clarify
 * Evaluate
 * Future proof
 * Market / Advertise
 * Think creatively and critically
 * Explore ethical issues

Technology Specific Skills
Through the use of a technological process the students will develop the following skills:
 * Questioning
 * Analysing
 * Reflecting
 * Evaluating e.g. PMI
 * Develop a fair test
 * Draw plans, flow charts, diagrams
 * Understand materials and their properties
 * Design a brief
 * Risk Taking
 * Measurement
 * Adapting
 * Safety Skills
 * Decision making
 * Predicting
 * Modifying
 * ICT skills (tools)
 * Communication
 * Perseverance
 * Thinking
 * Innovation

Technological Language:
During any Technology unit teachers and students will be using a variety of specific language across all levels of the school. The following is a simplified list of such technology specific language.

//Need, Brief, Design, Trial and Error, Adapt, Reflect, Solutions, Innovation, Comparison, Enterprise, Develop, Ethics, Technology, Impact, Marketing, Predict, Modify, Invention, Proto-type, Cost-Effectiveness, Process, Product, Cause and Effect, Consumer//

Essential Knowledge
At West Gore School we have identified areas of essential knowledge in Technology. Therefore we place particular emphasis on ensuring all students have exposure to and experiences in the following:


 * Understanding and using the technological process
 * Understanding the properties of materials and how they work
 * Cause and effect
 * Economics
 * Production
 * Safety
 * Marketing and Advertising

Please also refer to the Technology in the NZ Curriculum document page ?

Local Contexts & Issues:
At West Gore School we would like to make use of the local environment and local issues which can provide realistic, rich and meaningful contexts for our students to explore through Technology.

We have identified the following contexts and issues as of significant importance to our school community:


 * Local Field Days
 * Technology Challenges
 * Local farm industries and the rural community for innovative ideas and new technology
 * Dairy farming
 * Engineering firms – Donalds Engineering
 * No. 8 Wire – website
 * Museum
 * Burt Munro

Principles
The learning area of technology provides a useful vehicle for students to discuss and look into the “future by exploring such significant future-focused issues as sustainability, citizenship, enterprise, and globalisation” (NZ Curriculum page 9).

In follow up to a senior staff day with Juila Aitkin further development on a MU diagram were made. The paragragh below shows staff reflection on this from meeting minutes. The Mu diagram was used in a whole staff planning meeting to develop our terms topic based on our motto and values- Our place to grow- Self worth, Community and Growth.
 * Values and Beliefs**

· All the work the staff, students and parents have put into designing the values and beliefs has now been condensed and captured in smaller phrases (show what Jenny has produced). We did some of this as a staff and with Julia Aitkin. What we must do now is not lose all of the essence of what was first created so it is embedded all of those concepts and words that began this whole process. Even though they might not be in the final words does not mean it is not important. · The Key Competencies, Values and Beliefs are all one in this unit and we need to make this a living and breathing document other wise it means nothing. We have to believe and value these things as a staff because we have to model this and teach through this way. · We have to get this part right so we can continue to add to this and it becomes just part of what it is like to be a teacher, student and parent of West Gore School. · Broken down into three key areas which most of you would have seen some stage at the end of last year- we believe in ourselves, we are growing as learners, we belong to this community ………..so we believe in respect, happiness, responsibility, success, creativity, resilience, collaboration and diversity. · We are now trying to get children to see and know that this is what we all value and why we value it but most importantly connecting our values with our actions · From here making a Mu Dictionary to help plan the first topic for the term.
 * Reflection on Values & Beliefs Unit T1 - T2 2010**

Here is an example of one of the planning documents putting teacher activities for the senior school on the MU. Other plans were made in other areas of the school. The photo didnt come out well but shows postits with teachers ideas in different areas. there were 4 quadrents to the Mu.

The table below shows how we have clearly identified our values after all the discussions.  **__ West __****__ Gore School __**  **//We value… We Believe… Resulting in…//** **//3//**
 * // Our Place to Grow //**
 * · ** Self Worth **
 * We believe in ourselves. ** || **…****everyone has the right to develop self worth.**
 * …self worth is developed through interactions.**
 * …in creating an environment where it is safe to become a motivated, confident risk taker.**
 * …that with a sense of self worth you will affirm others.** || **… confidence**
 * … a curriculum targeted to learning needs**
 * … the understanding that mistakes are part of learning**
 * … respectful communication** ||
 * · ** Growth **
 * We are growing as learners. ** || **…the learner will develop a sense of responsibility to manage themselves and their learning**
 * …the learner will set goals and strive to succeed**
 * …learner driven learning will engage and empower the learner**
 * …children will make sense of their world through new experiences.**
 * …children will develop insights and concepts to use in life to continue to learn.** || **…an understanding of how we learn**
 * …thinking creatively, reflectively and critically.**
 * …active seekers, users and creators of knowledge**
 * …informed decision makers**
 * …literate and numerate learners**
 * …the use of a wide variety of communication tools** ||
 * · ** Community **
 * We belong to this community. ** || **…in a partnership/link between home and school.**
 * …in mutual, shared responsibility towards the child’s learning**
 * … that a connection with others and our wider community is important.** || **…parents and teachers valuing each others contributions towards children’s growth.**
 * … a collective responsibility for the learner and learning.**
 * …a pride in our school and community**
 * …a pride in our environment**
 * .. caring for and connecting with others** ||


 * // Respect //** **// Happiness Responsibility Success Creativity Resilience Collaboration Diversity //**

Below is an example of a planning unit developed for all curriculum areas which leaves room to focus on key comps, tech and our values.


 * Unit Plan: |||| Term: Duration: ||
 * **Self Worth:** We believe in ourselves. **Growth:** We are growing as learners. **Community:** We belong to this community. ||
 * Key Concepts: |||| What is the enduring understanding? (Essential Knowledge) ||
 * Learning Intentions: |||| Success Criteria: ||
 * Assessment: // Purposeful assessment that allows us to identify the desired result. What is worthy of assessing? Determine the appropriate evidence. What evidence will show us the students learning? // |||| Achievement Objectives: ||
 * **Teaching and Learning Sequence:** What learning experience + teaching will promote understanding, interest and excellence? ||
 * || Key Competencies: ||
 * ^  || Thinking Skills: ||
 * ^  || ICT Tools: ||
 * || Key Competencies: ||
 * ^  || Thinking Skills: ||
 * ^  || ICT Tools: ||

Staff have then gone onto implementing the values into their class aiming for a deep understanding and a school that lives and breaths the values. There have been a wealth of teaching ideas here are a sample some of the types of activities being done.

Shields that represent self worth with audio to show childrens understanding of what it is like to have positive self worth. http://westgoreschoolroom8.wikispaces.com/Self+Worth

These show slides from a powerpoint about community. The children used photos, video, art work, song, drama, recorded sound and ideas to create a powerpoint which they felt represented community.

A kidspiration brainstorm to represent ideas about community. http://westgoreschoolroom16.wikispaces.com/Our+Values this link shows a class treaty to represent the values.