CURRICULUM FOREWORD As Aurora continues to grow from its early years foundations into a connected Primary and Middle School pathway, we have worked intentionally to develop a curriculum that reflects both the values of the New Zealand Curriculum and the unique identity of our international learning community in Ho Chi Minh City, Vietnam. Grounded in the New Zealand Curriculum within an international context and inspired by the Reggio Emilia philosophy, our approach values curiosity, inquiry, creativity, collaboration, wellbeing, and the belief that children are capable, competent learners who construct understanding through experience, reflection, relationships, and authentic engagement with the world. This framework provides clarity, coherence, and continuity across Years 1 to 10. It supports teachers to understand how learning progresses over time while recognising the importance of responsive and intentional teaching. Rather than a rigid checklist of content, it is a living framework designed to guide meaningful, adaptable, and student centred learning experiences. Our approach is informed by contemporary educational research and international best practice, including the OECD’s Unlocking High Quality Teaching, John Hattie’s Visible Learning, SOLO Taxonomy, and the World Economic Forum’s Future Skills frameworks. Together, these support Aurora’s commitment to deep learning, learner agency, critical thinking, collaboration, and visible progress over time.
Across all learning areas, Aurora’s curriculum emphasises: •
conceptual understanding rather than superficial coverage
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creativity alongside academic rigour
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inquiry and explicit teaching
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continuity, transferability, and interdisciplinarity of learning
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visible learning, reflection, and documentation
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increasing independence and learner agency
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authentic application of learning in meaningful contexts
Above all, this curriculum reflects Aurora’s commitment to educating the whole child, where learning extends beyond academic achievement to include wellbeing, relationships, identity, cultural understanding, artistic expression, physical development, and environmental responsibility. We also welcome parents to use this reference as a gateway to access the school’s curricular approach and our commitment to the students’ holistic journey. With this curriculum framework, we stand ready to deliver engaging, inclusive, and purposeful learning experiences. We are fully committed to bringing this vision to life and ensuring that every student flourishes.
Lester Stephens Head of Primary & Middle School
curriculum
ENGLISH
Curriculum Overview & Learning Continuum (Years 1-10) Section 1: Curriculum Overview Section 2: English Learning Continuum Section 3: English Genres & Text Types Across Year Levels Section 4: Year-Level English Learning Outcomes Section 5: Parent Learning Pathway Snapshot
SECTION 1: Curriculum Overview
Purpose
What Matters Most in English at Aurora
English at Aurora International School of the Arts develops confident, capable communicators who use language to think, connect, and make meaning across learning contexts. Grounded in the New Zealand Curriculum and informed by Aurora’s Reggio-inspired philosophy, English learning is purposeful, integrated, and responsive to students’ developmental stages.
Across all year levels, effective English learning at Aurora is characterised by the following shared commitments:
This document provides a coherent English framework for Years 1–10, supporting teacher planning, assessment, and reporting, while
Reading, writing, listening, speaking, viewing, and presenting are developed together across learning experiences.
offering families a clear view of how English learning develops across the school.
•
•
Purposeful communication
Students use language to express ideas, explore thinking, and connect with others. Integrated language modes
Meaning before mechanics
English at Aurora – Overview (Years 1–10)
Understanding and communication are prioritised, with accuracy developed through use, feedback, and reflection.
English learning at Aurora is:
•
•
purposeful and meaningful
•
integrated across language modes
Teacher support reduces as students gain confidence, control, and responsibility.
•
developmentally responsive
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•
evidence-based and assessable
Learning is documented and assessed across multiple experiences, not single tasks.
English integrates the following language modes, which are planned intentionally across time and contexts: •
Reading
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Writing
•
Listening & Speaking
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Viewing & Presenting
•
Progressive independence
Visible progress over time
Language features support meaning
Students develop understanding of grammar (e.g. sentences, nouns, verbs, adjectives, punctuation) through reading and writing, applying these purposefully to communicate ideas clearly. These commitments apply consistently across all English learning at Aurora.
Aurora Learning Competencies (Years 1–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others. These competencies are developed intentionally through classroom experiences, inquiry, collaboration, and reflection, and become increasingly visible as students grow in independence and confidence.
Thinking Students ask questions, make connections, and develop ideas. They reason, problem-solve, and reflect on their learning, building deeper understanding over time.
Using Language, Symbols, Texts, and Media Students communicate ideas using words, numbers, images, movement, and digital media. They learn to interpret and express meaning in a range of contexts and forms.
Managing Self Students develop independence, organisation, and responsibility for their learning. They set goals, persist through challenges, and reflect on their progress.
Relating to Others Students work collaboratively, listen to different perspectives, and contribute respectfully in a range of social and learning contexts.
Participating and Contributing Students work collaboratively, listen to different perspectives, and contribute respectfully in a range of social and learning contexts.
These competencies are not taught in isolation; they are developed through all learning areas and are reflected in how students approach challenges, interact with others, and apply their learning in meaningful contexts. In English, these competencies are developed through communication, interpretation, and expression.
Conceptual Understanding at Aurora
•
Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts.
At Aurora, progress reflects increasing depth of understanding, control of language, and independence over time.
These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific and interdisciplinary contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways.
presentations and oral language
SOLO Taxonomy at Aurora Teachers use SOLO Taxonomy to describe the depth of student understanding: •
Multistructural — identifies ideas and uses basic structures
•
Relational — connects ideas and explains meaning clearly
•
Extended Abstract — analyses, evaluates, and applies ideas in new contexts
Planning & Assessment Expectations (All Year Levels) When planning English learning, teachers ensure that: •
all language modes (reading, writing, listening, speaking, viewing, presenting) are addressed across time
Reporting What Progress Looks Like in English Working Towards •
communicates simple ideas with support
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developing control of structure and language
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relies on guidance
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learning is connected to a clear context, purpose, or concept
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oral language supports reading and writing development
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explicit teaching is provided where needed
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students explore, practice, and apply language effectively in meaningful contexts
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discussion, reflection, and response are embedded
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evidence of learning is gathered naturally through tasks and interactions
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communicates with clarity, precision, and voice
English may be integrated with other learning areas; however, English learning outcomes remain visible and intentional.
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adapts language effectively
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demonstrates independence and critical thinking
Meets Expectation •
communicates clearly for purpose and audience
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uses appropriate structure and vocabulary
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applies skills across contexts
Above Expectation
Judgements are informed by:
Assessment in English Assessment is ongoing and informed by professional judgement, drawing on: •
reading responses and comprehension tasks
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writing samples across purposes
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observations and discussions
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depth of understanding (SOLO)
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ability to apply language across contexts
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level of independence
Language Features Progression (Overview) Language features (grammar, sentence structure, and punctuation) are developed through reading and writing across all year levels. These are taught in context and applied to support meaning, clarity, and communication.
Guiding Question for English Planning How are students using language to think, communicate, and make meaning at this stage of development?
SECTION 2: English Learning Continuum
YEAR 1 - ENGLISH
YEAR 2&3 - ENGLISH
Position in the Learning Continuum
Position in the Learning Continuum
Year 1 represents the transition from Te Whāriki into the New Zealand Curriculum (Level 1). Learning is play-based, relational, and highly scaffolded.
Years 2–3 sit within NZC Level 1 and 2 and focus on consolidating and applying foundational literacy skills.
Key Focus •
oral language as the foundation for literacy
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enjoyment of texts and storytelling
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early reading and writing behaviours
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confidence, identity, and belonging
Key Focus •
fluency and clarity in communication
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increasing stamina and independence
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meaningful application across contexts
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encountering more diverse genres and text types
Typical Learning Experiences
Learning Across Language Modes
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shared reading and storytelling
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oral retelling and discussion
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early writing through drawing and labels
Students develop fluency and comprehension, write short purposeful texts, contribute actively to discussion, and share learning through informal presentation.
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listening and responding to stories
Genres Commonly Encountered
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informal presenting through play and sharing
Narrative, recount, description, procedural, explanation (emerging), opinion (emerging), persuasive (emerging)
Genres Commonly Encountered Narrative, recount, description, procedural (emerging) Assessment Focus Observations, learning stories, work samples, oral language evidence
Assessment Focus Work samples, reading responses, discussion observations, presentations
YEAR 4&5 - ENGLISH
YEAR 6&7 - ENGLISH
Position in the Learning Continuum
Position in the Learning Continuum
Years 4–5 NZC Level 2 and early Level 3, with increasing independence and control.
Years 6–7 NZC Level 3 and early Level 4. This marks the transition into Middle School learning with increased academic rigour.
Key Focus •
deeper comprehension and interpretation
•
structured and sustained writing
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clearer organisation of ideas
Learning Across Language Modes Students analyse texts, write for a range of purposes, participate actively in discussion, and present ideas with increasing clarity. Genres Commonly Encountered Narrative, explanation, persuasive, recount, response, procedural, informational Assessment Focus Sustained writing, reading responses, presentations, discussion evidence
Key Focus •
analysis and interpretation of texts
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audience-aware writing and speaking
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effective and creative use of conventions across media
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confident discussion and presentation
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growing independence and emerging personal styles
Learning Across Language Modes Students analyse and compare texts, write sustained pieces, engage in discussion and debate, and present using multimodal tools. Genres Commonly Encountered Narrative, persuasive, explanation, response, report, biography/autobiography, poetry (emerging) Assessment Focus Analytical writing, oral presentations, reading analysis, discussion evidence
YEAR 8 - ENGLISH
YEAR 9&10 - ENGLISH
Position in the Learning Continuum
Position in the Learning Continuum
Year 8 NZC Level 4 and early Level 5 and is a distinct developmental year focused on voice, identity, and preparation for secondary pathways.
Years 9–10 prepare students for senior secondary learning (NZC Levels 4–5 and early Level 6).
Key Focus •
critical interpretation
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control of structure and style
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increasing academic independence
Learning Across Language Modes Students analyse complex texts, craft purposeful writing, lead discussions, and deliver structured presentations. Genres Commonly Encountered Analytical response, persuasive, narrative, explanation Assessment Focus Sustained written work, presentations, analytical discussion, process observation
Key Focus •
sophisticated analysis and evaluation
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precise language use
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independent planning and revision
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exploration and experiment with more nuanced genres, media, and styles
Learning Across Language Modes Students critically analyse texts, write extended pieces, engage in formal discussion, and create multimodal presentations Genres Commonly Encountered Analytical, persuasive, creative, reflective or critique, researched writing, intertextuality (emerging), genre adaptation (emerging) Assessment Focus Extended writing, analytical responses, formal presentations, moderation evidence, research checkpoints
SECTION 3: English Genres Across Year Levels This table shows how students typically encounter and develop different text types and communication forms across year levels. Genres are introduced through meaningful contexts, often connected to inquiry learning, Social Sciences, Science/STEM, and the Arts. Genres are revisited and deepened over time with increasing complexity, structure, and independence.
English Genre Development Overview Example Genres / Text Types
Typical Contexts
Year 1
Narrative (oral & drawn), Recount, Description, Procedural (emerging)
Storytelling, play-based inquiry, classroom routines, instructions, outdoor observation and record
Year 2
Narrative, Recount, Description, Procedural, Simple Information Text
Storytelling, inquiry reflections, instructions, community learning, sensory walk
Year 3
Narrative, Recount, Procedural, Explanation (emerging), Opinion, Persuasive (emerging)
Community and environment inquiry units
Year 4
Narrative, Explanation, Recount, Report, Opinion
Historical and environmental inquiries, Nature biographical report
Year 5
Narrative, Explanation, Persuasive, Report, Response
Social Sciences and Science investigations, News, Proposal for a change
Year 6
Persuasive, Explanation, Report, Narrative, Response, Biography / Autobiography, Poetry (emerging)
Systems, global connections, research inquiry, interview, idea pitching
Year 7
Persuasive, Analytical Response, Report, Explanation, Narrative
Social issues, literature studies
Year 8
Analytical Response, Persuasive, Narrative, Reflective Writing
Identity, global issues, literature
Year Level
Year 9
Year 10
Analytical, Persuasive, Creative, Reflective or Critique, Intertextuality (emerging), Genre adaptation (emerging), Research Writing Analytical Essay, Persuasive Writing, Research Report, Creative Writing
Social change, literature, global inquiry, Art review, social media adaptation
Secondary preparation and academic writing
This table: •
provides planning inspiration, not prescription
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supports vertical alignment across year levels
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helps families understand what learning might look like in practice
Teachers may: •
adjust contexts based on student interest
•
revisit similar ideas at increasing levels of complexity
SECTION 4: English Learning Outcomes (Year 1-Year 10) YEAR 1
YEAR 2-3
(NZC early Level 1)
(NZC Level 1 – secure and early Level 2)
Reading & Viewing
Reading & Viewing
Students are expected to:
Students are expected to:
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recognise letters, sounds, and simple high-frequency words
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read simple texts with increasing fluency and understanding
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engage with shared and guided texts
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use decoding and comprehension strategies
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retell key ideas from stories
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identify key ideas and simple details
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make simple connections to personal experiences
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make predictions and connections
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respond to texts through discussion and writing
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respond to texts through talk, drawing, and play
Writing Students are expected to: •
represent ideas through drawing, symbols, and early writing
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write simple words and phrases
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begin to form sentences with support
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use phonics knowledge to attempt spelling
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share writing with others
Writing Students are expected to: •
write short texts for a range of purposes
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organise ideas into simple sentences
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use basic punctuation (capital letters, full stops)
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use simple grammar structures (e.g. nouns, verbs, adjectives) to add meaning
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apply phonics and spelling knowledge
Listening, Speaking & Presenting
Listening, Speaking & Presenting
Students are expected to:
Students are expected to:
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listen attentively to stories and instructions
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•
speak in sentences to share ideas and experiences
listen and respond appropriately in discussions
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share ideas clearly in sentences
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ask and answer questions
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participate in roleplay and presentations
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explain thinking using simple language
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participate in discussions and group activities
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use oral language to explain thinking
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present ideas informally through play and sharing
YEAR 4-5
YEAR 6-7
(NZC Level 2 and early Level 3)
(NZC Level 3 and early Level 4)
Reading & Viewing
Reading & Viewing
Students are expected to:
Students are expected to:
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read a range of texts with increasing fluency and comprehension
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read a range of texts with increasing fluency and independence
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identify main ideas and supporting details
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interpret and respond to texts
identify main ideas, themes, and supporting details
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recognise basic language features and structure
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make inferences and interpret meaning beyond the surface
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use evidence from texts to support ideas
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analyse how language features and structure shape meaning
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use evidence from texts to support ideas and responses
Writing Students are expected to: •
write for a range of purposes (narrative, explanation, persuasive, report)
•
organise ideas into structured paragraphs
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use punctuation with increasing accuracy
• • • •
Writing Students are expected to: •
write structured texts for a range of purposes (narrative, explanation, persuasive, report)
develop vocabulary and sentence variety
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revise and edit writing for clarity and meaning
organise ideas into paragraphs with clear sequencing
•
use a range of sentence types (simple, compound)
use a range of sentence structures and vocabulary
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use descriptive language (adjectives, adverbs) to enhance meaning
apply punctuation with increasing accuracy and emergent personal style
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revise and edit writing to improve clarity, structure, and meaning
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use more complex sentence structures (compound/complex sentences)
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use grammar and punctuation purposefully for clarity and effect
Listening, Speaking & Presenting Students are expected to: •
participate actively in discussions
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explain ideas clearly and logically
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listen and respond to others’ ideas
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present information with some structure
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use appropriate language for audience and purpose
Listening, Speaking & Presenting Students are expected to: •
participate in discussions, building on others’ ideas
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explain thinking clearly and justify opinions
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use appropriate language for audience and purpose
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present ideas in a structured way (oral or visual)
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listen critically and respond thoughtfully
YEAR 8
YEAR 9
(NZC Level 4 and early Level 5)
(NZC Level 4 and early Level 5)
Reading & Viewing
Reading & Viewing
Students are expected to:
Students are expected to:
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analyse and interpret a range of increasingly complex texts
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analyse a range of texts for ideas, themes, and perspectives
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identify themes, perspectives, and underlying ideas
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interpret how language features, structure, and style shape meaning
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evaluate how language features, structure, and purpose shape meaning
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identify author purpose and audience
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compare ideas across texts and contexts
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compare ideas across texts
•
•
support interpretations with relevant evidence
support interpretations with relevant and specific evidence
Writing Students are expected to: •
write well-structured texts for a range of purposes (analytical, persuasive, narrative, explanation)
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develop ideas with supporting detail and evidence
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use varied sentence structures and precise vocabulary
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apply punctuation and paragraphing consistently
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revise and refine writing for audience, purpose, and impact
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start to demonstrate clearer personal writing style
Writing Students are expected to: •
write structured and coherent texts for a range of purposes (analytical, persuasive, narrative, explanation)
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develop ideas with clear supporting detail and evidence
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organise writing logically using paragraphs and cohesive devices
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use precise vocabulary and varied sentence structures
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revise and edit writing for clarity, structure, and effectiveness
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manipulate sentence structure and language features for impact
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control grammar choices to shape meaning and voice
Listening, Speaking & Presenting Students are expected to:
Listening, Speaking & Presenting
•
contribute thoughtfully to discussions and debates
Students are expected to:
•
present ideas clearly with structure and purpose
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use evidence to support opinions
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adapt language for different audiences and contexts
•
listen critically and evaluate others’ ideas
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participate actively in discussion and debate, contributing reasoned ideas
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present ideas clearly with structure, purpose, and audience awareness
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use evidence to support viewpoints
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listen critically and respond to others’ ideas
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adapt language and delivery for different contexts
YEAR 10 (NZC Level 5 and early Level 6) Reading & Viewing Students are expected to: •
analyse and evaluate a wide range of texts, including complex and unfamiliar texts
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examine how language, structure, and style create meaning and influence audiences
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evaluate different perspectives and viewpoints
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synthesise ideas across texts and contexts
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support interpretations with well-selected and integrated evidence
Writing Students are expected to: •
write sustained, well-structured texts for a range of purposes (analytical essays, persuasive writing, creative and reflective texts)
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develop arguments and ideas with depth, clarity, and evidence
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use controlled and deliberate language choices
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organise writing effectively for audience and purpose
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revise, refine, and edit writing independently
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manipulate sentence structure and language features for impact
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control grammar choices to shape meaning and voice
Listening, Speaking & Presenting Students are expected to: •
engage confidently in discussion, debate, and formal presentation
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articulate ideas with clarity, structure, and supporting evidence
•
evaluate and respond critically to others’ ideas
•
adapt communication for different audiences and purposes
•
demonstrate control of spoken language in formal and informal contexts
SECTION 5: Parent Learning Pathway Snapshot YEAR 1 - English Learning Pathway In Year 1, students transition from Early Years learning into the New Zealand Curriculum through a play-based, language-rich approach that builds confidence and foundational literacy skills. Area of Learning
Students develop the ability to…
Reading & Viewing
Enjoy stories, recognise familiar words, and make meaning from pictures and text
Writing
Communicate ideas through drawing, labels, and early writing
Listening
Listen to stories and instructions and respond appropriately
Speaking
Share ideas, retell stories, and express thoughts verbally
Viewing Presenting
Interpret images and visual cues in books and classroom materials Share learning informally through play, discussion, and show-and-tell
Text types encountered: Narrative, recount, description, procedural (emerging) These foundations support the development of reading, writing, and communication skills in Years 2–3.
YEAR 2-3 - English Learning Pathway In Years 2–3, students consolidate foundational literacy skills and begin applying them with increasing confidence and independence across learning contexts. Area of Learning
Students develop the ability to…
Reading & Viewing
Read longer texts fluently, explain ideas, and begin making simple inferences and emerging visual imagination
Writing
Write short, organised texts for different purposes
Listening
Listen attentively to stories, explanations, and peer ideas
Speaking
Share ideas clearly in discussions and small-group settings
Viewing
Interpret images, diagrams, and simple multimedia texts
Presenting
Present ideas informally using oral and visual supports. Develop body language to enhance meaning and delivery
Text types encountered: Narrative, recount, description, procedural, explanation (emerging), opinion (emerging) These skills prepare students for more structured writing and deeper reading comprehension in Years 4–5.
YEAR 4-5 - English Learning Pathway In Years 4–5, students deepen comprehension and develop greater control over written and oral communication, applying literacy skills across a wider range of contexts. Area of Learning
Students develop the ability to…
Reading & Viewing
Interpret texts, analyse ideas, and justify responses using evidence
Writing
Write structured, sustained texts for a range of purposes
Listening
Listen critically and respond thoughtfully to others
Speaking
Explain ideas clearly and participate actively in discussions
Viewing
Interpret and analyse visual and multimodal texts
Presenting
Present ideas clearly using appropriate structure and support
Text types encountered: Narrative, explanation, persuasive, recount, response, procedural This stage prepares students for analytical thinking and increased independence in Years 6–7.
YEAR 6-7 - English Learning Pathway In Years 6–7, students transition into Middle School learning with increased academic rigour, independence, and critical engagement with texts. Area of Learning
Students develop the ability to…
Reading & Viewing
Analyse and compare texts, ideas, and language choices
Writing
Write coherent, sustained texts with audience awareness
Listening
Listen critically and evaluate different viewpoints
Speaking
Engage confidently in discussion and debate
Viewing
Analyse multimodal texts for meaning and impact
Presenting
Present ideas clearly using digital and visual tools
Text types encountered: Narrative, persuasive, explanation, response, report These skills support the development of critical literacy and academic communication in Year 8.
YEAR 8 - English Learning Pathway Year 8 focuses on student voice, identity, and preparation for secondary learning pathways, with increasing expectations for independence and critical thinking. Area of Learning
Students develop the ability to…
Reading & Viewing
Analyse complex texts and evaluate themes and perspectives
Writing
Craft purposeful texts with control of structure and style
Listening
Listen and respond respectfully in extended discussions
Speaking
Lead discussions and articulate viewpoints confidently
Viewing
Interpret and critique visual and digital texts
Presenting
Design and deliver structured presentations for an audience
Text types encountered: Analytical response, persuasive, narrative, explanation This stage prepares students for the academic demands of Years 9–10.
YEAR 9-10 - English Learning Pathway In Years 9–10, students engage in rigorous and independent English learning, preparing for senior secondary pathways. Area of Learning
Students develop the ability to…
Reading & Viewing
Critically analyse texts, contexts, and perspectives using evidence
Writing
Write extended, well-structured texts for academic and authentic purposes
Listening
Engage critically with complex ideas and arguments
Speaking
Participate confidently in formal discussion and debate
Viewing
Interpret and create sophisticated multimodal texts
Presenting
Deliver formal presentations with clarity and impact
Text types encountered: Analytical, persuasive, creative, reflective, researched writing These capabilities prepare students for success in senior secondary study and future learning pathways.
curriculum
MATHEMATICS
Curriculum Framework (Years 1–10) Section 1: Curriculum Overview Section 2: Mathematics Learning Continuum Section 3: Mathematical Task Types & Representations Section 4: Year-Level Mathematics Learning Outcomes Section 5: Parent Learning Pathway Snapshot
This document provides Aurora’s mathematics curriculum framework for Years 1–10, including curriculum overview, learning continuums, year-level outcomes, and parent-facing learning pathway guidance.
SECTION 1: Curriculum Overview
Purpose Mathematics at Aurora International School of the Arts develops confident, capable mathematical thinkers who can reason, problem-solve, and apply mathematical understanding in meaningful, real-world contexts. Grounded in the New Zealand Curriculum, mathematics learning at Aurora prioritises conceptual understanding, flexible thinking, and the ability to explain and justify mathematical ideas. This document outlines a coherent approach to mathematics from Years 1–10 and supports planning, assessment, moderation, and reporting across the school.
Statistics Collecting, representing, interpreting, and making sense of data. These strands are revisited and deepened across years and learning contexts rather than taught in isolation.
What Matters Most in English at Aurora Across all year levels, high-quality mathematics learning at Aurora is characterised by the following shared commitments: •
Conceptual understanding is prioritised be fore formal methods or algorithms. •
•
conceptual rather than procedural
•
grounded in problem-solving and reasoning
•
developmentally responsive
•
connected to real-world contexts
•
evidenced over time through learning experiences
Students develop understanding through exploration, discussion, representation, and reflection, with increasing independence as they progress through the year levels. Mathematics Learning Strands Mathematics learning is organised around the New Zealand Curriculum strands: Number & Algebra Understanding numbers, operations, patterns, relationships, and algebraic thinking. Geometry & Measurement Exploring shape, space, measurement, and spatial reasoning.
Mathematical reasoning and talk Students explain thinking, justify strategies, and engage in mathematical discussion.
Mathematics at Aurora – Shared Approach Mathematics learning at Aurora is:
Understanding before procedures
•
Multiple strategies and representations Students explore and compare different ways of solving problems.
•
Problem-solving in meaningful contexts Mathematics is connected to real-life situations, inquiry learning, and other curriculum areas.
•
Progress over time, not speed Depth of understanding is valued over rapid coverage or acceleration.
•
These principles apply consistently across all mathematics learning at Aurora.
Aurora Learning Competencies (Years 1–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others. These competencies are developed intentionally through classroom experiences, inquiry, collaboration, and reflection, and become increasingly visible as students grow in independence and confidence.
Thinking Students ask questions, make connections, and develop ideas. They reason, problem-solve, and reflect on their learning, building deeper understanding over time.
Using Language, Symbols, Texts, and Media Students communicate ideas using words, numbers, images, movement, and digital media. They learn to interpret and express meaning in a range of contexts and forms.
Managing Self Students develop independence, organisation, and responsibility for their learning. They set goals, persist through challenges, and reflect on their progress.
Relating to Others Students work collaboratively, listen to different perspectives, and contribute respectfully in a range of social and learning contexts.
Participating and Contributing Students engage actively in learning and in the life of the school. They take responsibility for their contributions and begin to understand their role within local and global communities.
These competencies are not taught in isolation; they are developed through all learning areas and are reflected in how students approach challenges, interact with others, and apply their learning in meaningful contexts. In Mathematics, these competencies are developed through reasoning, problem-solving, and explaining thinking.
Conceptual Understanding at Aurora
SOLO Taxonomy at Aurora
Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts.
Teachers use SOLO Taxonomy to describe the depth of student understanding:
These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways.
Planning & Assessment Expectations When planning mathematics learning, teachers ensure that: •
reasoning and understanding are central
•
students explore, practise, and apply ideas over time
•
discussion and explanation are embedded
•
tasks allow multiple entry points and strategies
•
evidence of learning is gathered naturally through work and dialogue
Assessment in Mathematics Assessment is ongoing and informed by professional judgement, drawing on: •
student work
•
observations
•
discussion
•
problem-solving tasks
At Aurora, progress reflects increasing depth of understanding and independence over time.
•
Multistructural — uses several strategies or pieces of knowledge
•
Relational — connects ideas and explains relationships
•
Extended Abstract — applies understanding in new or unfamiliar contexts
What Progress Looks Like in Mathematics Working Towards •
uses one strategy or relies on support
•
shows partial understanding
Meets Expectation •
selects appropriate strategies independently
•
explains thinking clearly
Above Expectation •
uses multiple strategies flexibly
•
applies learning in new or complex contexts
Reporting Progress is reported using: •
Working Towards
•
Meets Expectation
•
Above Expectation
Judgements are informed by: •
depth of understanding (SOLO)
•
ability to apply learning
•
level of independence
SECTION 2: Mathematics Learning Continuum
Progression across all strands is understood as deepening understanding and increasing independence, rather than linear content coverage. The following continuums describe typical patterns of development across Aurora’s cohorts and support planning, differentiation, moderation, and reporting.
Strand: Number & Algebra Year 1 Students develop early number sense through play-based and real-world experiences, including counting, comparing quantities, recognising patterns, recognise and identify numbers in different forms and representing numbers using materials, drawings, and talk. Year 2-3 Students consolidate place value understanding, use additive and early multiplicative strategies, and begin selecting strategies to solve problems, explaining thinking using emerging mathematical language. Year 4-5 Students deepen understanding of number relationships, apply a range of strategies for operations, recognise patterns, and begin generalising mathematical ideas, justifying solutions more formally. Year 6-7 Students apply multiplicative and proportional reasoning, explore algebraic thinking, use variables and expressions, and independently select and justify strategies.
Year 8 Students generalise number relationships, work confidently with integers, fractions, decimals, and percentages, and apply algebraic thinking in applied and abstract contexts.
Year 9-10 Students reason algebraically, manipulate expressions, solve equations, and model complex real-world situations, communicating mathematical thinking with clarity and precision.
Strand: Geometry & Measurement Year 1 Students explore shape, space, and measurement through play and real-world experiences, using spatial language and informal comparison.
Year 2-3 Students identify and describe properties of shapes, measure using standard units, and interpret simple maps and diagrams, explaining spatial reasoning with emerging mathematical language.
Year 4-5 Students apply geometric and measurement concepts with increasing precision, measuring perimeter and area, estimating angles, and reasoning about accuracy and efficiency.
Year 6-7 Students calculate area, volume, and angle measures, use coordinates and transformations, and solve multi-step measurement problems.
Year 8 Students generalise geometric relationships, apply transformations and coordinate geometry, and evaluate precision and error.
Year 9-10 Students analyse geometric relationships, apply coordinate and trigonometric reasoning, and model complex real-world spatial contexts.
Strand: Statistics Year 1 Students explore data through familiar contexts, sorting and representing information, and describing findings using everyday language.
Year 2-3 Students pose questions, collect data, create and interpret graphs, and describe patterns and trends.
Year 4-5 Students design data investigations, interpret variation, and justify conclusions using evidence.
Year 6-7 Students compare data sets, explore chance and likelihood, and evaluate data sources and representations.
Year 8 Students analyse variability and distribution, interpret probability, and evaluate claims based on data.
Year 9-10 Students design and conduct investigations, analyse data using formal measures, interpret probability and risk, and critique data use in media and research.
Using the Mathematics Continuums
Alignment with Reporting
Teachers use these continuums to:
Progress judgements are informed by:
•
•
consistency of understanding
•
independence in strategy selection
•
clarity in explanation and justification
understand typical developmental expectations across cohorts
•
plan learning experiences with appropriate challenge and support
•
differentiate within composite classes
•
support assessment, moderation, and reporting
Students may demonstrate understanding across multiple descriptors at different times.
SECTION 3: Mathematical Task Types & Representations This table outlines how students engage with mathematics across year levels through task types, representations, and communication of thinking, which develop in precision, complexity, and independence over time.
Mathematics Task / Representation Development Overview Year Level
Mathematical Experiences (with Strand Links)
Example Contexts
Suggested Resources
Year 1
Counting, sorting, patterns (Number & Algebra; Statistics – early)
Sorting classroom objects, pattern play, simple data (favourites)
Counters, blocks, sorting trays, picture cards
Year 2
Addition/subtraction, number lines, early arrays (Number & Algebra) + simple measurement, time telling, basic 2D & 3D shapes (Geometry & Measurement)
Sharing, grouping, time and money contexts, everyday objects, nature
Manipulatives, number lines, tens frames, clocks
Multiplication/division, fractions (intro), time telling (Number & Algebra) + measurement, currency, points, lines, 2D & 3D shapes (Geometry & Measurement) + simple data, graphs, charts, & probability (Statistics)
Sharing food, measuring objects, surveys, money
Arrays, fraction models, rulers, charts, banknotes, clocks, games
Place value, multi-step problems, rounding (Number & Algebra) + graphs, probability (Statistics) + measurement, 2D & 3D shape properties, banknotes (Geometry & Measurement)
Designing spaces, interpreting graphs
Place value blocks, graph templates, tools, banknotes
Fractions/decimals, average, rounding, operation relationship, even & odd numbers (Number & Algebra) + data investigations & data average (Statistics) + measurement applications, perpendicular & parallel lines, angle types, velocity (Geometry & Measurement)
Budgeting, environmental data, constructing models, trends
Data sets, fraction models, spreadsheets, shapes
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Proportional reasoning, ratio & percentages, fraction, decimals, (Number & Algebra) + data interpretation, ratio probability (Statistics) + measurement in context, map scales, unit conversion (Geometry & Measurement)
Scaling, sustainability problems
Graphs, ratio tables, real data
Algebraic patterns, equations, integers, fractions, set, Roman numerals, power/exponent, divisibility, prime numbers, composite numbers (Number & Algebra) + shape properties, points, straight lines, rays, line segments, midpoints, angles, symmetry, modelling relationships (Statistics/ Geometry links) + data interpretation, ratio, fraction, and percentages for probability (Statistics)
Growth patterns, cost models
Tables, algebra tiles, graphing tools
Functions, probability (Statistics) + geometric reasoning, area calculation, line interaction, angle properties, triangle congruence (Geometry & Measurement) + algebraic connections, rational numbers, finite/indefinite repeating decimals, irrational numbers, square root, absolute value, single-variable polynomials (Number & Algebra)
Simulations, spatial challenges
Simulations, software, models
Year 9
Year 10
Algebraic manipulation, algebraic fractions, multi-variable polynomials, quadratic equations, functions (Number & Algebra) + coordinate geometry, area, volume, quadrilateral properties, triangle similarity, Thales’ Theorem (Geometry & Measurement) + statistical investigations (Statistics)
Real-world data analysis
Graphing software, datasets
Advanced algebraic manipulation, one and two variable linear equations, Inequalities (Number & Algebra) + Geometric measurement, angles and circle interaction, side-angle relationships, straight line and circle intersections, inscribed quadrilaterals (Geometry & Measurement) + Statistical investigations, frequency distribution (Statistics)
Real-world data analysis
Graphing software, datasets
This table:
Teachers may:
•
•
adjust contexts based on student interest
•
revisit similar ideas at increasing levels of complexity
provides planning inspiration, not prescription
•
supports vertical alignment across year levels
•
helps families understand what learning might look like in practice
SECTION 4: Mathematics Learning Outcomes YEAR 1
YEAR 2-3
(NZC early Level 1)
(NZC Level 1 and early Level 2)
Number & Algebra
Number & Algebra
Students are expected to:
Students are expected to:
•
count, order, and compare numbers up to 20 (and beyond where ready)
•
use place value to understand numbers to at least 100 (and beyond where ready)
•
recognise numbers in different forms (objects, drawings, numerals)
•
solve addition and subtraction problems using mental and written strategies
•
solve simple addition and subtraction problems using materials
•
demonstrate early multiplication understanding (arrays, grouping, doubling)
•
explore patterns and relationships
•
solve simple division problems through sharing and equal parts
•
recognise and continue number patterns
•
begin working with simple fractions (halves, quarters)
•
recognise and name basic 2D shapes (circle, square, triangle)
VN2 – Count, read, and write numbers within the range of 100
•
VN2 – Compare and order numbers within 100
•
describe position (e.g. under, next to, behind)
•
•
compare length, height, and capacity using informal language
VN2 – Attempt to calculate multi-operation problems
•
VN2 – Solve word problems
explore time through daily routines
•
VN3 – Compare numbers within 1000
•
VN3 – Identify the maximum or minimum value in a group of numbers within 1000
•
VN3 – Estimate object counts using base ten groups.
•
VN3 – Understand the relation between addition and subtraction
(e.g. repeating patterns) •
begin to understand “more”, “less”, and “equal”
Geometry & Measurement Students are expected to: •
•
Statistics Students are expected to: •
sort and classify objects
•
collect simple data (e.g. favourite fruit; the most used color for books in the library)
•
represent data using pictures or objects
•
talk about what they notice in data
Mathematical Practices
Geometry & Measurement Students are expected to: •
measure and compare length, mass, and capacity using informal and simple standard units (cm)
•
tell time to the hour, half-hour, and quarter
•
identify and describe properties of 2D and 3D shapes (squares, circles, triangles, rectangles, cubes, rectangular prisms, quadrilateral, cylinders, and spheres)
Students: •
use talk, drawings, and materials to explain thinking
•
participate in mathematical play and xploration
•
begin to check answers with support
•
explore position and movement
YEAR 4-5
•
VN2 – Read and write lengths up to 100 cm
(NZC Level 2 and early Level 3)
•
VN2 – Know the names and order of the 7 days of the week
•
VN2 – Read exact hours on an analog clock
•
VN3 – Estimate measurement
•
VN3 – Understand and perform conversions between measurement units
• •
Number & Algebra Students are expected to: •
understand place value for numbers to at least 1,000 (and beyond where ready)
•
VN3 – Recognize currency (Vietnam Dong, US Dollar, etc.)
solve addition, subtraction, multiplication, and division problems using a range of strategies
•
VN3 – Understand time tracking (1 day = 24 hours; 1 hour = 60 minutes, ...)
demonstrate understanding of multiplication and division relationships
•
work with fractions, decimals (intro), simple ratio and percentages (contextual); perform all four arithmetic operations with fractions and percentages
•
recognise patterns and relationships and begin generalising
•
VN4 – Read and write numbers within 100,000
•
VN4 - Understand commutative and associative properties of addition and the relation between addition and subtraction
•
VN4 – Understand and apply rounding to the nearest ten, hundred, thousand, or ten thousand
•
VN3 – Read the calendar to identify specific days/months.
•
VN3 – Recognize points, line segments, curved lines, straight lines, broken lines, and 3 collinear points.
Statistics Students are expected to: •
collect and organise data via different methods (survey, observation, etc.)
•
create simple graphs (pictographs, bar graphs)
•
interpret and describe data
•
ask and answer simple questions about data
•
•
Probability - Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.
VN4 – Solve problems for unknown variables in basic math equations
•
VN4 – Recognize and write numbers up to 20 in Roman numerals
•
VN5 – Execute shortcut mental math when multiplying/dividing by 10,100,1000, etc.
•
VN5 – Round numbers up to the nearest hundred-thousand.
•
VN5 – Calculate averages of multiple numbers
•
•
VN3 – Communicate effectively using probability language in daily problems or practical scenarios. Mathematical Practices
Students: •
explain thinking using simple mathematical language
•
VN5 – Read, write, and compare numbers up to the millions.
•
choose from a small range of strategies
•
VN5 – Identify even and odd numbers
•
represent ideas using drawings, numbers, and words
•
VN5 – Evaluate expression values that host 1, 2, or 3 variables
•
begin checking answers independently
Geometry & Measurement
Mathematical Practices
Students are expected to:
Students:
•
•
explain and justify thinking using mathematical language
•
select appropriate strategies for solving problems
•
represent ideas using tables, diagrams, and equations
•
check answers for reasonableness
•
work collaboratively to solve problems
measure length, area, volume, mass, angles, and time using standard units (centimeter square, millimeter, gram, milliliter, degree Celsius)
•
estimate and compare measurements
•
calculate perimeter and explore area
•
describe position using coordinates (informal grid systems)
•
identify symmetry and properties of shapes
•
VN4 – Read Vietnam Dong currency up to 100,000 VND and identify Vietnamese banknotes
YEAR 6-7 (NZC Level 3 and early Level 4)
•
VN4 – Tell time to the exact minute
Number & Algebra
•
VN4 – Identify midpoints of line segments, types of angles, triangles, and quadrilaterals.
Students are expected to:
•
VN4 – Define properties of a rectangle/ square (vertices, sides, angles), a circle (center, radius, diameter), and 3D cubes/ prisms (vertices, edges, faces).
•
use a range of strategies to solve problems involving addition, subtraction, multiplication, and division
•
work confidently with whole numbers, integers, fractions, and decimals
•
understand and use fractions, decimals, and percentages in context and in math operations
•
VN5 – Identify acute, obtuse, and straight angles.
•
VN5 – Identify and construct perpendicular and parallel lines.
•
VN5 - Identify parallelograms and rhombuses.
apply multiplicative thinking (e.g. scaling, ratios in simple contexts)
•
recognise and describe patterns and relationships
•
use simple algebraic thinking (e.g. rules, unknowns, expressions)
•
VN6 – Apply computational properties (commutative, associative, distributive) to execute math calculations.
•
VN6 – Estimate and round numbers.
•
VN6 – Practice fraction simplification; understand properties of fractions.
•
VN6 – Encounter using handheld calculators to perform basic math operations.
•
VN6 – Recognize map scales and actively apply scale conversion logic to solve real-world distance and measurement problems on maps.
•
Statistics Students are expected to: •
collect, organise, and display data using appropriate graphs
•
compare data sets and describe trends
•
interpret data and draw conclusions
•
make simple predictions based on data
•
investigate simple situations that involve elements of chance
• •
recognise equal and different likelihoods and acknowledging uncertainty VN5 – calculate average values from data charts
•
VN7 – Estimate and round decimals.
•
VN7 - Understand the concept of a set, elements of a set, and subset notation.
•
VN7 – Understand absolute value.
•
VN7 – Read, write, and identify structural place values of natural numbers in Roman numerals.
•
•
VN6 – Calculate the rates of constant motion and solve word problems interconnecting speed, distance, and time.
•
VN7 – Understand points, straight lines, rays, line segments, and midpoints.
•
VN7 – Identify three collinear points.
•
VN7 – Understand and identify symmetry, line of symmetry, rotational centers of symmetry across shapes or natural artifacts.
VN7 – Understand natural number powers/ exponents and multiply or divide powers with identical bases.
Statistics
•
VN7 – Recognize properties of divisibility.
Students are expected to:
•
VN7 – Identify prime numbers and composite numbers; decompose a composite number into its prime factors.
•
plan and carry out simple statistical investigations
•
•
VN7 – Understand the Greatest Common Divisor and Least Common Multiple and use them to simplify and execute fractional arithmetic.
collect, organise, and represent data using appropriate displays
•
describe and compare distributions and patterns
•
VN7 – Apply the correct order of operations to nested numerical expressions involving brackets, powers, products, and sums.
•
explore probability in everyday contexts
•
use simple fractions, ratios, and percentages to describe probability
•
VN7 – Graph integers on a continuous horizontal number line.
•
make and justify conclusions from data
•
VN6 – Understand the significance of trial repetition in statistical investigations
•
VN7 – Understand and calculate ratios, percentage ratios, and scale factors on technical maps or drawings.
Geometry & Measurement
Mathematical Practices Students: •
explain and justify thinking using mathematical language
calculate perimeter, surface area, total area and volume of regular shapes
•
select and apply appropriate strategies
•
measure and estimate using appropriate units
•
represent ideas using tables, graphs, and equations
•
use coordinates and grid systems
•
evaluate whether answers are reasonable
•
describe and apply transformations (reflection, rotation, translation)
•
collaborate and discuss mathematical ideas
•
explore angles and geometric relationships
•
VN6 – Estimate the volume of everyday objects
•
VN6 – Execute conversions between volume units
Students are expected to: •
independently
YEAR 8
•
work with angles and geometric relationships
(NZC Level 4 and early Level 5)
•
interpret and use scale, maps, and coordinates
•
understand and apply transformations and symmetry
•
VN8 – Understand line interactions: vertical angles, alternate interior angles, corresponding angles, parallel criteria, and perpendicular line intersections.
•
VN8 – Understand mathematical proofs for triangle congruence via structural test arguments (Side-Side-Side, Side – Angle – Side, and Angle-Side-Angle)
•
VN8 – Explore relational boundaries inside triangles: distance from a point to a line, the Triangle Inequality theorem, and properties of concurrent lines.
Number & Algebra Students are expected to: •
apply proportional reasoning, including equal rations, direct variation and inverse variation in a range of contexts
•
solve problems involving fractions, decimals, percentages, and ratios
•
use and manipulate simple algebraic expressions
•
recognise relationships between variables
•
solve equations in simple contexts
•
VN8 – Define and categorize rational number
•
VN8 – Add, subtract, multiply, and divide rational quantities.
•
VN8 – Manage nested operations, bracket rules, and transposing equations.
Statistics Students are expected to: •
conduct statistical investigations with greater independence
•
analyse and interpret data sets and distributions
•
VN8 – Understand terminal finite decimals and infinite repeating decimals.
•
VN8 – Define irrational numbers and the full real number set.
•
use probability to make predictions
•
VN8 – Understand and calculate the principal square root for non-negative items.
•
evaluate conclusions and identify possible sources of error
•
VN8 – Calculate and define the Absolute Value of any real value.
•
interpret data in real-world contexts
•
VN8 – Define single-variable polynomials, sort terms chronologically by power, and identify the leading degree/order of a polynomial.
•
VN8 - Perform basic arithmetic operations on single-variable polynomials; determine roots/ solutions of simple variable polynomials.
•
VN8 – Plot rational numbers onto horizontal number axis segments and compute their oppositive numbers.
Geometry & Measurement Students are expected to: •
apply geometric reasoning to solve problems
•
calculate area, lateral surface area, total surface area, and (internal) volume for 2D and 3D shapes
Mathematical Practices Students: •
justify solutions using clear mathematical reasoning
•
select efficient strategies and compare methods
•
represent ideas using graphs, formulas, and diagrams
•
evaluate results and reflect on methods
•
communicate mathematical thinking clearly and precisely
•
VN8 – Utilize software to organize data, execute complex mathematical, statistical, and logical formulas, and generate precise data charts.
•
work with angles and geometric relationships
•
interpret and use scale, maps, and coordinates
•
understand and apply transformations and symmetry
•
VN8 – Understand line interactions: vertical angles, alternate interior angles, corresponding angles, parallel criteria, and perpendicular line intersections.
•
VN8 – Understand mathematical proofs for triangle congruence via structural test arguments (Side-Side-Side, Side – Angle – Side, and Angle-Side-Angle)
•
VN8 - Express computational logic through formal flowcharts, utilizing standardized geometric symbols to represent sequence, selection, and loop structures
YEAR 9 (NZC Level 4and early level 5) Number & Algebra Students are expected to: •
apply proportional reasoning in a range of contexts (ratios, rates, percentages)
•
solve problems involving fractions, decimals, percentages, and ratios fluently
•
use prime numbers, common factors and multiples, and powers (including square roots)
Statistics
•
simplify and evaluate algebraic expressions
Students are expected to:
•
conduct statistical investigations with greater independence
solve linear equations in one variable and simple quadratic equations
•
analyse and interpret data sets and distributions
recognise and represent relationships between variables (tables, graphs, rules)
•
interpret and use linear graphs
•
use probability to make predictions
•
•
evaluate conclusions and identify possible sources of error
•
interpret data in real-world contexts
VN9 – Define algebraic fractions, determine domain restriction criteria, simplify complex rational expressions, and perform arithmetic operations, and perform arithmetic operations with algebraic fractions.
•
VN9 – Perform math operations over multi-variable polynomials
•
VN9 – Understand and apply the expansions and factoring applications of the 7 core Algebraic Identities.
•
VN9 – Understand slope indicators and parallel/perpendicular line criteria in quadratic equation graph.
•
• •
VN8 – Explore relational boundaries inside triangles: distance from a point to a line, the Triangle Inequality theorem, and properties of concurrent lines.
Mathematical Practices Students: •
justify solutions using clear mathematical reasoning
•
select efficient strategies and compare methods
•
represent ideas using graphs, formulas, and diagrams
•
evaluate results and reflect on methods
Geometry & Measurement
•
communicate mathematical thinking clearly and precisely
Students are expected to:
•
VN8 – Utilize software to organize data, execute complex mathematical, statistical, and logical formulas, and generate precise data charts.
•
apply geometric reasoning to solve problems involving angles, shapes, and symmetry
•
calculate area, lateral surface area, and volume of a range of 2D and 3D shapes
•
use and interpret coordinates and graphs
•
•
apply transformations (reflection, rotation, translation, enlargement)
manipulate algebraic expressions (expand, factor, simplify)
•
solve linear equations with one or two variables, and simple simultaneous equations
•
understand and use functions and relationships between variables in equations and inequalities
•
apply proportional reasoning in more complex contexts
•
VN10 – Understand mathematical inequalities and use their properties to solve problems involving linear inequalities with one variable
•
interpret scale diagrams and maps
•
VN9 – Prove structural traits and calculate the properties of quadrilaterals.
•
VN9 – Understand and apply Thales’s Theorem across geometric triangle slices.
•
VN9 – Formulate structural criteria for Triangle Similarity via foundational geometric test proofs.
Statistics Students are expected to: •
carry out statistical investigations with increasing independence
•
analyse and interpret data distributions
•
use mean, median, and mode to describe data
•
understand and apply probability concepts
•
interpret data in real-world contexts (e.g. media, surveys)
Mathematical Practices
Geometry & Measurement Students are expected to: •
apply geometric reasoning to solve complex problems
•
use Pythagoras’ theorem in context
•
understand and apply trigonometric relationships (introductory)
•
calculate and interpret surface area and volume of 3D shapes
•
use coordinate geometry to describe and analyse shapes
•
VN10 – Calculate angles interacting within a circle (central angle, inscribed angles, and angles formed by tangents and chords)
•
VN10 – Define and prove Inscribed Quadrilaterals to solve geometric proof configurations.
•
VN10 – Explain and apply the relationships between sides and angles in a right-angled triangle
•
VN10 – Understand the intersections between straight lines and circles; prove properties of circle tangents.
Students: •
explain and justify solutions using mathematical reasoning
•
select efficient strategies and compare methods
•
represent ideas using graphs, formulas, and diagrams
•
evaluate solutions and check for reasonableness
•
communicate mathematical thinking clearly
YEAR 10 (NZC Level 5 and early Level 6) Number & Algebra Students are expected to:
Statistics Students are expected to: •
conduct full statistical investigations (posing questions, collecting, analysing, concluding)
•
apply proportional reasoning in a range of contexts (ratios, rates, percentages)
•
analyse data using statistical measures and graphs
•
solve problems involving fractions, decimals, percentages, and ratios fluently
•
understand variation and distribution
•
apply probability to predict outcomes and assess risk
•
critically evaluate statistical information in real-world contexts
•
VN10 – Group collection fields into structured frequency distributions; plot tracking results into formal histograms or frequency polygons.
Mathematical Practices Students: •
justify solutions using clear and logical reasoning
•
select and adapt strategies for complex problems
•
represent mathematical ideas using appropriate formal methods
•
evaluate the validity of solutions and arguments
•
communicate thinking using precise mathematical language
SECTION 5: Parent Learning Pathway Snapshot
How Mathematics Develops at Aurora At Aurora, mathematics is about more than numbers and formulas. Students learn to think mathematically; to reason, problem-solve, explain ideas, and apply understanding in real-world contexts. Our mathematics programme is aligned with the New Zealand Curriculum and develops understanding progressively across three key areas: •
Number & Algebra
•
Geometry & Measurement
•
Statistics
Learning builds over time, with increasing depth, independence, and confidence.
What This Means for Your Child Across all year levels, students are supported to: •
understand ideas deeply before memorising procedures
•
explain their thinking and justify solutions
•
explore more than one way to solve problems
•
apply mathematics in meaningful, real-world contexts
Progress is measured by understanding and independence, not speed.
Mathematics Learning Pathway by Stage Year 1 | Building Foundations In Year 1, children develop early mathematical understanding through play, exploration, and real-life experiences. They build number sense by counting, comparing quantities, noticing patterns, and representing ideas using materials, drawings, and talk. Spatial awareness and measurement emerge through movement, construction, and everyday routines. At this stage, confidence, curiosity, and language are as important as accuracy. Years 2–3 | Consolidating Understanding In Years 2–3, students consolidate foundational skills and begin to apply them with greater independence. They deepen understanding of place value, addition and subtraction strategies, shape and measurement, and simple data representation. Students explain their thinking more clearly, make choices about strategies, and begin to see mathematics as a tool for solving meaningful problems. Years 4–5 | Applying and Connecting Ideas In Years 4–5, students apply mathematical ideas with increasing accuracy and control. They solve multi-step problems, reason about number relationships, measure and calculate with precision, and interpret data using evidence. Connections between concepts become clearer, and students are expected to justify their thinking and reflect on the efficiency of different strategies.
Years 6–7 | Reasoning and Generalising In Years 6–7, students use mathematics more flexibly across contexts. They work confidently with fractions, decimals, ratios, coordinates, powers and increasingly complex data. Algebraic thinking begins to support generalisation and pattern recognition. Students select strategies independently, communicate reasoning clearly, and evaluate the reasonableness of solutions.
Year 8 | Strengthening Abstract Thinking In Year 8 is a key consolidation year. Students strengthen abstract reasoning, generalise mathematical relationships, and apply algebraic thinking to both applied and theoretical contexts. They analyse data critically, interpret probability, and communicate solutions with clarity and precision. This year prepares students for the academic demands of secondary mathematics. Years 9–10 | Modelling and Analysis In Years 9–10, students engage in more complex and analytical mathematics. They model real-world situations using algebra and statistics, manipulate expressions, analyse patterns and trends, and interpret risk and probability. Students are expected to plan, justify, and refine solutions independently, preparing them for senior secondary pathways and future study.
curriculum
SOCIAL SCIENCES Curriculum Overview & Learning Continuum (Years 1-10) Section 1: Curriculum Overview Section 2: Social Sciences Learning Continuum Section 3: Example Inquiry Contexts Section 4: Learning Outcomes (Social Sciences) Section 5: Parent Learning Pathway Snapshot
SECTION 1: Curriculum Overview
Purpose Social Sciences at Aurora supports students to understand people, places, cultures, systems, and change over time. Grounded in the New Zealand Curriculum, Social Sciences learning develops empathy, critical thinking, cultural awareness, and a sense of responsibility within local and global communities.
What Matters Most in Social Sciences at Aurora Across all year levels, Social Sciences learning emphasises: •
Students explore identity, culture, and com munity through discussion and inquiry.
Through inquiry, discussion, research, and reflection, students learn to make sense of the social world and their place within it.
•
Social Sciences at Aurora – Shared Approach (Years 1–10)
•
inquiry-driven and conceptually grounded
•
connected to real-world contexts
•
culturally responsive and globally minded
•
integrated with English and the Arts where appropriate
•
focused on perspective-taking and critical thinking
Students explore social ideas through questions, dialogue, investigation, and reflection, with increasing independence across year levels.
NZC Social Sciences Strands Social Sciences learning draws on the NZC conceptual structure: •
Identity, Culture, and Organisation
•
Place and Environment
•
Continuity and Change
•
The Economic World
•
The Political World
These are revisited through inquiry contexts rather than taught as isolated units.
Connections between past, present, and future Students investigate change over time and how decisions shape societies. Place and belonging Students explore relationships between people, environments, and communities.
Social Sciences learning at Aurora is: •
Understanding people and perspectives
•
Critical thinking and evidence Students ask questions, gather information, and form reasoned conclusions.
•
Communication and reflection Students express ideas through writing, discussion, visual representation, and presentation.
Aurora Learning Competencies (Years 1–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others. These competencies are developed intentionally through classroom experiences, inquiry, collaboration, and reflection, and become increasingly visible as students grow in independence and confidence.
Thinking Students ask questions, make connections, and develop ideas. They reason, problem-solve, and reflect on their learning, building deeper understanding over time.
Using Language, Symbols, Texts, and Media Students communicate ideas using words, numbers, images, movement, and digital media. They learn to interpret and express meaning in a range of contexts and forms.
Managing Self Students develop independence, organisation, and responsibility for their learning. They set goals, persist through challenges, and reflect on their progress.
Relating to Others Students work collaboratively, listen to different perspectives, and contribute respectfully in a range of social and learning contexts.
Participating and Contributing Students engage actively in learning and in the life of the school. They take responsibility for their contributions and begin to understand their role within local and global communities.
These competencies are not taught in isolation; they are developed through all learning areas and are reflected in how students approach challenges, interact with others, and apply their learning in meaningful contexts.
Conceptual Understanding at Aurora Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts. These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways.
At Aurora, progress reflects increasing depth of understanding, perspective-taking, and independence over time.
SOLO Taxonomy at Aurora Teachers use SOLO Taxonomy to describe the depth of student understanding: •
Multistructural — identifies ideas and information
•
Relational — connects ideas and explains relationships
•
Extended Abstract — evaluates perspectives and applies understanding to new contexts
Planning & Assessment Expectations When planning Social Sciences learning, teachers ensure that:
Reporting
•
learning is grounded in meaningful inquiry questions
Progress is reported using: •
Working Towards
•
students explore multiple perspectives and experiences
•
Meets Expectation
•
learning connects past, present, and future contexts
•
Above Expectation
Judgements are informed by:
•
discussion, reflection, and dialogue are embedded
•
students gather, interpret, and use evidence
•
tasks allow for different viewpoints and interpretations
•
evidence of learning is gathered through inquiry processes and communication
Social Sciences may be integrated with other learning areas; however, Social Sciences learning remains visible and intentional.
Assessment in Social Sciences Assessment is ongoing and informed by professional judgement, drawing on: •
inquiry projects and research tasks
•
discussions and reflections
•
written and visual responses
•
presentations and debates
•
depth of understanding (SOLO)
•
ability to use evidence and perspectives
•
level of independence
SECTION 2: Social Sciences Learning Continuum YEAR 4-5 (Change & Environment)
YEAR 1 (Identity & Belonging – Foundations) Students explore identity, relationships, and belonging through play-based and inquiry-rich experiences.
Students explore communities in broader contexts.
Learning includes:
•
investigating traditions, migration, and identity
•
exploring environment–community relationships
•
understanding timelines and change over time
environment
•
comparing perspectives
sharing experiences through talk, drawing, and storytelling
•
gathering and presenting information
•
understanding self, family, and classroom community
•
recognising roles and shared responsibilities
•
exploring similarities and differences
•
developing awareness of place and
•
Students begin to understand that: •
people belong to different groups
•
places have meaning
•
stories help us understand people and the past
YEAR 2-3 (Community & Culture) Students explore self, school, and the local community.
Learning includes:
Students begin using personal experience, global understanding and digital awareness as evidence to support ideas.
YEAR 6-7 (Systems & Connections) Students examine systems and global connections. Learning includes: •
exploring historical events and impacts
•
understanding economic and environmental systems
Learning includes: •
understanding roles and responsibilities
•
analysing cause and consequence
•
exploring local environments
•
comparing perspectives
•
recognising cultural similarities and differences
•
conducting structured inquiries
•
asking inquiry questions
•
sharing ideas through talk, drawing, and writing
Students begin to understand that people experience the world differently.
Students begin evaluating ideas and sources.
YEAR 8 (Identity, Power & Global Issues) Students deepen understanding of social complexity. Learning includes: •
analysing historical and contemporary issues
•
exploring governance and fairness
•
understanding sustainability and interdependence
•
evaluating perspectives and evidence
•
communicating conclusions clearly
•
Students develop independence in inquiry.
•
VN8 – Understand the computer’s general system setting
•
VN8 – Investigate the concept of digital footprint and misinformation
•
VN8 – Identify measures to prevent malware infections
YEAR 9-10 (Critical Social Inquiry) Students engage in complex social analysis. Learning includes: •
investigating systems and power structures
•
analysing global challenges and change
•
evaluating sources and perspectives
•
constructing arguments using evidence
•
connecting learning to real-world issues
Students use increasingly sophisticated academic language.
SECTION 3: Social Sciences — Example Inquiry Contexts These example contexts show how Social Sciences learning may be explored across year levels. Teachers may adapt contexts to student interests, current events, and interdisciplinary units while maintaining conceptual progression.
Example Inquiry Contexts
Social Sciences Focus
Year 1
My Family and Me; Our Classroom Community; Places We Belong
Identity, relationships, community, belonging
Year 2
Our Neighbourhood; Community Helpers; Celebrations and Traditions
Roles, local community, culture
Year 3
How Communities Change; Local History; Caring for Our Environment
Continuity and change, environment, community responsibility
Year 4
Migration Stories; Rivers and Settlements; Culture and Identity; Digital Encounter
Movement of people, environment– community connections
Year 5
Early Civilisations; Trade and Exchange; People and Environment; Internet Safety, Copyright
Historical societies, economic ideas, sustainability
Year 6
Exploration and Colonisation; Natural Disasters and Communities; Global Connections; Digital Risks
Cause and consequence, resilience, global awareness
Year 7
Government and Decision-Making; Resources and Sustainability; Cultural Perspectives; Digital Behaviour
Systems, governance, environmental responsibility
Year 8
Human Rights; Identity and Society; Global Challenges; Digital Footprint; misinformation
Year 9
Social Change Movements; Inequality and Opportunity; Media and Society; Internet Threats and Legality
Critical inquiry, social systems, perspectives
Year 10
Globalisation; Conflict and Cooperation; Sustainable Futures; Technological Transformation, Labor Market
Systems thinking, global issues, evidence-based inquiry
Year Level
Power, fairness, global citizenship
This table: •
provides planning inspiration, not prescription
•
supports vertical alignment across year levels
•
helps teachers connect Social Sciences with English and inquiry units
Teachers may: •
adjust contexts based on student interest
•
integrate Social Sciences into inquiry units
•
revisit similar ideas at increasing levels of complexity
SECTION 4: Social Sciences Learning Outcomes YEAR 1 Students are expected to: •
describe themselves and their relationships
•
recognise roles and routines
•
identify similarities and differences
•
describe places that matter to them
•
share ideas through talk and representation
YEAR 2-3
•
VN5 - Distinguish between internal and external memory storage devices
•
VN5 - Understand logical file capacities, and master copying, moving, and deleting files and folders safely
•
VN5 – Understand and practice safe Internet searching, copyright, and digital citing.
•
VN5 – Explore font styles, sizes, colors, and other formatting when typing
•
VN5 – Attempt to use simple programming to draw geometric shapes or tell simple digital stories.
Students are expected to: •
describe roles in communities
•
identify cultural practices and traditions
•
explore local environments
Students are expected to:
•
ask simple inquiry questions
•
explain how communities change over time
•
share ideas using basic evidence
•
•
understand how goods and services are produced and used within communities
describe relationships between people and environments
•
compare perspectives
•
use simple evidence to support ideas
•
present findings clearly
•
examine how consumers and producers make decisions within economic systems
•
understand how resources, supply, demand, and enterprise influence choices
•
investigate the social and environmental impacts of economic activity
•
VN4 - Identify main computer components, practice correct sitting posture, use a mouse correctly, and follow safety rules when powering devices on and off.
•
VN4 - Understand how to organize data using tree diagrams and learn basic digital management skills like creating, renaming, and deleting folders to find files quickly
•
VN4 – Understand the Internet as a vast source of information and develop awareness of inappropriate content and data protection
•
recognise that people make choices about how resources are used
•
explore simple exchange, trade, and money concepts in everyday contexts
•
VN4 - Identify main computer components, practice correct sitting posture, use a mouse correctly, and follow safety rules when powering devices on and off.
•
VN4 - Understand how to organize data using tree diagrams and learn basic digital management skills like creating, renaming, and deleting folders to find files quickly
•
VN4 – Understand the Internet as a vast source of information and develop awareness of inappropriate content and data protection
•
VN4 - Practice typing simple text lines, insert images into presentation slides, and explore educational software
•
VN4 - Break large tasks down into smaller, sequential steps and express decisions using conditional “If... Then...” Logic.
YEAR 4-5
•
VN4 - Practice typing simple text lines, insert images into presentation slides, and explore educational software
•
VN6 – Attempt more complex programming projects by incorporating more elements and features
•
VN4 - Break large tasks down into smaller, sequential steps and express decisions using conditional “If... Then...” Logic.
•
VN7 – Recognize the role and diversity of clothing in daily life and common fabric types used to make clothes
•
VN5 - Distinguish between internal and external memory storage devices
•
•
VN5 - Understand logical file capacities, and master copying, moving, and deleting files and folders safely
VN7 – Have foundational knowledge of fashion and select appropriate clothing that fits one’s personal preferences, work conditions, and family financial circumstances
•
VN5 – Understand and practice safe Internet searching, copyright, and digital citing.
•
VN7 – Understand methods to maintain clothing
•
VN5 – Explore font styles, sizes, colors, and other formatting when typing
•
VN7 – Understand the properties and types of data storage
•
VN5 – Attempt to use simple programming to draw geometric shapes or tell simple digital stories.
•
VN7 – Explain the foundational components of a local area network and the World Wide Web
•
VN7 – Investigate areas of digital behavior and safety (cyberbullying, personal identity, copyright, and intellectual property legislation)
•
VN7 – Master complex document design using various elements and features
YEAR 6-7 Students are expected to: •
explain cause and consequence
•
describe systems (economic, environmental, social)
•
analyse different perspectives
•
conduct structured inquiries
Students are expected to:
•
evaluate sources and information
•
analyse social issues and systems
•
understand how scarcity influences decision making by consumers, producers, and governments
•
evaluate perspectives and evidence
•
explain relationships between ideas
•
communicate reasoned conclusions
•
demonstrate independence in inquiry
•
investigate economic interdependence within local, national, and global contexts
YEAR 8
•
evaluate how economic choices impact sustainability, wellbeing, and communities
•
VN8 – Understand the computer’s general system setting
•
VN6 – Understand how to structure digital data effectively using tables and folder hierarchies
•
VN8 – Investigate the concept of digital footprint and misinformation
•
VN8 – Identify measures to prevent malware infections
•
VN6 – Understand the risk of computer virus and preventative measures
•
VN6 – Create simple digital presentations and use basic spreadsheet software
•
VN6 – Practice digital communication safety and decorum
YEAR 9-10 Students are expected to: •
analyse complex social systems and issues
•
evaluate sources critically
•
construct arguments using evidence
•
synthesise perspectives
•
apply learning to real-world contexts
•
VN9 – Understand the historic evolution of computer hardware
•
VN9 – Practice advanced digital data sorting and filtering methods
•
VN9 – Design professional, interactive presentation slides using multimedia elements
•
VN9 – Understand access control, Internet threats, and the local legal parameters for Internet use
•
VN10 – Understand and apply relational databases and multi-layered information systems
•
VN10 – Understand basic web design layout principles
•
VN10 – Explore modern technological transformations and the digital labor market
SECTION 5: Parent Learning Pathway Snapshot
Social Sciences at Aurora At Aurora, Social Sciences learning helps students understand people, places, cultures, systems, and change over time. Through inquiry, discussion, research, and reflection, students learn to make sense of the world around them and their place within it. Our programme is aligned with the New Zealand Curriculum and develops students who are thoughtful, informed, and responsible members of local and global communities. Learning grows progressively from understanding self and community in the primary years to analysing global issues and social systems in the middle and secondary years.
What Matters Most in Social Sciences Across all year levels, students remember learning best when they: •
explore identity, culture, and belonging
•
understand how communities and environments shape people’s lives
•
investigate change over time
•
consider different perspectives
•
use evidence to support ideas
Social Sciences learning is closely connected to English, inquiry learning, and the Arts, allowing students to communicate their understanding in multiple ways.
Social Sciences Learning Pathway by Stage Year 1 | Identity and Belonging Children explore identity, relationships, and classroom community. They learn about family, routines, shared responsibilities, and the places that matter to them. Stories, play, and discussion help children understand that people have different experiences and perspectives.
Years 2–3 | Community and Culture Students expand their understanding from classroom to local community. They explore culture, traditions, environments, and roles within society. Inquiry focuses on asking questions, gathering information, and sharing ideas through discussion, drawing, and writing.
Years 4–5 | Change and Environment Students investigate how communities change over time and how environments influence people’s lives. They begin working with timelines, comparing perspectives, and using evidence to support their ideas. Inquiry becomes more structured and research-based.
Years 6–7 | Systems and Connections Students explore historical events, environmental systems, and global connections. They examine cause and consequence, compare cultures and societies, and conduct structured inquiries that require evaluation of information and perspectives.
Year 8 | Identity, Power, and Global Issues Students deepen understanding of fairness, responsibility, sustainability, and global interdependence. They analyse social issues, evaluate perspectives, and communicate conclusions with increasing independence and confidence.
Years 9–10 | Critical Social Inquiry Students engage in more complex investigations of societies and global challenges. They analyse systems, evaluate sources, construct arguments supported by evidence, and connect learning to real-world issues.
Assessment & Reporting Progress in Social Sciences is based on: •
depth of understanding
•
ability to consider multiple perspectives
•
use of evidence
•
independence in inquiry
Reports use shared language across Aurora: •
Working Towards
•
Meets Expectation
•
Above Expectation
Judgements reflect learning over time and across inquiry experiences.
A Connected Learning Journey Social Sciences learning at Aurora grows from children understanding themselves and their communities to engaging thoughtfully with the wider world. This progression supports the development of empathy, curiosity, critical thinking, and responsible citizenship.
curriculum
STEM & SCIENCE
Curriculum Overview & Learning Continuum (Years 1-10) Section 1: Curriculum Overview Section 2: STEM & Science Learning Continuum Section 3: STEM & Science Inquiry Contexts Section 4: Learning Outcomes (STEM & Science) Section 5: Parent Learning Pathway Snapshot
SECTION 1: Curriculum Overview
Purpose STEM and Science at Aurora International School of the Arts develop curious, capable learners who investigate the world, solve problems, and apply scientific thinking in meaningful contexts. Grounded in the New Zealand Curriculum (NZC), learning progresses from exploratory, hands-on inquiry in the Primary years to more structured scientific investigation and conceptual understanding in Middle School. Students develop the ability to question, investigate, explain, and apply knowledge, preparing them for further scientific learning and real-world problem-solving.
In STEM (Primary), these are experienced through exploration and inquiry. In Science (Middle School), they are taught more explicitly and analytically.
What Matters Most in STEM & Science at Aurora Across all year levels, high-quality STEM and Science learning is characterised by: •
Students ask questions and investigate how the world works. •
•
•
•
STEM (Years 1–5)
Integrated, inquiry-based learning connecting science, technology, engineering, and mathematics through real-world problem-solving.
NZC Alignment (Science) Science learning aligns with the New Zealand Curriculum strands: •
Nature of Science (central strand)
•
Living World
•
Physical World
•
Material World
Understanding through evidence Students observe, collect data, and explain findings.
•
Connection to real-world contexts Learning is grounded in authentic problems and meaningful situations.
Science (Years 6–10)
A more specialised subject aligned explicitly with NZC Science strands and Nature of Science, with increasing conceptual depth and analytical thinking.
Learning through inquiry and design Students explore, test, and refine ideas through hands-on experiences.
STEM & Science – Overview Learning at Aurora is structured as:
Curiosity and questioning
•
Progressive independence Students move from guided exploration to independent investigation and analysis.
These principles apply across all STEM and Science learning at Aurora.
Aurora Learning Competencies (Years 1–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others. These competencies are developed intentionally through classroom experiences, inquiry, collaboration, and reflection, and become increasingly visible as students grow in independence and confidence.
Thinking Students ask questions, make connections, and develop ideas. They reason, problem-solve, and reflect on their learning, building deeper understanding over time.
Using Language, Symbols, Texts, and Media Students communicate ideas using words, numbers, images, movement, and digital media. They learn to interpret and express meaning in a range of contexts and forms.
Managing Self Students develop independence, organisation, and responsibility for their learning. They set goals, persist through challenges, and reflect on their progress.
Relating to Others Students work collaboratively, listen to different perspectives, and contribute respectfully in a range of social and learning contexts.
Participating and Contributing Students engage actively in learning and in the life of the school. They take responsibility for their contributions and begin to understand their role within local and global communities.
These competencies are not taught in isolation; they are developed through all learning areas and are reflected in how students approach challenges, interact with others, and apply their learning in meaningful contexts. In Science, these competencies are developed through investigation, evidence-based reasoning, and inquiry.
Conceptual Understanding at Aurora
SOLO Taxonomy at Aurora
Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts.
Teachers use SOLO Taxonomy to describe the depth of student understanding:
These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways.
Planning & Assessment Expectations (All Year Levels) When planning STEM and Science learning, teachers ensure that:
•
Multistructural — identifies observations and simple ideas
•
Relational — explains relationships and patterns
•
Extended Abstract — applies understanding to new contexts and problems
Reporting Progress is reported using: •
Working Towards
•
Meets Expectation
•
Above Expectation
learning is grounded in meaningful questions or problems
Judgements are informed by: •
depth of understanding (SOLO)
•
students investigate, test, and refine ideas over time
•
ability to apply scientific thinking
•
level of independence
•
scientific thinking is developed through observation, data, and explanation
•
discussion, reflection, and reasoning are embedded
•
tasks allow multiple approaches and solutions
•
evidence of learning is gathered naturally through inquiry and application
•
STEM and Science may be integrated with other learning areas; however, scientific learning remains visible and intentional.
Assessment in STEM & Science Assessment is ongoing and informed by professional judgement, drawing on: •
investigation work and inquiry projects
•
observations and discussions
•
models, designs, and experiments
•
written and oral explanations
At Aurora, progress reflects increasing scientific understanding, reasoning, and independence over time.
SECTION 2: STEM & Science Learning Continuum YEAR 1 (STEM – Foundations & Exploration)
YEAR 4-5 (STEM – Investigation & Design)
Year 1 represents the transition from Early Years (Te Whāriki) into the New Zealand Curriculum, where learning remains play-based, relational, and highly experiential.
Students design, test, and improve solutions while developing scientific reasoning. Focus: •
planning simple investigations
•
exploring systems (energy, ecosystems, materials)
•
collecting and interpreting data
Focus:
•
explaining cause-and-effect relationships
•
noticing and wondering about the world
•
exploring materials, movement, and living things
Students begin to reflect on results and refine their thinking.
•
asking questions and making simple predictions
•
observing changes and describing what they see
Students explore the natural and designed world through curiosity, observation, and hands-on experiences, with a strong emphasis on language, thinking, and connection.
•
expressing ideas through talk, drawing, and play
YEAR 2-3 (STEM – Foundations & Exploration) Students explore the natural and designed world through observation, building, and questioning. Focus: •
investigating materials and their properties
•
exploring forces and movement
•
observing living things and environments
•
making predictions and recording observations
Students explain ideas using drawings, models, and simple scientific language.
YEAR 6-7 (Science – Foundations of Scientific Thinking) Years 6–7 (Science – Foundations of Scientific Thinking) Students engage in structured scientific inquiry aligned with NZC Level 3 and early Level 4. Focus: •
planning and carrying out investigations
•
gathering and recording data
•
identifying patterns and relationships
•
explaining findings using evidence
Students use developing scientific vocabulary and models.
YEAR 8 (Science – Developing Scientific Reasoning) Students deepen conceptual understanding and begin analysing scientific systems (NZC Level 4 and early Level 5). Focus: •
identifying variables
•
analysing data and patterns
•
evaluating explanations
•
connecting ideas across contexts
Students communicate findings using increasingly precise scientific language.
YEAR 9-10 (Science – Analysis & Application) Students apply scientific thinking in complex and abstract contexts (NZC Levels 4–5 and early Level 6). Focus: •
designing and conducting investigations
•
analysing and evaluating evidence
•
applying scientific concepts to real-world issues
•
communicating ideas using scientific conventions
Students demonstrate independence and critical thinking.
SECTION 3: STEM & Science Inquiry Contexts (Teacher Support) This table outlines how students engage with STEM and Science across year levels through task types, representations, and communication of thinking, which develop in precision, complexity, and independence over time.
STEM Planning Examples (Years 1 - 10) Year Level
Year 1
Years 2–3
Years 2–3
Years 4-5
Possible Learning Experiences
Possible Evidence of Learning
Observe rain and clouds, explore floating and sinking, investigate water movement through play,
Drawings, photographs, oral explanations, teacher
describe seasonal changes
observations
Physical World, Material World, Nature of Science
Explore materials and forces, test bridge strength, compare designs, predict outcomes, improve structures through trial and error
Drawings, labelled diagrams, models, photographs, oral explanations
Living World, Nature of Science, Planet Earth and Beyond
Observe plants and animals, compare habitats, understand human body and health, investigate needs of living things, understand weather and the Sun, record observations, seasons, natural disasters
Science journals, labelled drawings, class charts, discussions
LLiving World, Planet Earth and Beyond, Nature of Science
Investigate plant growth, test soil and water conditions, design sustainable garden systems, collect and analyse data, plants and animals, fungi, food chain, body system, cardinal directions, Earth’s properties, Solar System, orbit, rotation, planet and natural satellites, water properties, pollution and purification
Example Context
NZC Strand Links
Exploring Weather and Water
Planet Earth and Beyond, Physical World, Nature of Science
Building Strong Bridges
Habitats and Living Things
Sustainable Gardens
Investigation journals, data tables, photographs, presentations, reflections
Years 4-5
Years 6-7
Years 6-7
Year 8
Energy and Motion
Forces and Motion
Forces and Motion
Chemical and Physical Change
Physical World, Nature of Science
Physical World, Material World, Nature of Science
Living World, Planet Earth and Beyond
Material World, Physical World, Nature of Science
Investigate pushes and pulls, explore energy transfer, test ramps and movement, measure distance and speed, fire hazards, light & shadows, sound, heat Design fair tests, understand laboratory safety and regulations, measure movement and force, friction, forms of energy, energy dissipation, electricity, identify variables, analyse results, states of matter, oxygen and air, state change, substance separation, explain relationships between force and motion Investigate cells, organisms, reproduction, life cycle, bacteria, ecosystems, biodiversity, food webs, and environmental impact through fieldwork and inquiry, renewable energy, the movement of the Sun and Moon, Moon phases, the Solar System Observe and compare reactions, investigate particle behaviour, distinguish physical and chemical change, analyse evidence, atomic model, mass, molecules, elements, compounds, chemical bonds, valency, speed, sound waves, sound amplitude and frequency, light, reflection, magnetism
Data records, diagrams, STEM prototypes, written explanations
Investigation reports, graphs, diagrams, data analysis, written conclusions
Research notes, ecosystem models, presentations, scientific explanations
Lab notes, investigation reports, diagrams, scientific explanations
Year 8
Years 9-10
Earth Systems and Sustainability
Climate Systems Investigation
Planet Earth and Beyond, Living World, Nature of Science
Planet Earth and Beyond, Nature of Science
Analyse Earth systems, investigate climate and sustainability issues, interpret environmental data, photosynthesis, growth, stimuli responses, respiration, digestion Analyse climate data, model environmental systems, evaluate scientific evidence, investigate global challenges
Research tasks, graphs, presentations, data interpretation
Research reports, data analysis, debates, presentations
Investigate electricity, waves, and energy transfer, analyse physical systems,
Years 9-10
Years 9-10
Energy and Physical Systems
Genetics and Adaptation
Planet Earth and Beyond, Nature of Science
Living World, Planet Earth and Beyond
apply scientific reasoning to practical contexts, molar mass, molar volume, density and concentration, oxides, acids, bases, and salts, metals, hydrocarbons, lipid, carbohydrates, and proteins, current intensity and voltage, thermal energy, internal energy, kinetic energy, gravitational potential energy, mechanical energy, power, heat transfer, light refraction electromagnetic induction
Investigate DNA, inheritance, adaptation, evolution, ecological sustainability, and biological systems and mechanisms (human’s), food chain/web
Experimental reports, calculations, scientific models, written analysis
Research projects, scientific explanations, diagrams, presentations
This table: •
provides planning inspiration, not prescription
•
supports vertical alignment across year levels
•
helps families understand what learning might look like in practice
Teachers may: •
adjust contexts based on student interest
•
revisit similar ideas at increasing levels of complexity
SECTION 4: STEM & Science Learning Outcomes (Years 1–10) Progression in STEM and Science at Aurora reflects increasing conceptual understanding, scientific reasoning, investigation capability, and independence across the New Zealand Curriculum Science strands. Learning outcomes are organised across: •
Nature of Science
•
Living World
•
Material World
•
Physical World
•
Planet Earth and Beyond
These strands are integrated through inquiry, experimentation, design, discussion, and reflection.
YEAR 1 (NZC Level 1 — early)
Physical World Students are learning to:
Nature of Science
•
explore movement through pushes and pulls
Students are learning to:
•
investigate light, sound, and movement through play describe how objects move in different ways
•
observe and describe the world around them
•
ask simple questions about what they notice
•
•
make predictions through play and exploration
Planet Earth and Beyond
•
talk about findings using everyday language
•
observe weather and seasonal changes
•
share ideas through drawings, models, and discussion
•
recognise features of natural environments
•
develop awareness of caring for the environment
Students are learning to:
Living World Students are learning to:
Evidence may include:
•
•
drawings and models
•
oral explanations
•
observations
•
photographs of investigations
•
teacher documentation
recognise similarities and differences between living things
•
identify basic needs of plants and animals
•
observe living things in local environments
•
describe familiar features of living things
Material World Students are learning to: •
explore materials through play and sensory investigation
•
describe materials using simple properties (hard, soft, rough, smooth)
•
notice how materials can change shape or form
YEARS 2-3 (NZC Level 1 — secure) Nature of Science Students are learning to: •
ask investigable questions
•
make predictions based on observations
•
record observations using drawings, labels, and simple tables
•
VN3 – Classify plants and animals according to their habitats
•
communicate findings using emerging scientific language
•
VN3 – Understand the needs and the measures to protect natural habitats
•
VN3 – Identify the primary parts of the human body systems and their basic functions in personal daily physical activities
•
VN3 – Recognize the importance of proper posture, correct breathing, and hydration.
YEAR 1 (NZC Level 1 — early) Living World Students are learning to: •
describe life processes of plants and animals
•
identify habitats and environmental needs
•
explain simple relationships between living things and environments
•
recognise how environments affect survival
•
Material World Students are learning to: •
compare materials based on observable properties
•
investigate how materials change through heating, cooling, mixing, bending, or force
VN2 – Identify plants and animals and their parts using visual or graphs
•
identify suitable materials for different
•
VN2 – Understand human utility of plants
•
•
VN2 – Understand the differences among animals based on their benefits or harms to humans.
VN2 - Explore household items and appliances
•
VN2 – Understand and practice safety when using household appliances
•
•
VN2 – Understand and practice personal safety when interacting with certain plants or animals. VN2 – Identify the names and physical movements of external body parts
purposes
Physical World Students are learning to: •
investigate forces such as pushes and pulls
•
explore motion, balance, and movement
•
VN2 – Distinguish between boys and girls
•
•
VN2 – Understand the primary sensory organs and their core biological functions
investigate sound, light, and magnetism through hands on activities
•
describe how forces affect objects
•
VN2 – Practice preventative measures against school-induced myopia (nearsightedness)
describe local weather patterns
•
identify features of land, water, and sky
•
recognise ways people care for environments
•
explore natural cycles and changes
resting habits that are beneficial to health.
•
VN3 – Identify activities, items, foods, or drinks that could cause poisoning at home or at school.
VN2 – Identify the daytime sky and nighttime sky
•
VN2 – Understand the general roles of the Sun in supporting the Earth
VN3 – Propose practical measures to prevent
•
VN2 – Understand the need for protective eye safety measures in interactions with the Sun
VN2 – Understand and practice body hygiene
•
VN2 – Understand simple rules of nutrition and healthy eating to grow the human’s body
•
VN2 – Understand physical activities and
•
Students are learning to: •
•
•
Planet Earth and Beyond
and handle accidental poisoning at home or at school.
•
VN2 – Begin to understand the importance of weather forecasting
•
VN2 – Begin to understand the importance of weather forecasting
•
VN2 – Understand how clothing choices are influenced by weather conditions.
•
VN2 – Understand how clothing choices are influenced by weather conditions.
•
VN3 – Know the names and distinctive features of the seasons of the year
•
VN3 – Know the names and distinctive features of the seasons of the year
•
VN3 – Understand appropriate seasonal clothing for health and well-being.
•
VN3 – Understand appropriate seasonal clothing for health and well-being.
•
VN3 – Recognize and describe various natural disaster phenomena
•
VN3 – Recognize and describe various natural disaster phenomena
•
VN3 – Understand potential risks that can lead to casualties, injuries, or property damage caused by natural disasters.
•
VN3 – Understand potential risks that can lead to casualties, injuries, or property damage caused by natural disasters.
•
VN3 – Understand preventative safety measures and basic safety responses in time of natural disasters.
•
VN3 – Understand preventative safety measures and basic safety responses in time of natural disasters.
Evidence may include:
Evidence may include:
•
science journals
•
science journals
•
labelled diagrams
•
labelled diagrams
•
simple data tables
•
simple data tables
•
models and constructions
•
models and constructions
•
oral explanations and reflections
•
oral explanations and reflections
Living World
YEARS 4-5 (NZC Level 2)
Students are learning to: •
explain how living things depend on environments
Students are learning to:
•
investigate ecosystems and food chains
•
ask focused scientific questions
•
describe adaptations that support survival
•
make predictions using prior knowledge
•
•
plan and carry out fair tests with support
explore environmental changes and their impact on living things
•
gather and record observations systematically
•
VN4 – Identify parts of plants and animals and describe their biological functions.
•
explain findings using scientific vocabulary
•
•
VN4 – Understand the creative design process of a product and perform simple technical operations
VN4 – Compare and distinguish roots, stems, leaves, flowers, and fruits across different plants.
•
VN4 – Classify plants based on specific physical criteria.
•
VN4 – Compare the anatomical/structural features of different animals.
•
VN4 – Classify animals based on given criteria.
Nature of Science
•
VN5 – Understand and conduct the assemble and disassemble of basic technical models
•
VN5 – Identify the names and roles of mechanical/construction tools and practice safety regulations
•
VN4 – Understand general uses of plants and animals in daily life
•
VN4 – Identify sensible, sustainable ways to co-exist with plants and animals
•
VN4 – Identify the main components of the human body system and understand their basic functions in daily life experiences
•
•
• •
VN4 – Understand how relationships with surrounding people can positively or negatively impact a person’s emotional state or mental well-being
Material World Students are learning to: •
compare physical properties of materials
•
investigate reversible and irreversible changes
•
describe how heating, cooling, mixing, and force affect materials
•
explain why materials are chosen for specific purposes
Physical World
VN4 - Identify actions to maintain, care for, and protect the digestive, circulatory, and nervous system; recognize hazardous substances and habits that harm the body systems
Students are learning to: •
investigate balanced and unbalanced forces
•
explain energy transfer through light, heat, and sound
VN5 – State the benefits of flowers or
•
explore electricity and magnetism
ornamental plants in daily life
•
VN5 – Identify common types of flowers and ornamental plants
describe how force affects motion and movement
•
VN4 – Understand common causes of fire and identify potential damage caused by fire incidents
•
VN5 – Recognize the essential elements and conditions for plant and animal growth
•
VN5 – Explain the process of plant synthesis and exchanges of gases, water, and minerals between plants, animals, and their environment
•
VN4 – Understand emergency response behaviors and preventative actions
•
VN4 – Distinguish between natural objects and technological products
•
VN5 – Understand and practice appropriate ways to care for plants and animals
•
•
VN5 – Identify several types of potting media used for growing flowers and ornamental plants in pots.
VN4 – Identify types, describe main parts, and explain the usage of study lamps, electric fans, radio receivers, and televisions.
•
VN4 – Understand the importance of and practice measures for safety at home
•
VN5 – Understand, explain and apply water properties and state changes
•
VN5 – Understand and draw diagrams of the water cycle in nature
•
VN5 – State the role of water in daily life, production, and domestic activities
•
VN5 – Name the main components of air
•
VN5 – Observe and perform experiments to recognize, determine, and explain the presence of air, air properties, air content, combustion and air movements
•
VN5 – Compare wind strength based on observation
•
VN5 – Explain the step-by-step procedures for sowing seeds and planting young seedlings in pots
•
VN5 – Investigate the properties, habitats, and role of fungi
•
VN5 – Identify the groups of nutrients and understand their roles
•
VN5 – Investigate balanced eating, food safety, and nutrition-related diseases
•
VN5 – Understand the concept and the role of food chains
•
VN5 – Understand the role of plants in the food chains
•
VN5 – Recognize and distinguish luminous objects and illuminated objects
•
VN4 – Develop an initial recognition of the Earth’s spherical shape
•
VN5 – Investigate the straight-line propagation of light
•
•
VN5 - Investigate objects that allow light to pass through and objects that block light and apply into practical situations
VN4 – Locate the poles, equator, hemispheres, and the different climate zones on the globe.
•
VN4 – Identify the continents and oceans
•
VN4 – Locate the specific geographical position of Vietnam on the globe
•
VN4 – State various landforms of the Earth
•
VN4 – Identify the position of the Earth within the Solar System
•
VN4 – Know and demonstrate the direction of the Earth’s rotation on its own axis and its revolution around the Sun
•
VN4 – Explain the day and night cycle at a foundational level
life
•
VN5 – Identify harmful effects of noise and measures to prevent noise pollution
VN4 – Understand the orbital movement of the Moon around the Earth
•
VN5 – Understand basic sound-making mechanisms in musical instruments
VN4 – Understand and distinguish planets and natural satellites
•
VN5 - Identify common local causes of water pollution and understand the necessity of protecting water sources and the need to use water economically.
•
VN5 - Explain basic methods to purify water
•
VN5 – Understand the role of air in sustaining life
•
VN5 – Identify actions to prevent and avoid storms
•
VN5 – Explain the cause of air pollution and the necessity of protecting fresh, clean air
•
VN5 – Investigate shadows and apply shadow knowledge to real-world situations
•
VN5 – Understand the role of light in sustaining life and daily living
•
VN5 – Connect sound with vibration
•
VN5 – Investigate sound propagation
•
VN5 – Understand the relation between loudness and distance
• • •
VN5 – Understand the role of sound in daily
•
VN5 – Understand basic mechanism of heat and heat transfer
•
VN5 – Measure temperature using thermometer
•
VN5 – Investigate basic conductivity of objects
Planet Earth and Beyond Students are learning to: •
investigate Earth’s surface features and processes
•
describe weather systems and environmental change
•
explain sustainability concepts in local contexts
Evidence may include: •
investigation records
•
diagrams and models
•
scientific explanations
•
recognise human impact on environments
•
data displays
•
VN4 – Know the four primary cardinal directions in space by convention; identify the cardinal directions based on the positioning of the sun or by using a physical compass
•
STEM design tasks
•
presentations and reflections
YEARS 6-7 (NZC Level 3) Nature of Science
•
VN6 – Identify the parts of flowers and seeds and their roles
•
VN6 – Begin to investigate the different ways of animal reproduction; identify animals that lay eggs and those that give birth to live young
•
VN6 – Understand and explain the primary development stages of plants and the life cycle of animals
•
VN6 – Investigate the general characteristics, habitats, and roles of bacteria
•
VN6 – Investigate the reproduction process of humans
•
VN6 – Distinguish between the biological characteristics and social characteristics of males and females
Students are learning to: •
develop investigable scientific questions
•
identify variables in simple investigations
•
collect and organise data systematically
•
interpret patterns and trends in results
•
communicate explanations using evidence
•
VN6 – Understand and conduct the process of designing and articulating design ideas for a technical/technological product
•
VN6 – Follow guided step-by-step instruction to build a simple technical product
•
VN7 - Understand the role of Natural Science in life
•
VN6 – Describe the human body’s formation and stages of human development
•
VN7 – State standard and correct measurement methods and use units of measurement for mass, length, time, and temperature
•
VN7 – Understand a cell’s structural components
•
VN7 - Differentiate types of cells
•
VN7 – Describe cellular growth and division patterns
•
VN7 – Understand the hierarchical organization of multicellular life
•
VN7 - Differentiate between unicellular and multicellular organisms
•
VN7 – Categorize and construct a dichotomous key to classify living organisms across the 5 kingdoms
•
VN7 – Differentiate the morphological features, roles, and related human diseases of viruses, bacteria, protists, fungi, plants, and animals.
•
VN7 – Understand the significance of and state common methods used for food preservation and food processing
•
VN7 – Understand and practice safe and healthy eating habits as well as hygienic food
•
VN7 – Demonstrate correct usage of basic laboratory instruments
•
VN7 – Identify, interpret, and strictly adhere to laboratory safety regulations and warning symbols.
•
VN7 – Recognize and state the functions of the main components, draw block diagrams, and describe the working principles and uses of common appliances
Living World Students are learning to: •
investigate ecosystems and biodiversity
•
explain interactions between organisms and environments
•
describe biological systems and life processes
•
analyse human impact on ecosystems
•
VN6 – Understand the reproduction process of flowering plants
•
VN6 - Identify the reproductive organs of flowering plants and distinguish between unisexual flowers and bisexual flower
processing
Material World
•
VN6 – Understand the role of and identify electrical conductors and insulators
•
VN6 – Understand basic rules regarding electricity safety and saving
•
VN6 – Identify common fuel energy sources and their uses
•
VN6 – Understand measures to save fuel energy and prevent fire, explosion, and pollution when utilizing fuel energy
Students are learning to: •
distinguish between chemical and physical changes
•
investigate properties of substances
•
explore particle ideas and states of matter
•
explain how materials behave under different conditions
•
VN6 – Distinguish between a mixture and a solution
•
•
VN6 – Identify the solid, liquid, or gaseous state of matters and investigate state changes
VN6 – Investigate the extraction and use of solar, wind, and flowing water energy in daily life
•
VN6 – Investigate and begin to build simple technical/technological products or models that are operated by renewable energy
•
VN7 – Represent forces geometrically using vectors
•
VN7 – Measure forces and analyze the effects of a force
•
VN7 – Understand the diversity of matter
•
VN7 – Investigate the physical and chemical properties of oxygen and state its importance for life and combustion,
•
VN7 – Identify the composition of air
•
VN7 – Determine the volume percentage of oxygen
•
VN7 – Differentiate between contact and non-contact forces
•
VN7 – Identify causes of air pollution and propose protective environmental measures
•
VN7 – Understand friction
•
VN7 – Analyze fluid resistance
VN7 – Conduct experiments to distinguish pure substances, homogeneous/heterogeneous mixtures, solvents, solutions, suspensions, and emulsions.
•
VN7 – Define mass, gravitational force, and weight
•
VN7 – Classify forms of energy
•
VN7 – Understand the Law of Conservation of Energy and describe energy dissipation
•
VN7 – Understand the general characteristics of housing, the main steps of house construction, and common construction materials VN7 – Investigate smart homes
•
•
VN7 – Separate substances from mixtures based on their physical properties
Physical World Students are learning to: •
investigate forces, motion, and energy systems
•
•
explain relationships between force and movement
Students are learning to:
•
explore waves, light, and sound
•
analyse energy transfer and efficiency
•
VN6 – Identify common energy sources and their uses
•
VN6 – Describe the structure and operation of simple circuits
Planet Earth and Beyond
•
investigate Earth systems and geological processes
•
analyse environmental change and sustainability
•
explore climate and weather systems
•
explain interactions between human activity and environments
•
•
VN8 – Understand photosynthesis.
•
VN6 – Understand the causes, harmful effects of soil pollution and erosion, and measures to combat soil pollution and erosion
VN8 – Understand the structural adaptation of leaves for gas exchange.
•
VN8 – Define cellular respiration, its role in releasing energy, and trace respiratory pathways across organisms.
•
VN7 – Identify renewable energy sources and energy conservation actions.
•
VN8 – Understand the process of water and nutrient absorption/transportation in plants.
•
VN7 – Explain the apparent movement of the Sun and Moon, illustrate Moon phases and outline the general structure of the Solar System within the Milky Way Galaxy.
•
VN8 – Describe nutrient intake, digestion, circulatory pathways, and waste elimination in animals.
•
VN8 – Investigate growth, development, and tropisms/stimuli responses in plants and animals.
•
VN8 – Explain the role and future prospects of cultivation, animal husbandry, and aquacuture and name common plant groups, cultivation methods, commonly raised breeds in Vietnam
•
VN6 – Know the components and the role of soil
Evidence may include: •
investigation reports
•
data analysis
•
scientific models
•
STEM design solutions
•
written explanations
•
presentations and peer discussion
•
VN8 – State the techniques for farming, care, and disease prevention for livestock and aquatic species
YEAR 8 (NZC Level 4 — emerging)
•
VN8 – Identify the steps in the cultivation process and the role of technology in cultivation
•
VN8 – Explain and conduct plant propagation using the stem cutting method
•
VN8 – Understand the principles of labor safety and environmental protection in cultivation
Nature of Science Students are learning to: •
design and refine scientific investigations
•
identify relationships between variables
•
interpret data critically
•
evaluate explanations using evidence
Material World
•
communicate findings using scientific conventions
Students are learning to: •
investigate reactions and interactions between substances
Students are learning to:
•
explain states of matter using particle theory
•
explain adaptation and survival within ecosystems
•
distinguish between physical and chemical change
•
investigate biological systems and interactions
•
analyse properties and uses of substances and materials
•
analyse environmental pressures on living things
•
VN8 – Describe the Rutherford-Bohr atomic model
•
evaluate biodiversity and sustainability
•
VN8 – State atomic mass in atomic mass units
Living World
•
VN8 – Understand molecules, pure elements, and chemical compounds, and calculate molecular mass.
•
VN8 – Understand and apply the Periodic Table of Elements
•
VN8 – Understand, define, and distinguish ionic bonds and covalent bonds.
•
VN8 – Understand valency
•
VN8 – Write chemical formulas for binary compounds, and solve composition calculations based on mass percentages.
Physical World Students are learning to: •
explain interactions between energy and motion
•
investigate electricity, waves, and energy systems
•
analyse forces in complex contexts
•
apply scientific reasoning to physical phenomena
•
VN8 – Measure and calculate speed; use standard units of speed; plot or interpret distance-time graphs.
•
explain interactions between atmosphere, land, and water systems
•
evaluate human impact on the planet
•
VN8 – Understand the role of forests and distinguish common types of forests in Vietnam
•
VN8 – Explain the technical processes for planting, protecting, and caring for forest trees
Evidence may include: •
scientific investigations
•
research tasks
•
data interpretation
•
diagrams and models
•
written analysis
•
presentations and discussions
YEARS 9-10 (NZC Levels 4–5) Nature of Science Students are learning to:
•
VN8 – Investigate sound waves and their propagation through different media
•
design and conduct scientific investigations independently
•
VN8 – Determine sound amplitude and frequency
•
analyse and interpret data using scientific reasoning
•
VN8 – Understand light as a form of energy; map light rays; sketch shadows; differentiate between regular and diffuse reflection.
•
evaluate scientific claims and evidence
•
communicate findings using scientific conventions and terminology
•
VN8 – Apply the Law of Reflection to construct images in plane mirrors.
•
apply scientific thinking to real world issues and challenges
•
VN8 – Understand magnetism, magnetic fields, and magnetic field lines; build a functioning electromagnet.
•
VN9 – Understand the role of technical drawings in production and daily life
•
VN9 – Understand and apply basic text-based coding languages (such as Python); declare data types, use input/output commands, and program arithmetic operations.
•
VN10 – Understand the components and conventions of architectural and construction drawing
Planet Earth and Beyond Students are learning to: • •
analyse Earth systems and environmental processes investigate sustainability and resource management
•
VN10 – Read, interpret and draw technical drawings and blueprints
•
VN10 – Describe chromosomal structures, karyotypes, and cell division mechanisms.
•
VN10 - Engineer basic software scripts by integrating multidimensional arrays, nested loops, complex conditional structures, and systematic code debugging protocols.
•
VN10 – Describe DNA’s double helix structure, nucleotide base-pairing rules, and processes
•
VN10 – Map the central dogma of molecular biology
•
VN10 – Define genetic mutations and chromosomal abnormalities
Living World Students are learning to: •
analyse biological systems and processes
•
VN10 – Explore modern biotechnologies
•
investigate reproduction, genetics, and adaptation
•
•
explain ecological relationships and sustainability issues
VN10 – Understand and apply the core tenets of Darwinian Evolution: natural selection, artificial selection, genetic variation, and adaptation leading to speciation.
•
evaluate human impact on living systems
•
•
VN9 – Understand the structure, function, and mechanisms of human’s musculoskeletal
VN10 – Understand the general timeline of life and the evolutionary origin of humans based on fossil and structural homology evidence.
•
VN10 – Understand and apply advanced techniques and modern, high-tech models for planting, caring for, and protecting high-value crops or local specialty plants.
•
VN10 - Diagnose common plant diseases or pests and apply safe, integrated, and environmentally friendly pest management solutions.
•
VN9 – Understand the structure, function, and mechanisms of human’s respiratory system.
VN10 – Understand and apply nutritional balance and food safety hygiene
•
VN10 – Understand different food processing and preservation techniques
•
VN9 - Understand the structure, function, and mechanisms of human’s excretory system.
Material World
•
VN9 - Understand the structure, function, and mechanisms of human’s nervous system and sensory organs.
•
VN9 - Understand the structure, function, and mechanisms of human’s endocrine & reproductive system.
system. •
VN9 – Understand the structure, function, and mechanisms of human’s digestive system.
•
VN9 – Understand nutritional requirements, balanced dieting, and food safety.
•
VN9 – Understand the structure, function, and mechanisms of human’s circulatory system.
•
•
•
VN9 – Analyze components of an ecosystem, food chains, food webs, and ecological pyramids. VN10 – Explain Mendelian genetics: onohybrid cross laws, dominant/recessive alleles, genotypes, phenotypes, and testcross mechanics.
Students are learning to: •
investigate atomic structure and properties of matter
•
analyse chemical reactions and interactions
•
explain bonding and material behaviour
•
apply understanding of materials in practical contexts
•
VN9 – Differentiate between physical and chemical changes
•
VN9 – Understand the Law of Conservation of Mass, write balanced chemical equations, and apply the concepts of the Mole, molar mass, molar volume of gases, and relative gas density to solve stoichiometric calculations.
•
VN9 – Calculate mass percentages and molar concentrations of solutions.
•
VN9 – Know the formulas and understand the properties and reactions of Oxides, Acids (and the measurement of pH scales), Bases, and Salts.
•
VN10 – Describe the physical and chemical properties of metals.
•
VN10 – Apply the electrochemical activity series of metals to predict reaction outcomes.
•
VN10 – Identify industrial metallurgy and alloy properties.
•
VN10 – Define organic chemistry and distinguish hydrocarbons
•
VN10 – Know the structural formulas for ethylene, methane, ethylic alcohol, and acetic acid.
•
VN10 – Understand the chemical structures, properties, and biological roles of lipid/fats, carbohydrates, and proteins.
•
VN10 – Explore and distinguish natural and synthetic polymers.
Physical World Students are learning to: •
analyse forces, motion, and energy transfer
•
investigate electricity, waves, and mechanics
•
explain relationships within physical systems
•
apply mathematical and scientific reasoning to physical phenomena
•
VN9 – Map electric current, conductors, and insulators.
•
VN9 – Identify and describe the functions of the core components in a basic electrical circuit; read and understand basic electrical schematics and circuit diagrams
•
•
VN9 - Measure current intensity and voltage using the correct equipment and units of measurement VN9 – Understand the fundamental principles of electrical safety; administer first aid to a victim of an electrical shock accident
•
VN9 – Analyze the thermal, luminous, magnetic, and physiological effects of an electric current
•
VN9 – Define thermal energy and internal energy
•
VN9 – Investigate and explain the mechanisms of heat transfer (conduction, convection, and radiation).
•
VN9 – Identify and distinguish between common mechanical materials, tools, and details and state their basic mechanical properties and uses
•
VN9 – Identify the standard properties of tools, materials, and features used in technical drawings and engineering
•
VN9 – Explain the operational principles of simple motion transmission and transformation mechanisms
•
VN9 – Read and understand drawings of simple block shapes and of simple mechanical details
•
VN10 – Compute kinetic energy, gravitational potential energy, mechanical energy, and power.
•
VN10 – Investigate light refraction, measure the refractive index, track light through prisms/lenses, and distinguish between converging and diverging lenses.
•
VN10 – Describe the electromagnetic induction, the production of Alternating Current, and the industrial applications of AC effects.
•
VN10 - Read, understand, and draw basic electrical wiring schematics and principles for household electrical networks.
•
VN10 - Safely and properly perform basic installation tasks for a home electrical board
Planet Earth and Beyond Students are learning to: •
investigate climate systems and global environmental challenges
•
analyse Earth processes and geological systems
•
explore astronomy and space science concepts
Progress is reported using Aurora’s shared descriptors
•
evaluate sustainability issues using evidence and scientific reasoning
•
Working Towards
•
Meets Expectation
•
Above Expectation
•
VN10 – Analyze biogeochemical cycles (carbon and water cycles) and their contribution to global warming and energy flow across the biosphere.
Judgements reflect: •
conceptual understanding
Evidence may include:
•
investigation capability
•
formal investigation reports
•
scientific reasoning
•
research and inquiry projects
•
communication of ideas
•
scientific models and simulations
•
•
data analysis and interpretation
independence and application across contexts
•
written scientific explanations
•
presentations and debates
Assessment & Progression in STEM and Science Assessment in STEM and Science is ongoing and informed by professional judgement. Teachers gather evidence across investigations, inquiry projects, discussion, experimentation, models, presentations, and written explanations.
SOLO Taxonomy supports shared understanding of increasing depth of learning: •
Multistructural — identifies ideas and uses several pieces of information
•
Relational — connects ideas and explains relationships clearly
•
Extended Abstract — applies understanding in new, unfamiliar, or complex contexts
SECTION 5: Parent Learning Pathway Snapshot
How Science Learning Develops at Aurora
•
Physical World
At Aurora, students develop scientific thinking gradually across their years at school. In the Primary years, learning is experienced through STEM (Science, Technology, Engineering, and Mathematics), a hands on and inquiry driven approach that encourages curiosity, creativity, experimentation, and problem solving.
•
Planet Earth and Beyond
•
Nature of Science (scientific investigation and reasoning)
As students move into Middle School, learning becomes increasingly specialised as Science, where students investigate scientific concepts, analyse evidence, conduct experiments, and apply scientific reasoning to real world issues and global challenges. This progression reflects the New Zealand Curriculum and supports students to become confident investigators, designers, thinkers, and problem solvers.
What Matters Most in STEM & Science Across all year levels, students are supported to: •
ask questions and investigate ideas
•
observe patterns and explain findings
•
design, test, and refine solutions
•
use evidence to support conclusions
•
communicate scientific thinking clearly
•
connect science learning to real world contexts
Students learn that science is both: •
a way of exploring the world, and
•
a discipline for understanding and explaining it.
Science Learning at Aurora Students explore learning across the New Zealand Curriculum Science strands: •
Living World
•
Material World
These strands are integrated through inquiry, experimentation, design challenges, research, discussion, and reflection.
STEM & Science Learning Pathway by Stage Year 1 | Exploring the World Through Play and Observation Children explore the natural world through play, observation, movement, and sensory experiences. Students ask questions, notice patterns, investigate materials, and develop curiosity about living things, weather, movement, and environments. Learning is highly hands on and connected to storytelling, construction, outdoor exploration, and inquiry play. Years 2–3 | Building, Testing, and Asking Questions Students begin investigating how things work through building, testing, observing, and experimenting. Learning typically includes: •
exploring materials and their properties
•
investigating forces and movement
•
observing plants, animals, and habitats
•
recording simple observations and findings
•
designing and testing simple solutions
Students begin communicating ideas using drawings, labels, models, discussion, and emerging scientific language. Years 4–5 | Designing Solutions and Explaining Ideas Students deepen scientific understanding through investigations and STEM design challenges. Learning typically includes: •
exploring ecosystems and environmental change
•
investigating energy, motion, and forces
•
understanding physical and chemical changes
•
designing and improving structures or systems
•
gathering and interpreting evidence
Students begin explaining cause and effect relationships and using scientific vocabulary with increasing confidence.
Years 6–7 | Investigating and Explaining Using Evidence Students participate in more structured scientific inquiry and begin analysing evidence more independently. Learning typically includes: •
planning and conducting investigations
•
identifying variables and patterns
•
analysing ecosystems and environmental systems
•
exploring energy transfer, forces, and materials
•
communicating findings using evidence and scientific reasoning
Students increasingly evaluate ideas, compare explanations, and reflect on the reliability of evidence.
Year 8 | Analysing Systems and Patterns Year 8 strengthens scientific reasoning and conceptual understanding across all science strands. Learning typically includes: •
analysing biological and environmental systems
•
investigating chemical and physical change
•
interpreting scientific data and models
•
evaluating scientific explanations and claims
•
connecting scientific ideas across contexts
Students communicate ideas with increasing precision and independence.
Years 9–10 | Applying Scientific Thinking to Complex Problems Students engage in more specialised and analytical science learning, preparing for senior secondary pathways. Learning typically includes: •
designing and conducting investigations independently
•
analysing scientific evidence and data
•
exploring climate systems, sustainability, and global issues
•
investigating biological, chemical, and physical systems
•
evaluating scientific explanations and competing viewpoints
Students apply scientific reasoning to real world challenges and communicate ideas using increasingly sophisticated scientific language and conventions.
How Students Show Their Learning Students demonstrate learning through: •
investigations and experiments
•
STEM design challenges and prototypes
•
scientific models and diagrams
•
data collection and analysis
•
discussions and presentations
•
science journals and written explanations
•
inquiry and research projects
Teachers gather evidence of learning across time and contexts, rather than through single tests or tasks.
Assessment & Reporting Progress in STEM and Science is reported using Aurora’s shared descriptors: •
Working Towards
•
Meets Expectation
•
Above Expectation
Judgements reflect: •
conceptual understanding
•
investigation skills
•
scientific reasoning
•
communication of ideas
•
independence and application across contexts
Progress reflects increasing depth of understanding over time.
A Connected Learning Journey Science learning at Aurora grows from curiosity, exploration, and hands on investigation in the early years to increasingly analytical, evidence based scientific thinking in Middle School. Through STEM and Science, students develop the confidence to question, investigate, design, analyse, and contribute thoughtfully to an increasingly complex world.
curriculum
PHYSICAL EDUCATION (PE) Curriculum Overview & Learning Continuum (Years 1-10) Section 1: Curriculum Overview Section 2: Physical Education Learning Continuum Section 3: PE Contexts & Experiences Section 4: Learning Outcomes (Physical Education) Section 5: Parent Learning Pathway Snapshot
SECTION 1: Curriculum Overview
Purpose Physical Education at Aurora develops confident, capable movers who value physical activity as part of a healthy, balanced life. Grounded in the New Zealand Curriculum (Health and Physical Education), learning emphasises movement competence, participation, teamwork, and wellbeing through active experience. Students develop the ability to move with control, apply skills in different contexts, collaborate with others, and reflect on their own physical development.
Physical Education at Aurora – Shared Approach (Years 1–10)
These are experienced through movement, games, sport, swimming, and physical challenges.
What Matters Most in Physical Education at Aurora Across all year levels: •
Students develop control, coordination, and skill through participation. •
active and participation-based
•
developmental and inclusive
•
grounded in movement and real-world contexts
•
connected to wellbeing, teamwork, and self-management
•
evidenced through participation and reflection over time
Students develop through cycles of: explore -> practice -> apply -> reflect -> refine with increasing independence across year levels.
NZC Alignment (Health & Physical Education) Learning draws from the NZC strands: •
Movement Concepts and Motor Skills
•
Personal Health and Physical Development
•
Relationships with Other People
•
Healthy Communities and Environments
Participation and persistence Students are encouraged to try, practise, and improve over time.
•
Physical Education learning at Aurora is: •
Movement competence and confidence
Teamwork and relationships Students cooperate, communicate, and participate respectfully.
•
Skill development with reflection Students refine performance through feed back and experience.
•
Wellbeing through activity Students develop positive attitudes towards physical activity and health.
•
Swimming as a core component Students develop water confidence, safety, technique, and endurance over time.
Aurora Learning Competencies (Years 1–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others. These competencies are developed intentionally through classroom experiences, inquiry, collaboration, and reflection, and become increasingly visible as students grow in independence and confidence.
Thinking Students ask questions, make connections, and develop ideas. They reason, problem-solve, and reflect on their learning, building deeper understanding over time.
Using Language, Symbols, Texts, and Media Students communicate ideas using words, numbers, images, movement, and digital media. They learn to interpret and express meaning in a range of contexts and forms.
Managing Self Students develop independence, organisation, and responsibility for their learning. They set goals, persist through challenges, and reflect on their progress.
Relating to Others Students work collaboratively, listen to different perspectives, and contribute respectfully in a range of social and learning contexts.
Participating and Contributing Students engage actively in learning and in the life of the school. They take responsibility for their contributions and begin to understand their role within local and global communities.
These competencies are not taught in isolation; they are developed through all learning areas and are reflected in how students approach challenges, interact with others, and apply their learning in meaningful contexts. In Physical Education, these competencies are developed through participation, teamwork, and self-management.
Conceptual Understanding at Aurora
SOLO Taxonomy at Aurora
Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts.
•
Multistructural — performs skills with support and emerging control
•
Relational — applies skills effectively in c ontext
•
Extended Abstract — adapts and applies skills independently across contexts
These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways.
Planning & Assessment Expectations (All Year Levels)
Reporting Progress is reported using: •
Working Towards
•
Meets Expectation
•
Above Expectation
When planning PE learning, teachers ensure that:
Judgements reflect:
•
movement and participation are central
•
movement competence
•
students practise and apply skills over time
•
application of skills
•
teamwork, cooperation, and reflection are embedded
•
participation and teamwork
•
independence
•
learning includes a range of movement contexts
•
tasks allow multiple entry points and challenge
•
evidence is gathered through participation and performance
Assessment in Physical Education Assessment is ongoing and informed by professional judgement, drawing on: •
observed movement and skill development
•
participation and teamwork
•
effort and improvement over time
•
reflection and goal setting
•
swimming progress
At Aurora, progress reflects increasing competence, confidence, and independence over time.
SECTION 2: Physical Education Learning Continuum
Progression is understood as increasing control, application, understanding, and independence over time.
Year 1 – NCZ Level 1 emerging Students develop confidence through play-based movement experiences, including running, jumping, balancing, throwing, and catching. They participate in simple games, follow basic routines, and begin to cooperate with others. Swimming focuses on water confidence, safe entry and exit, and basic floating and movement. Years 2–3 – NZC – Level 1 and 2 Students refine fundamental movement skills and begin applying them in simple games and movement challenges. They develop coordination, control, and cooperation, and begin to understand fairness and teamwork. Swimming focuses on stroke foundations, breathing, and increasing confidence and safety in the water. Years 4–5 – NZC – Level 2 and early Level 3 Students apply movement skills in more structured games and sport contexts. They begin to use simple tactics, follow rules consistently, and reflect on their performance. Fitness develops through active participation. Swimming focuses on improving technique, endurance, and water safety. Years 6–7 – NZC - Level 3 and early Level 4 Students apply skills and strategies more consistently across games and physical activities. They refine technique through feedback, take on roles within teams, and develop awareness of personal fitness. Swimming focuses on endurance, efficiency, and survival skills.
Year 8 – Level 4 and early Level 5 Students demonstrate increasing independence and leadership in physical activity contexts. They apply strategies, refine performance, and reflect on personal fitness and participation. Swimming focuses on competency, endurance, and self-management in aquatic environments.
Years 9–10 – NZC – Level 4-5 and early Level 6 Students apply movement skills and strategies in complex contexts. They analyse performance, develop personal fitness approaches, and take on leadership roles such as coaching and officiating. Swimming supports endurance, safety, and applied aquatic skills where appropriate.
Swimming at Aurora
Using the PE Continuum
Swimming is a core component of PE across all year levels. Students progressively develop:
Teachers use this continuum to:
•
water confidence and safety
•
stroke technique and efficiency
•
endurance
•
survival skills
Learning is documented and assessed over time as part of PE progress.
•
understand developmental expectations
•
plan appropriately challenging learning
•
differentiate across learners
•
support assessment and reporting
Students may demonstrate skills across multiple stages at different times.
SECTION 3: PE Teacher-Support Planning Examples (Years 1–10) This table outlines how students engage with HPE across year levels through task types, representations, and communication of skills, which develop in precision, complexity, and competence over time.
STEM Planning Examples (Years 1 - 10) Year Level
Year 1
Years 2–3
Years 4-5
Years 4-5
Possible Learning Experiences
Evidence Teachers Might Gather
Fundamental movement circuits, cooperative games, balance and coordination activities,
Observation notes, photos of movement sequences, participation
introduction to swimming confidence skills
records, swimming confidence checklist
Working Together Through Games
Movement Concepts & Motor Skills; Relationships with Other People
Simple team games, throwing and catching practice, movement challenges, swimming stroke foundations
Skill observation checklist, teamwork reflections, swimming progress notes
Game Skills and Strategy
Movement Concepts & Motor Skills; Relationships with Other People; Personal Health & Physical Development
Skill drills, invasion games, fitness circuits, goal-setting activities, swimming endurance development
Skill performance observations, goal-setting sheets, participation evidence, swimming technique progress
Movement Concepts & Motor Skills; Relationships with Other People; Personal Health & Physical Development
Skill drills, invasion games, fitness circuits, goal-setting activities, swimming endurance development
Skill performance observations, goal-setting sheets, participation evidence, swimming technique progress
Example Context
Movement Explorers
Game Skills and Strategy
NZC Strand Focus
Movement Concepts & Motor Skills; Personal Health & Physical Development
Years 6-7
Year 8
Years 9-10
Strategy and Fitness
Movement Concepts & Motor Skills; Personal Health & Physical Development
Leadership Through Sport
Movement Concepts & Motor Skills; Relationships with Other People
Performance and Personal Fitness
Movement Concepts & Motor Skills; Personal Health & Physical Development; Healthy Communities & Environments
Team strategy games, movement analysis, fitness activities, leadership roles, swimming stamina development Student-led warmups, game strategy development, cooperative challenges, personal fitness tracking, swimming competency practice Personal fitness planning, sport strategy application, peer coaching, officiating games, aquatic safety contexts
Skill assessment observations, fitness reflections, peer feedback, swimming competency notes
Leadership observation notes, fitness logs, performance reflections
Fitness plans, teacher observation, peer coaching feedback, reflection journals
Developmental Progression in PE Students move from: movement exploration -> skill development -> application in games -> strategy-> independent participation They also move from: •
supported participation -> independent performance
•
simple cooperation -> leadership and responsibility
•
skill execution -> strategy and decision-making
SECTION 4: Learning Outcomes (Physical Education)
YEARS 4-5
YEAR 1 Students are expected to:
Students are expected to:
•
demonstrate basic movement skills
•
apply skills in structured games
•
participate in simple games
•
use simple strategies
•
follow routines and safety expectations
•
demonstrate resilience and teamwork
•
develop water confidence
•
improve swimming technique and endurance
•
begin to reflect on participation
•
set simple goals and reflect on progress
•
VN5 – Investigate safety principles and preventative measures against drowning
•
VN5 – Develop analysis and judgment of situations that carry a risk of drowning
YEARS 2-3 Students are expected to: •
refine movement and coordination
•
apply skills in simple games
•
demonstrate teamwork and fair play
•
develop swimming confidence and basic technique
Students are expected to: •
apply strategies and decision-making
reflect on effort and participation
•
refine movement skills through feedback
Health & Growing Up Program:
•
demonstrate leadership and cooperation
•
VN2 – Identify the private parts of the body that must be protected
•
develop fitness awareness
•
VN2 – Understand the need to say “No” and moving away from individuals with threatening behaviors
•
improve swimming efficiency and safety
•
•
VN2 – Practice communicating with and seeking help from trusted adults when needed.
VN6 - Demonstrate an attitude of respect and practice respect toward peers of the same gender and different genders.
•
VN6 – State necessary tasks to care for and protect physical and mental health during puberty
•
VN6 – Understand the necessity of personal body hygiene during puberty
•
VN6 – Acknowledge the importance of safety and personal integrity and the opposition to forms of abuse/violation
•
VN6 – Identify the risks that lead to sexual abuse, preventative measures, and responses.
•
VN6 – Identify trusted adults to seek help; understand general rules in help-seeking
•
YEARS 6-7
YEAR 8
YEARS 9-10
Students are expected to:
Students are expected to:
•
•
apply skills in complex contexts
•
analyse and improve performance
•
develop and monitor fitness
•
demonstrate leadership and responsibility
•
apply swimming skills in safe and purposeful ways
•
VN9 – Understand basic first aid and CPR techniques
demonstrate independence in movement contexts
•
apply advanced strategies
•
reflect on performance and fitness
•
participate responsibly and inclusively
•
demonstrate aquatic competency
SECTION 5: Parent Learning Pathway Snapshot Physical Education at Aurora At Aurora, Physical Education helps students develop confidence in movement, teamwork skills, resilience, and a lifelong enjoyment of physical activity. The programme is grounded in the New Zealand Curriculum Health and Physical Education learning area, with a strong focus on movement competence, participation, and wellbeing through activity. Swimming is an important part of the programme across year levels, supporting water confidence, safety, and skill development. As students grow, PE learning progresses from fundamental movement skills and cooperative play to strategy, leadership, personal fitness, and independent participation.
PE Learning Pathway by Stage Year 1 Students build confidence through play-based movement experiences. They develop fundamental movement skills such as running, jumping, balancing, throwing, and catching, while learning to cooperate in games. Swimming focuses on water confidence and safety. Years 2–3 Students develop coordination and control through simple games and movement challenges. They begin to apply skills in team activities and learn about fairness and cooperation. Swimming focuses on stroke foundations and confidence in the water. Years 4–5 Students apply movement skills in more structured games and sport contexts. They begin to understand strategy, teamwork, and goal setting. Swimming focuses on improving technique and endurance. Years 6–7 Students refine skills and apply strategies in games and physical challenges. They develop awareness of personal fitness and take increasing responsibility for participation. Swimming focuses on endurance, efficiency, and safety. Year 8 Students demonstrate independence and leadership in physical activity contexts. They refine performance skills, participate in team strategy, and monitor personal fitness. Swimming focuses on competency and self-management in aquatic environments. Years 9–10 Students apply movement skills and fitness knowledge independently. They develop personal fitness habits, leadership skills, and confidence in physical activity. Swimming continues to support safety, endurance, and applied aquatic skills.
Assessment Progress reflects: •
movement skills
•
participation and teamwork
•
effort and improvement
•
independence
Reported as: •
Working Towards
•
Meets Expectation
•
Above Expectation
These reflect skill development, participation, independence, and growth over time.
curriculum
VISUAL ARTS
Curriculum Overview & Learning Continuum (Years 1-10) Section 1: Curriculum Overview Section 2: Visual Arts Learning Continuum Section 3: Visual Arts Experiences Section 4: Learning Outcomes (Visual Arts) Section 5: Parent Learning Pathway Snapshot
SECTION 1: Curriculum Overview Purpose
•
Visual Arts at Aurora develops students who can observe, imagine, create, and communicate ideas through visual media. Grounded in the New Zealand Curriculum (The Arts) and inspired by the Reggio Emilia philosophy of the hundred languages, Visual Arts learning values both creative exploration and intentional skill development.
Generating, exploring, and refining visual ideas
Students learn to express thinking through materials, images, symbols, and design, developing artistic identity alongside technical capability. This document supports planning, documentation, assessment, and reporting across Years 1–10.
•
•
process-driven as well as product-driven
•
grounded in materials exploration
•
connected to inquiry learning
•
supported by documentation and reflection
•
developed through practice and refinement
Students develop through cycles of: explore -> create -> reflect -> refine -> share The environment (atelier spaces, outdoor spaces, interdisciplinary inquiry, materials, displays) supports creative thinking.
Visual Arts Learning Strands (NZC Arts-Aligned) Visual Arts learning integrates four connected strands: •
Developing Practical Knowledge
Using materials, tools, and techniques
Understanding the Arts in Context
Exploring artists, cultures, and visual traditions These strands are integrated through projects and inquiry contexts.
What Matters Most in Visual Arts at Aurora Across all year levels: •
Art as thinking Visual expression is a way of making meaning
Visual Arts at Aurora – Shared Approach (Years 1–10)
•
Communicating & Interpreting
Creating artwork and responding to visual works
•
Visual Arts learning at Aurora is:
Developing Ideas
Materials matter Students develop relationships with tools and materials
•
Process is visible Documentation captures experimentation and growth
•
Creativity with technique Skill development supports expression
•
Reflection and dialogue Students talk about their ideas and artistic choices
•
Cultural connection Students explore art across cultures and histories
Aurora Learning Competencies (Years 1–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others. These competencies are developed intentionally through classroom experiences, inquiry, collaboration, and reflection, and become increasingly visible as students grow in independence and confidence.
Thinking Students ask questions, make connections, and develop ideas
Using Language, Symbols, Texts, and Media Students communicate ideas through images, materials, and visual forms
Managing Self Students develop independence, persistence, and reflective habits
Relating to Others Students collaborate, share ideas, and respond to others’ work
Participating and Contributing Students engage in creative processes and contribute to shared artistic experiences These competencies are developed through creative exploration, expression, and reflection in Visual Arts.
Conceptual Understanding at Aurora
Planning & Assessment Expectations
Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts.
When planning Visual Arts learning, teachers ensure that:
These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways.
•
exploration and skill development are balanced
•
students engage with a range of materials and techniques
•
process and reflection are embedded
•
learning is connected to inquiry and context
•
tasks allow for creativity and multiple approaches
•
evidence of learning is gathered through process and product
Assessment in Visual Arts
Reporting
Assessment is ongoing and informed by professional judgement, drawing on:
Progress is reported using: •
Working Towards
•
process documentation
•
Meets Expectation
•
sketchbooks and visual journals
•
Above Expectation
•
artwork (draft and final)
Judgements are informed by:
•
reflections and discussions
•
creative development
•
presentation, exhibitions and displays
•
technical control
At Aurora, progress reflects increasing creative development, technical control, and independence over time.
•
communication of ideas
•
level of independence
SOLO Taxonomy at Aurora •
Multistructural — explores materials and techniques with support
•
Relational — connects ideas and techniques with increasing control
•
Extended Abstract — applies artistic thinking independently and creatively
SECTION 2: Visual Arts Learning Continuum
Progression is understood as increasing control of materials, development of ideas, and artistic independence over time.
YEAR 1 Exploring Materials and Expression Students explore drawing, painting, collage, clay, and construction materials through play and inquiry. Focus: •
experimentation with materials
•
representing ideas through images
•
talking about artwork
•
responding to artworks
YEAR 6-7 Expanding Artistic Voice Students deepen understanding of technique, media, and artistic intention. Focus: •
observational drawing and design
•
printmaking, sculpture, and painting techniques
•
connecting art to cultural and historical contexts
•
planning and revising artwork
YEARS 2-3 Building Artistic Confidence
YEAR 8 Artistic Identity and Communication
Students begin using materials more intentionally and connecting art to inquiry learning.
Students begin developing personal artistic style and independence.
Focus:
Focus:
•
drawing from observation and imagination
•
sustained art projects
•
exploring colour, texture, and shape
•
conceptual thinking in art
•
simple printmaking and sculpture
•
critique and reflection
•
describing artistic choices
•
exploring artists and movements
YEARS 4-5 Developing Technique and Ideas
YEARS 9-10 Independent Artistic Practice
Students apply techniques with increasing control and begin refining work.
Students create more complex artworks and refine artistic processes.
Focus:
Focus:
•
composition and visual storytelling
•
project-based artmaking
•
mixed media exploration
•
portfolio-style work
•
introduction to artist studies
•
media exploration
•
reflecting on artistic process
•
artistic interpretation and analysis
SECTION 3: Visual Arts Experiences Across Year Levels This table outlines how students engage with visual arts across year levels through task types, representations, and communication of thinking, which develop in precision, complexity, and independence over time.
Visual Arts Experiences Across Year Levels Year
Visual Arts Experiences
Year 1
Drawing, collage, clay play, painting exploration
Year 2
Printmaking, observational drawing, colour exploration
Year 3
Sculpture, mixed media, storytelling through art
Year 4
Landscape drawing, textile art, artist-inspired work
Year 5
Perspective drawing, design projects, ceramics
Year 6
Printmaking, sculpture, design thinking projects
Year 7
Illustration, visual communication, installation work
Year 8
Concept-based art projects, mixed media portfolios
Year 9
Studio-style projects, media exploration
Year 10
Independent art projects and exhibitions
This table: •
provides planning inspiration, not prescription
•
supports vertical alignment across year levels
Developmental Progression in Visual Arts Students move from: materials exploration -> technique development -> idea development -> artistic voice and personal style -> independent practice They also move from: •
experimentation -> intention
•
guided work -> independent creation
•
simple representation -> conceptual expression
SECTION 4: Learning Outcomes (Visual Arts)
YEAR 1
YEAR 8
Students are expected to:
Students are expected to:
•
explore a range of materials and tools
•
•
represent ideas through images and construction
create sustained artworks with increasing independence
•
explore conceptual ideas
•
talk about their artwork
•
reflect critically on their work
•
respond to the work of others
•
respond to a range of artists and styles
YEARS 2-3
YEARS 9-10
Students are expected to:
Students are expected to:
•
use materials with increasing control
•
create complex and refined artworks
•
create artworks based on observation and imagination
•
apply techniques and ideas independently
•
analyse and interpret visual work
•
describe artistic choices
•
communicate artistic intent clearly
•
respond to visual artworks
YEARS 4-5 Students are expected to: •
apply techniques with increasing control
•
develop ideas through drawing and mixed media
•
reflect on their artistic process
•
respond to artists and visual traditions
YEARS 6-7 Students are expected to: •
use a range of techniques and media intentionally
•
develop and refine ideas in their artwork
•
connect work to cultural and historical contexts
•
plan and revise artistic work
SECTION 5: Parent Learning Pathway Snapshot How Visual Arts Learning Develops At Aurora, Visual Arts is both a creative and thinking process. Inspired by the Reggio Emilia philosophy of the hundred languages, students use materials, images, and design to explore ideas, express understanding, and communicate meaning. Learning develops progressively from exploration and experimentation in the early years to intentional artistic practice and independent expression in the later years. Students build confidence, technical skill, and artistic identity over time through cycles of creating, reflecting, and refining.
Visual Arts Learning Pathway Year 1 — Exploring Materials and Expression Students explore a wide range of materials through play and inquiry. They experiment with drawing, painting, and construction, and begin expressing ideas through images and talk.
Years 2–3 — Building Confidence with Materials Students begin using materials more intentionally. They explore colour, shape, and texture, and create artworks based on observation and imagination. They start describing their artistic choices. Years 4–5 — Applying Techniques and Developing Ideas Students apply techniques with increasing control and begin refining their work. They explore composition, mixed media, and visual storytelling, and reflect on their creative
Years 6–7 — Expanding Artistic Voice Students develop greater control of materials and ideas. They explore a range of techniques, connect their work to cultural and artistic contexts, and begin planning and revising their artwork. Year 8 — Developing Artistic Identity Students begin to develop a personal artistic voice. They create sustained works, explore concepts in art, and reflect critically on their work and the work of others.
Years 9–10 — Independent Artistic Practice Students create more complex and refined artworks. They work independently on projects, explore different media and styles, and communicate ideas with clarity and intention.
What This Means for Your Child
A Creative Learning Journey
Across all year levels, students are supported to:
Visual Arts at Aurora supports students to develop confidence, creativity, and a strong sense of identity as artists. From early exploration to independent practice, students learn to use visual language to think, communicate, and connect with the world around them.
•
explore and experiment with a range of materials
•
develop technical skills over time
•
express ideas creatively and visually
•
reflect on and refine their work
•
respond to art from different cultures and contexts
Learning focuses on creative thinking, expression, and growth, rather than producing a single “perfect” final product.
How Students Show Their Learning Students demonstrate their learning in a variety of ways over time, including: •
sketchbooks and visual journals
•
artwork (drafts and final pieces)
•
process documentation (photos, notes, reflections)
•
discussions about their work
•
exhibitions and displays
Teachers gather evidence across multiple experiences to understand each student’s development.
Assessment & Reporting Student progress is reported using: •
Working Towards
•
Meets Expectation
•
Above Expectation
Judgements are based on: •
creative development
•
technical skill and control
•
reflection and communication of ideas
•
independence in the artistic process
Progress reflects growth over time, not performance on a single task.
curriculum
MUSIC & PERFORMING ARTS Curriculum Overview & Learning Continuum (Years 1-10) Section 1: Curriculum Overview Section 2: Music & Performing Arts Learning Continuum Section 3: Music & Performing Arts Experiences Section 4: Learning Outcomes (Music & Performing Arts) Section 5: Parent Learning Pathway Snapshot
SECTION 1: Curriculum Overview Purpose Music and Performing Arts at Aurora develop students who are confident creators and performers; able to listen, create, perform, and respond with increasing skill, expression, and understanding. Grounded in the New Zealand Curriculum (The Arts), learning balances creative exploration with the development of musicianship, performance skills, and artistic identity. Students learn to communicate ideas through sound, movement, and performance, developing confidence, collaboration, and expressive capability. This document supports planning, documentation, assessment, and reporting across Years 1–10.
•
Creating & Composing Generating, improvising, and composing ideas
•
Performing & Communicating Performing individually and in groups
•
Developing Skills & Techniques Building rhythm, pitch, movement, voice, and performance skills
These strands are integrated across all learning experiences.
What Matters Most in Music & Performing Arts at Aurora Across all year levels: •
Participation is central Students learn through active music-making and performance
Music & Performing Arts at Aurora – Shared Approach Learning in Music and Performing Arts at Aurora is: •
creative and expressive, with strong student agency
•
skill-building and sequenced over time
•
practical and performance-based
•
reflective and collaborative
•
connected to culture, inquiry, and community
•
Technique supports expression and confidence •
•
•
Listening & Responding Noticing, describing, and interpreting music and performance
Rehearsal and refinement Students improve through practice and feedback
•
Cultural connection Students explore music and performance across cultures
•
Learning integrates four connected strands:
Collaboration and ensemble Students contribute, listen, and perform together
Students develop through cycles of: explore -> practice -> perform -> reflect -> refine
Music & Performing Arts Learning Strands (NZC Arts-Aligned)
Skill and creativity develop together
Performance and expression Students communicate ideas through sound and movement
Aurora Learning Competencies (Years 1–10) Across all learning areas, students at Aurora develop core competencies through their engagement in Music and Performing Arts.
Thinking Students generate, develop, and reflect on creative ideas
Using Language, Symbols, Texts, and Media Students communicate through sound, movement, and performance
Managing Self Students practise, refine, and take responsibility for performance preparation
Relating to Others Students collaborate and contribute within ensembles and groups
Participating and Contributing Students engage actively in rehearsals, performances, and shared creative experiences These competencies are developed through creative practice, collaboration, and performance.
Planning & Assessment Expectations
SOLO Taxonomy at Aurora
When planning Music and Performing Arts learning, teachers ensure that:
•
Multistructural — participates and performs with guidance
•
all strands are addressed across time
•
•
students have regular opportunities to rehearse and refine
Relational — connects skills, ideas, and performance elements
•
Extended Abstract — applies artistic thinking independently and creatively
•
both process and performance are valued
•
learning is practical, inclusive, and developmentally appropriate
Reporting
•
tasks allow for creativity and multiple approaches
Progress is reported using:
•
evidence of learning is gathered across experiences
•
Working Towards
•
Meets Expectation
•
Above Expectation
Assessment in Music & Performing Arts Assessment is ongoing and informed by professional judgement, drawing on:
Judgements are informed by: •
performance skill and control
•
creativity and expression
•
performance recordings (draft and final)
•
collaboration and participation
•
compositions and creative work
•
level of independence
•
rehearsal observations
•
reflections and discussions
•
peer feedback
At Aurora, progress reflects increasing musical understanding, performance skill, creativity, and independence over time.
SECTION 2: Music & Performing Arts Learning Continuum
Progression is understood as increasing control, expression, artistic understanding, and independence. Year 1 Students explore sound, rhythm, movement, and performance through play-based experiences. They participate in group music-making, experiment with sound and movement, and respond to music through talk and action. Years 2–3 Students develop foundational skills in rhythm, pitch, and movement. They sing and perform with increasing control, explore musical elements, and create simple patterns and compositions while developing ensemble awareness. Years 4–5 Students perform with increasing accuracy and expression. They begin composing structured pieces, use musical elements intentionally, and rehearse collaboratively to improve performance. Years 6–7 Students develop musicianship and performance skills with greater independence. They perform in ensembles, compose with intention, explore different styles, and refine work through feedback. Year 8 Students strengthen artistic identity and performance confidence. They engage in sustained performance and composition, reflect critically on their work, and communicate ideas with clarity and purpose. Years 9–10 Students engage in independent and complex musical and performance work. They perform with control and expression, compose and create with increasing sophistication, and analyse and interpret performance across contexts.
Using the Music & Performing Arts Continuum Teachers use this continuum to: •
understand developmental expectations
•
plan appropriately challenging learning experiences
•
differentiate within mixed-ability groups
•
support assessment and reporting
Students may demonstrate skills across multiple stages at different times.
SECTION 3: Music & Performing Arts Experiences This table outlines how students engage with music and performing arts across year levels through task types, representations, and communication of thinking, which develop in precision, complexity, and independence over time.
Year
Experiences
Year 1
Rhythm play, movement, sound stories, singing
Year 2
Action songs, percussion, call-and-response
Year 3
Simple compositions, ensemble playing
Year 4
Ensemble performance, cultural music
Year 5
Composition projects, performance pieces
Year 6
Ensemble playing, songwriting
Year 7
Band-style performance, digital composition
Year 8
Performance projects, structured composition
Year 9
Ensemble, songwriting, music technology
Year 10
Independent performance and composition
This table:
Teachers may:
•
•
adjust contexts based on student interest
•
revisit similar ideas at increasing levels of complexity
provides planning inspiration, not prescription
•
supports vertical alignment across year levels
•
helps families understand what learning might look like in practice
Developmental Progression in Visual Arts Students move from: exploration -> patternmaking -> performance -> composition -> independent artistry They also move from: •
imitation -> creation
•
group support -> independence
•
informal performance -> intentional performance
SECTION 4: Learning Outcomes (Music & Performing Arts)
YEAR 1
YEAR 8
Students are expected to:
Students are expected to:
•
explore sound, rhythm, and movement
•
perform sustained pieces with confidence
•
participate in singing and group music-making
•
compose with structure and purpose
•
reflect critically on performance
•
communicate ideas through performance
•
respond to music through movement and talk
•
experiment with simple sound patterns
YEARS 2-3 Students are expected to: •
perform simple rhythms and songs with increasing control
•
recognise basic musical elements (beat, tempo, dynamics)
•
create short musical patterns
•
participate in ensemble performance
YEARS 4-5 Students are expected to: •
perform with increasing accuracy and expression
•
use musical elements intentionally
•
compose simple structured pieces
•
rehearse and refine performance
YEARS 6-7 Students are expected to: •
perform confidently in group settings
•
compose and arrange with intention
•
interpret music across contexts
•
refine performance through feedback
YEARS 9-10 Students are expected to: •
perform with control and stylistic awareness
•
create complex compositions and performances
•
analyse and interpret music and apply artistic thinking independently
SECTION 5: Parent Learning Pathway Snapshot Music & Performing Arts Music and Performing Arts at Aurora develop students who can listen, create, perform, and respond with confidence and expression. Learning is grounded in creativity, collaboration, and performance. Students develop from early exploration of sound and movement to confident and independent artistic expression.
Learning Pathway Year 1 — Exploring sound and movement Students experiment with rhythm, sound, and performance through play and group activities. Years 2–3 — Building foundations Students develop rhythm, pitch, and ensemble awareness through singing, playing, and movement. Years 4–5 — Performing and creating Students perform with increasing confidence and begin composing and rehearsing structured pieces. Years 6–7 — Developing musicianship Students develop greater control of materials and ideas. They explore a range of techniques, connect their work to cultural and artistic contexts, and begin planning and revising their artwork. Year 8 — Identity and performance Students strengthen artistic identity and communicate ideas confidently through performance. Years 9–10 — Independent expression Students engage in complex performance and composition, demonstrating independence and creativity.
What This Means for Your Child
Assessment & Reporting
Across all year levels, students are supported to:
Progress is reported using:
•
•
Working Towards
•
Meets Expectation
•
Above Expectation
participate actively in music and performance
•
develop confidence and collaboration
•
build technical and expressive skills
•
explore creativity through sound and movement
•
perform and share ideas with others
Judgements are based on: •
performance skill
•
creativity and expression
•
collaboration
•
independence
How Students Show Their Learning
•
Participation and contribution
Students demonstrate learning through:
Progress reflects development over time across multiple experiences.
•
performances (individual and group)
•
compositions and creative work
•
rehearsal and practice
•
reflections and discussions
•
recordings and presentations
curriculum
ENTERPRISE, BUSINESS & ECONOMICS Curriculum Overview & Learning Continuum (Years 7-10) Section 1: Curriculum Overview Section 2: Enterprise, Business & Economics Learning Continuum Section 3: Enterprise, Business & Economics Experiences Section 4: Year-Level Learning Outcomes Section 5: Parent Learning Pathway Snapshot
SECTION 1: Curriculum Overview Purpose Enterprise, Business & Economics at Aurora International School of the Arts develops confident, capable learners who can identify opportunities, create value, make informed decisions, and contribute positively to their communities. Grounded in the New Zealand Curriculum Social Sciences learning area and informed by the Aurora Enterprise & Innovation Studio, students explore how people, organisations, resources, markets, and systems interact within local and global contexts. Students develop enterprise capability, economic understanding, financial literacy, leadership, innovation, and communication skills through authentic learning experiences that connect classroom learning with real-world challenges. This curriculum supports students to become thoughtful problem-solvers, ethical decision-makers, and future-ready citizens who understand both economic systems and their potential to create positive change.
Enterprise, Business & Economics learning at Aurora is: •
inquiry driven and authentic
•
connected to real-world challenges
•
interdisciplinary and applied
•
future focused and entrepreneurial
•
grounded in sustainability and community contribution
•
Enterprise, Business & Economics learning is organised around five connected strands: Enterprise & Innovation Identifying opportunities, solving problems, generating ideas, and creating value. Economics & Decision Making Understanding scarcity, choice, incentives, markets, trade, and economic systems. Financial Capability Applying mathematical thinking to budgeting, pricing, forecasting, profit, loss, and financial wellbeing. Marketing & Communication Using written, oral, visual, and digital communication to persuade, promote, inform, and influence. Leadership & Impact Contributing positively to communities through ethical, sustainable, and responsible action. These strands are revisited and deepened across year levels and authentic learning contexts rather than taught in isolation.
What Matters Most in Enterprise, Business & Economics at Aurora Across all year levels, high-quality Enterprise, Business & Economics learning at Aurora is characterised by the following shared commitments: •
developed through investigation, innovation, reflection, and action
Students develop understanding through research, enterprise projects, economic investigations, budgeting, financial planning, marketing, leadership, and collaboration, with increasing independence across the year levels.
Enterprise Through Action Students learn enterprise by creating, testing, improving, and sharing ideas.
•
Evidence-Based Decision Making Students gather information, analyse data, and justify decisions using evidence.
•
Financial Literacy and Responsibility Students develop practical financial under standing and apply mathematical thinking in authentic situations.
•
Communication with Purpose Students communicate ideas effectively for different audiences and contexts.
•
Ethical and Sustainable Thinking Students consider the impact of decisions on people, communities, economies, and environments.
•
Innovation and Creativity Students develop curiosity, initiative, and confidence when solving problems.
These principles apply consistently across all Enterprise, Business & Economics learning at Aurora.
Aurora Learning Competencies (Years 7–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others.
Thinking Students analyse information, evaluate options, solve problems, and make informed decisions.
Using Language, Symbols, Texts, and Media Students communicate ideas through reports, presentations, financial data, graphs, marketing materials, and digital media.
Managing Self Students develop initiative, organisation, resilience, and responsibility for projects and learning.
Relating to Others Students collaborate, negotiate, lead, and contribute effectively within teams.
Participating and Contributing Students engage actively in enterprise projects and understand their role within local and global communities. In Enterprise, Business & Economics, these competencies are developed through enterprise projects, investigations, leadership opportunities, and authentic community engagement.
Conceptual Understanding at Aurora
•
reflections and journals
Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts.
•
investigations and reports
•
community projects
These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways. In Enterprise, Business & Economics, students explore these concepts through economic systems, innovation, leadership, enterprise, entrepreneurship, financial decision-making, and social impact.
Planning & Assessment Expectations When planning Enterprise, Business & Economics learning, teachers ensure that: •
authentic contexts are central
•
inquiry and investigation are embedded
•
students have opportunities to apply learning
•
communication and reflection are visible
•
enterprise projects connect to real audiences and purposes
•
evidence of learning is gathered naturally through projects and experiences
Assessment in Enterprise, Business & Economics Assessment is ongoing and informed by professional judgement, drawing on: •
enterprise projects
•
business plans
•
market research
•
budgeting and financial records
•
presentations and pitches
•
marketing campaigns
At Aurora, progress reflects increasing depth of understanding, application, and independence over time.
What Progress Looks Like in Enterprise, Business & Economics This rubric supports assessment, moderation, reporting, and student reflection. It aligns with Aurora’s reporting descriptors and SOLO Taxonomy framework
Strand
Working Towards
Meets Expectation
Above Expectation
& Innovation
Identifies opportunities or problems with support. Generates simple ideas and participates in enterprise activities.
Develops and refines enterprise ideas independently. Creates solutions that respond to identified needs or opportunities.
Generates innovative solutions, evaluates alternatives, and adapts ideas effectively for new or complex situations.
Economics &
Identifies basic economic concepts such as needs, wants, resources, and choices.
Explains how economic concepts and systems influence decisions. Uses evidence to justify
Evaluates economic issues from multiple perspectives and applies concepts to unfamiliar or
Describes simple relationships.
conclusions.
complex situations.
Creates simple budgets and identifies basic financial information with support.
Uses financial information independently to make decisions, prepare budgets, and analyse costs and benefits.
Critically evaluates financial options, forecasts outcomes, and justifies decisions using evidence and data.
Communicates ideas using basic written, oral, visual, or digital formats. Identifies audience with support.
Communicates ideas clearly for specific audiences and purposes using appropriate strategies and formats.
Persuasively adapts communication for different audiences and contexts, evaluating effectiveness and impact.
Participates in group projects and contributes to shared tasks with guidance.
Collaborates effectively, demonstrates responsibility, and reflects on the impact of decisions and actions.
Demonstrates initiative and leadership, influences positive outcomes, and evaluates social, environmental, and economic impacts.
Enterprise
Decision Making
Financial Capability
Marketing & Communication
Leadership & Impact
SOLO Taxonomy Progression
Meets Expectation
Working Towards (Multistructural)
The student demonstrates secure understanding and applies learning independently across a range of authentic contexts.
Students can identify relevant concepts, skills, and information and apply them in familiar situations with varying levels of support. Students typically: •
describe ideas and processes
•
use basic evidence
•
participate in projects and investigations
•
demonstrate developing independence
Meets Expectation (Relational) Students connect ideas, explain relationships, and apply learning independently in familiar and authentic contexts. Students typically: •
justify decisions using evidence
•
connect concepts across strands
•
apply learning in enterprise projects
•
communicate ideas clearly
•
demonstrate consistent independence
Above Expectation (Extended Abstract) Students evaluate, generalise, and transfer learning to new, unfamiliar, or complex contexts. Students typically: •
analyse multiple perspectives
•
synthesise information from different sources
•
predict outcomes and evaluate alternatives
•
demonstrate initiative and leadership
•
apply enterprise, business, and economic thinking creatively and strategically
Overall Teacher Judgement Guide Working Towards The student demonstrates developing understanding and requires some support to apply enterprise, business, and economic concepts independently.
Above Expectation The student demonstrates sophisticated understanding, evaluates ideas critically, and transfers learning effectively to new situations while showing initiative and leadership. This format will sit neatly alongside the Aurora rubrics you’ve been building and can be inserted as an appendix or immediately after the “Assessment & Reporting” section in the curriculum document.
Reporting Progress is reported using: •
Working Towards
•
Meets Expectation
•
Above Expectation
Judgements are informed by: •
depth of understanding (SOLO)
•
enterprise capability
•
economic understanding
•
financial capability
•
communication and marketing
•
leadership and collaboration
•
level of independence
SECTION 2: Music & Performing Arts Learning Continuum
Progression across all strands is understood as increasing sophistication of economic understanding, financial capability, enterprise thinking, communication, leadership, and independence.
Year 7 Students begin exploring how individuals make economic choices, use resources, and create value. They investigate needs and wants, personal finance, budgeting, entrepreneurship, and community needs. Students begin understanding how decisions influence outcomes and how enterprise can create value for others. Year 8 Students investigate how consumers, producers, businesses, and communities interact. They explore sustainability, ethical enterprise, customer needs, supply and demand, and responsible decision making. Students increasingly evaluate decisions from multiple perspectives. Year 9 Students investigate how businesses operate, compete, innovate, and respond to opportunities. They explore marketing, business structures, financial planning, enterprise development, and market systems. Students increasingly use evidence, financial information, and data to inform decisions. Year 10 Students analyse economic systems, leadership, innovation, entrepreneurship, and future challenges. They investigate globalisation, government policy, social enterprise, emerging industries, and contemporary economic issues. Students apply economic and business thinking to complex real-world situations.
SECTION 3: Enterprise, Business & Economics Experiences Aurora Enterprise & Innovation Studio “A living environment where inquiry, enterprise, innovation, and community contribution come together.”
Facilitator Manual Introduction The Aurora Learning Studio is a unique learning environment inspired by the Reggio Emilia approach, the New Zealand Curriculum, and the New Zealand Primary Enterprise Programme (PrEP). The Studio exists to provide students with opportunities to investigate ideas, identify opportunities, create solutions, contribute to their community, and develop an understanding of how people, resources, systems, and environments are interconnected. The Learning Studio is not a traditional subject, classroom, or business course. It is a long-term inquiry and enterprise environment where students engage in meaningful projects that may evolve over weeks, months, or even an entire school year. Projects are expected to be revisited, refined, and extended over time. Students may pause a project, gather new information, collaborate with others, and return to their work with new perspectives and understandings.
Philosophical Foundations Reggio Emilia The Studio recognises children and young people as capable, curious, and competent learners. Learning emerges through relationships, experiences, materials, environments, and dialogue. Students are encouraged to pursue meaningful questions, explore possibilities, and make their thinking visible through documentation and reflection. The Studio values process as much as product and recognises that learning is often non-linear, iterative, and collaborative. The overarching guiding thread of the Aurora Learning Studio answers the vital questions: How do we live with, influence, and care for one another within shared worlds? How do we sustain and shape shared worlds together?
Moving naturally from ecological identity to systemic awareness, student inquiries will focus on reciprocity, systems, care, and mutual dependence. The studio will investigate: •
Human and more-than-human relationships in production and consumption.
•
Invisible systems of support that sustain economies, communities, and environments.
•
Community and collective responsibility through ethical manufacture and trade.
•
Care as an ecological and social act via sustainable manufacturing.
•
Collaboration within environments and the complex interdependence between materials, people, weather, animals, food, site, and time.
New Zealand Curriculum
Students may engage in:
The Studio supports the development of the New Zealand Curriculum Key Competencies through authentic and meaningful experiences.
•
research
•
design
•
making
•
prototyping
•
marketing
•
surveying
•
interviewing
•
sustainability initiatives
•
community projects
•
enterprise ventures
•
innovation challenges
Students are encouraged to develop: •
Thinking
•
Using Language, Symbols and Texts
•
Managing Self
•
Relating to Others
•
Participating and Contributing
Through interdisciplinary inquiry, students naturally draw upon Social Sciences, Economics, Mathematics, Technology, English, Science, and The Arts.
Primary Enterprise Programme (PrEP)
The Studio exists to support authentic learning experiences rather than predetermined outcomes.
The Studio is underpinned by the philosophy of enterprise education.
The Role of the Facilitator
Enterprise is not simply about making and selling products. Enterprise is the ability to: •
identify opportunities
•
solve problems
•
create value
•
take initiative
•
work collaboratively
•
contribute positively to communities
The PrEP framework provides the spine of the Learning Studio and informs the way projects emerge, evolve, and develop.
Purpose of the Studio The Studio serves as: •
an inquiry environment
•
an enterprise hub
•
an innovation atelier
•
a research space
•
a collaborative project workshop
•
a place for long-term thinking and problem solving
The facilitator creates the conditions in which learning can flourish. The facilitator is: A Provocateur: Introducing ideas, materials, experiences, and questions that spark curiosity. A Coach: Supporting students as they navigate challenges and move projects forward. A Connector: Helping students access expertise, resources, community members, and opportunities. In the Enterprise & Innovation Studio, you will be joined by Homeroom and Specialist colleagues who will help supervise students and collaborate to broaden the project’s scope and insight. A Research Partner: Learning alongside students and helping deepen investigations. A Documenter: Making learning visible through photographs, notes, displays, conversations, and reflections. The facilitator is not expected to direct every project or provide all answers. Students should increasingly take ownership of their projects and inquiries.
The Enterprise Learning Cycle The Learning Studio draws upon the philosophy of the New Zealand Primary Enterprise Programme. While projects may vary greatly in scale and complexity, most projects naturally move through elements of the following cycle.
Stage
Experiences
Notice
What do we see? What do we wonder about?
Investigate
What do we need to learn? Why is it the way it is?
Identify Opportunity
What need, challenge, or possibility exists?
Create
What could we design, improve, build, or offer?
Test & Refine
How can feedback help us improve?
Share
How can we communicate our learning or solution?
Reflect
What impact did we have? What next?
Projects may revisit stages multiple times and are not expected to move through the cycle in a linear fashion.
Project Pathways Enterprise, Economics and Systems Thinking
•
financial literacy
Something like:
•
Multimedia strategies
While all projects emerge through inquiry, the Studio maintains a strong enterprise foundation through the New Zealand Primary Enterprise Programme (PrEP).
•
business and entrepreneurship
These concepts emerge naturally through authentic projects rather than through direct instruction.
Students are encouraged to investigate how people, resources, systems, and environments interact.
Most Studio projects emerge through one or more of the following pathways.
Depending on age and project complexity, students may explore:
How can we improve life for others?
Community
•
needs and wants
Projects may focus on:
•
production and consumption
•
wellbeing
•
resource use
•
service
•
sustainability
•
school improvement
•
enterprise and innovation
•
community needs
•
markets and trade
•
social contribution
•
economic decision-making
•
Business ethics and etiquettes
•
financial literacy
Sustainability How can we care for our environment and resources? What factors do we rely on?
•
financial literacy
Projects may focus on:
•
Multimedia strategies
•
invention
•
business and entrepreneurship
•
design thinking
•
systems improvement
•
creative problem solving
•
Interdisciplinary innovation
•
emerging technologies
These concepts emerge naturally through authentic projects rather than through direct instruction. Most Studio projects emerge through one or more of the following pathways. Community How can we improve life for others? Projects may focus on: •
wellbeing
•
service
•
school improvement
•
community needs
•
social contribution
Projects may connect to multiple pathways simultaneously.
The Nature of Projects Projects are expected to vary in scale, complexity, and duration. A project may be: •
a handmade bookmark for the school shop
•
a recycled materials prototype
•
a sustainability campaign
•
a community service initiative
Projects may focus on:
•
a school improvement proposal
•
waste reduction
•
a social enterprise
•
recycling
•
a fully developed business concept
•
Overconsumption
•
A multimedia advertisement or publication
•
Local resources
•
environmental stewardship
•
sustainable production
•
resource management
Sustainability How can we care for our environment and resources? What factors do we rely on?
Enterprise How can we create value? Projects may focus on: •
products
•
services
•
Entrepreneurship and leadership
•
markets
•
customer needs
Innovation How might we solve a problem differently?
Projects may last: •
a few sessions
•
several weeks
•
an entire term
•
multiple terms
•
a full school year
Students may leave projects and return to them repeatedly as new ideas, information, and opportunities emerge. The value of a project is not determined by its complexity but by the quality of the thinking, inquiry, collaboration, and contribution it generates.
Project Complexity Continuum Stage
Stage
Stage
Years 2–3
~14 students
5 periods / week
Years 4–6
~10 students
5 periods / week
Years 7–10
~12 students
6–7 periods / week (With an additional 3 periods of formal Economics/Business lessons per week)
The same project may look different depending on the age, experience, and interests of the students involved.
Emerging
Developing
Extending
Making bookmarks
Designing a product line
Running a school enterprise
Creating recycled art
Product testing and improvement
Supply chain analysis
Identifying needs
Conducting surveys
Market research
Sharing ideas
Costing and budgeting
Financial forecasting
Collaborative making
Customer feedback
Business planning
Students enter projects at different levels and progress at different rates.
Documentation and Visible Learning Documentation is central to the work of the Studio. Documentation serves as: •
a record of learning
•
a tool for reflection
•
a means of communication
•
a way of making thinking visible
Documentation may include: •
photographs
•
sketches
•
plans
•
prototypes
•
research notes
•
surveys
•
interviews
•
journals
•
Reflections
•
Presentations
•
Discussions
•
Ideas pitching
The emphasis is on capturing the evolution of thinking over time.
Studio Structures
Success Indicators
The Studio should support long-term project work through:
The Learning Studio is not measured through grades or formal assessment.
•
Design Spaces
The Studio is successful when students:
Areas such as long tables, large ground floor, outdoor space, for engineering and craftsmanship
•
demonstrate curiosity
•
take initiative
•
identify opportunities
•
collaborate effectively
•
revisit and refine ideas
Project Folders
•
communicate their thinking
Physical or digital collections of project documentation.
•
persist through challenges
•
contribute to their community
Research Walls
•
take ownership of their learning
•
Project Spaces Areas where work can remain visible and accessible over time.
•
•
Displays of questions, observations, ideas, and discoveries. •
Resource Areas Materials that invite investigation, experimentation, design, and creation.
Students should be able to leave projects and return to them over extended periods. Products or ideas are not expected to be accomplished in a limited amount of time. The Studio should communicate: “This work matters and is worth returning to. It is also malleable and subject to constant revision and enhancement.”
Most importantly, students begin to see themselves as capable researchers, creators, innovators, and contributors. The Aurora Learning Studio is a living environment where inquiry, enterprise, innovation, sustainability, and community intersect. Grounded in the principles of Reggio Emilia and informed by the New Zealand Primary Enterprise Programme, the Studio encourages students to move beyond passive consumption of knowledge and become active researchers, creators, problem-solvers, and contributors. The goal is not simply to complete projects. The goal is to develop young people who notice possibilities, take initiative, create value, work collaboratively, and understand that they have the capacity to make a meaningful difference in the world around them.
SECTION 4: Enterprise, Business & Economics Learning Outcomes
YEAR 7
YEAR 8
(NZC Social Sciences Level 4 – Emerging)
(NZC Social Sciences Level 4)
Enterprise & Innovation
Enterprise & Innovation
Students are expected to:
Students are expected to:
•
identify needs, opportunities, and problems within familiar contexts
•
develop enterprise ideas in response to identified needs
•
generate and develop simple enterprise ideas
•
•
explain how products and services create value for others
evaluate the strengths and limitations of potential solutions
•
apply design and innovation processes
Economics & Decision Making
Economics & Decision Making
Students are expected to:
Students are expected to:
•
understand that resources are limited and choices involve trade-offs
•
explain relationships between consumers and producers
•
distinguish between needs and wants
•
•
explain how values influence decisions
investigate how supply and demand influence decisions
•
analyse economic choices from multiple perspectives
Financial Capability Students are expected to: •
create simple budgets
•
calculate costs, income, and profit in familiar contexts
•
use mathematical information to support decision making
Financial Capability Students are expected to: •
develop project budgets
•
compare financial options using evidence
•
interpret simple financial information
Marketing & Communication
Marketing & Communication
Students are expected to:
Students are expected to:
•
identify target audiences
•
•
communicate ideas through presentations, posters, and digital media
develop marketing materials for specific audiences
•
use persuasive techniques appropriate to audience and purpose
communicate ideas through oral, written, visual, and digital forms
•
evaluate the effectiveness of communication strategies
•
Leadership & Impact Students are expected to: •
contribute positively to collaborative projects
•
reflect on how decisions affect people and communities
Leadership & Impact Students are expected to: •
work collaboratively to achieve project goals
•
evaluate social and environmental impacts of decisions
YEAR 9
YEAR 10
(NZC Social Sciences Level 5 – Emerging)
(NZC Social Sciences Level 5)
Enterprise & Innovation
Enterprise & Innovation
Students are expected to:
Students are expected to:
•
investigate and evaluate business opportunities
•
develop and evaluate sustainable enterprise solutions
•
develop business concepts and implementation plans
•
apply innovation processes to complex problems
•
assess risk and opportunity
•
justify enterprise decisions using evidence
Economics & Decision Making
Economics & Decision Making
Students are expected to:
Students are expected to:
•
analyse how markets and competition influence economic activity
•
analyse economic systems and contemporary issues
•
explain how innovation affects economic outcomes
•
•
evaluate evidence when making economic judgements
evaluate the role of governments, organisations, and individuals in economic outcomes
•
apply economic concepts to real-world situations
Financial Capability Students are expected to: •
prepare financial forecasts
•
calculate revenue, costs, profit, and break-even points
•
Financial Capability Students are expected to: •
analyse financial information critically
•
use forecasting and modelling to support decision making
•
evaluate financial sustainability
use financial data to support planning
Marketing & Communication Students are expected to: •
analyse consumer behaviour
•
develop branding and marketing strategies
•
present business proposals persuasively
Leadership & Impact Students are expected to:
Marketing & Communication Students are expected to: •
adapt communication for different audiences and stakeholders
•
evaluate marketing effectiveness
•
communicate complex ideas clearly and persuasively
•
lead aspects of collaborative projects
Leadership & Impact
•
evaluate the impact of business decisions on stakeholders
Students are expected to: •
demonstrate ethical leadership
•
evaluate social, environmental, and economic impacts of decisions
•
contribute positively to community and enterprise initiatives
SECTION 5: Parent Learning Pathway Snapshot Enterprise, Business & Economics at Aurora At Aurora, Enterprise, Business & Economics helps students understand how people make decisions, create value, manage resources, and contribute positively to their communities. Students develop financial capability, enterprise skills, economic understanding, communication skills, and leadership through authentic learning experiences connected to real-world challenges. Learning is aligned with the New Zealand Curriculum Social Sciences learning area and supported through the Aurora Enterprise & Innovation Studio.
Learning Pathway Year 7 - Understanding Choices and Creating Value Students explore needs and wants, budgeting, personal finance, entrepreneurship, and community needs. They begin developing enterprise ideas and understanding how choices affect outcomes. Year 8 - Enterprise, Sustainability, and Community Students investigate how businesses, consumers, and communities interact. They explore sustainable enterprise, ethical decision making, and community impact through authentic projects. Year 9 - Innovation, Business, and Markets Students develop business ideas, investigate markets, analyse competition, and explore marketing and financial planning. They increasingly use evidence and data to support decisions. Year 10 - Economics, Leadership, and Future Enterprise Students investigate economic systems, global challenges, entrepreneurship, leadership, and future industries. They apply economic reasoning and enterprise thinking to complex issues.
What This Means for Your Child Across all year levels, students are supported to: •
think creatively and solve problems
•
understand economic and financial concepts
•
communicate ideas confidently
•
collaborate and lead effectively
•
make ethical and sustainable decisions
•
connect learning to real-world opportunities
Progress is measured by understanding, application, independence, and impact.
How Students Show Their Learning Teachers gather evidence through: •
enterprise projects
•
business plans
•
budgeting and financial records
•
marketing campaigns
•
presentations and pitches
•
market research
•
investigations and reports
•
reflections and journals
•
community projects
How Students Show Their Learning Assessment & Reporting Progress is reported using Aurora’s shared descriptors: •
Working Towards
•
Meets Expectation
•
Above Expectation
Judgements reflect: •
enterprise capability
•
economic understanding
•
financial capability
•
communication and marketing
•
leadership and collaboration
•
independence and application
A Connected Learning Journey Enterprise, Business & Economics learning at Aurora grows from understanding personal choices and enterprise in Year 7 to analysing economic systems, leadership, innovation, and global challenges in Year 10. Students learn to become informed decision-makers, responsible leaders, creative problem-solvers, and active contributors who can create positive impact within their communities and beyond.
curriculum
VIETNAMESE LANGUAGE, LITERATURE, AND HUMANITIES Curriculum Overview & Learning Continuum (Years 1-10) Section 1: Curriculum Overview Section 2: Vietnamese Learning Progress Section 3: Year-Level Vietnamese Learning Outcomes Section 4: Parent Learning Pathway Snapshot
SECTION 1: Curriculum Overview
The Integrated Humanities and Languages curriculum is built on a simple, powerful premise: to understand who we are, we must learn to read both the word and the world. By weaving together Vietnamese Language & Literature, Social Studies, Civic Education, History, and Geography, this framework moves beyond isolated subjects. Instead, it invites students onto a continuous journey of discovery. They begin as curious observers of their immediate surroundings, grow into active stewards of their national community, and ultimately emerge as critical, empathetic thinkers ready to engage with a complex, interconnected world. The curriculum is structured across three primary developmental bands to foster cohesive, interdisciplinary learning: •
Junior Primary (NZ Years 2–4 | Equivalent to VN Grades 1–3): Focuses on the immediate world—self, family, school, and the local community.
•
Senior Primary (NZ Years 5–6 | Equivalent to VN Grades 4–5): Expands to national perspectives, civic responsibilities, and environmental awareness.
•
Intermediate & Early Secondary (NZ Years 7–10 | Equivalent to VN Grades 6–9): Advances to historical, geographical, economic, and systemic societal studies.
Through this integrated approach, language becomes the tool for civic action, history and geography provide the vital context, and ethics serve as the compass. Students don’t just memorize facts about society—they learn how to actively participate in it.
Aurora Learning Competencies (Years 1–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others. These competencies are developed intentionally through classroom experiences, inquiry, collaboration, and reflection, and become increasingly visible as students grow in independence and confidence.
Thinking Students ask questions, make connections, and develop ideas. They reason, problem-solve, and reflect on their learning, building deeper understanding over time.
Using Language, Symbols, Texts, and Media Students communicate ideas using words, numbers, images, movement, and digital media. They learn to interpret and express meaning in a range of contexts and forms.
Managing Self Students develop independence, organisation, and responsibility for their learning. They set goals, persist through challenges, and reflect on their progress.
Relating to Others Students work collaboratively, listen to different perspectives, and contribute respectfully in a range of social and learning contexts.
Participating and Contributing Students engage actively in learning and in the life of the school. They take responsibility for their contributions and begin to understand their role within local and global communities.
These competencies are not taught in isolation; they are developed through all learning areas and are reflected in how students approach challenges, interact with others, and apply their learning in meaningful contexts. In Vietnamese, these competencies are developed through communication, interpretation, and expression.
Conceptual Understanding at Aurora Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts. These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific and interdisciplinary contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways.
Subject Mapping Matrix Subject Area
Target Cohort (NZ Years)
Core Integrated Focus
Vietnamese Language & Literature
Years 2–10
Communication, literacy, cultural narratives, and critical analysis.
Social Studies
Years 2–4
Natural and social environments, local community structures.
Civic Education
Years 2–10
Ethics, life skills, legal awareness, and financial literacy.
History & Geography
Years 7–10
Spatial patterns, historical timelines, and socio-environmental dynamics.
Pedagogical & Assessment Principles Core Philosophy: Learning must transition from direct observation to active real-world application, allowing students to systematically construct their knowledge of identity, society, and the physical world.
Methodological Guidelines •
Experiential & Spatial Learning: Incorporate fieldwork, local mapping, and data tracking to make geography and social studies tactile.
•
Reflective Literacy: Use literature and analytical writing as mediums to process ethics, historical context, and civic values.
•
Case-Based Inquiry: Utilize mock trials, financial planning scenarios, and crisis response simulations to build actionable life skills.
SOLO Taxonomy at Aurora
•
Communicates basic ideas and information clearly and with growing confidence; pronunciation and sentence structure are becoming more accurate and natural
•
Demonstrates cultural understanding through respectful participation and interaction in class routines and school activities
Above Expectation •
Understands nuanced meanings and idiomatic expressions; interprets messages across different contexts and purposes
•
Initiates and sustains conversations with confidence and fluency; adapts language, tone, and style effectively for clarity, audience, and context
•
Compares and reflects on cultural
Teachers use SOLO Taxonomy to describe the depth of student understanding: •
Multistructural — identifies ideas and uses basic structures
•
Relational — connects ideas and explains meaning clearly
•
Extended Abstract — analyses, evaluates, and applies ideas in new contexts
Reporting What Progress Looks Like in Vietnamese Language, Literature, and Humanities Working Towards •
Understands and recalls basic spoken and written words and phrases with support
•
Uses short, familiar words and phrases to express simple ideas with guidance; pronunciation and sentence patterns are developing
•
Recognises simple cultural practices and traditions with guidance; beginning to show curiosity and respect when encountering new perspectives
Meets Expectation •
Understands and responds appropriately to a variety of familiar contexts, both spoken and written
similarities and differences with insight; shows openness, appreciation, and adaptability when engaging with diverse perspectives and settings Judgements are informed by: •
depth of understanding (SOLO)
•
ability to apply language across contexts
•
level of independence
SECTION 2: Integrated Progressions by Year Level
Junior Primary Band (Years 2–4) New Zealand Year 2 (VN Grade 1) Social Studies & Civics Integration: •
The Immediate Environment: Understanding family dynamics, school structures, and the physical layout of the classroom.
•
Self-Management & Ethics: Developing foundational habits of personal hygiene, safety, and truthfulness. Learning to identify safety risks at home and on the road.
Vietnamese Language & Literature Literacy Link: Exploring foundational vocabulary regarding kinship and school environments. Oral storytelling centered on family interactions and daily routines. New Zealand Year 3 (VN Grade 2) Social Studies & Civics Integration: •
Generations and Local Economy: Investigating family lineages (multi-generational structures) and the basic concepts of local trade and transportation systems.
•
Emotional Literacy & Community: Learning to recognize and regulate positive vs. negative emotions. Developing a sense of belonging to the local neighborhood (Quê hương).
Vietnamese Language & Literature Literacy Link: Introduction to reading and writing narrative descriptions of local landscapes, community helpers, and family stories. New Zealand Year 4 (VN Grade 3) Social Studies & Civics Integration: •
Our Place in the World: Identifying geographic landforms, orientation techniques (using a compass), and Vietnam’s position on the globe.
•
Civic Duties & Traditions: Exploring school heritage and local historical sites. Practicing relational ethics like keeping promises and showing neighborly care.
Vietnamese Language & Literature Literacy Link: Documenting local histories, traditional legends, and mapping out simple informational texts regarding natural features.
Senior Primary Band (Years 5–6) New Zealand Year 5 (VN Grade 4) Civic Education: Emphasizes gratitude toward labor, respect for public property, and basic financial literacy (understanding the value and preservation of money). Vietnamese Language & Literature Literacy Link: Reading and composing expository texts on community professions, writing reflective journals on empathy, and evaluating children’s rights and responsibilities.
New Zealand Year 6 (VN Grade 5) Civic Education: Focuses on national pride, environmental preservation, coping strategies for personal challenges, and proactive behaviors to protect oneself from harm. Vietnamese Language & Literature Literacy Link: Analyzing patriotic poetry, drafting basic action plans for environmental projects, and engaging in structured discussions regarding diversity and inclusion.
Intermediate & Early Secondary Band (Years 7–10) New Zealand Year 7 (VN Grade 6) History & Geography: Introduction to ancient history, foundational geographic coordinates, maps, and earth sciences. Civic Education: Understanding the legal definition of citizenship, basic constitutional rights, personal independence, and the core principles of personal savings. Vietnamese Language & Literature Literacy Link: Studying foundational literary genres, practicing argumentative writing on truthfulness, and analyzing familial traditions within text. New Zealand Year 8 (VN Grade 7) History & Geography: Medieval history, spatial exploration, climate patterns, and population distributions. Civic Education: Cultural heritage preservation, stress management, responding to school bullying, and understanding laws surrounding social vices. Vietnamese Language & Literature Literacy Link: Exploring traditional folklore, writing analytical essays on cultural identity, and creating persuasive arguments for environmental or heritage protection. New Zealand Year 9 (VN Grade 8) History & Geography: Modern history, socio-economic geography, and natural resource allocation. Civic Education: Defending justice, standard labor rights, domestic violence prevention, and personal expenditure planning. Vietnamese Language & Literature Literacy Link: Analyzing realistic literature, constructing complex argumentative texts on systemic ethics, and drafting simple legal or formal notifications (e.g., mock labor contracts). New Zealand Year 10 (VN Grade 9) History & Geography: Contemporary world history, global conflicts, peace movements, and industrial geography. Civic Education: Living with higher ideals, practicing social equity, media literacy, smart consumer habits, and adaptation to socio-economic shifts. Vietnamese Language & Literature Literacy Link: Advanced literary criticism, rhetorical analysis of socio-political essays, and speechwriting centered on peace, conflict resolution, and global civic responsibility.
SECTION 3: Vietnamese Learning Outcomes
Junior Primary Band (Years 2–4) New Zealand Year 2 (VN Grade 1) •
Identify and describe the roles and responsibilities of individuals within their immediate family and school community.
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Demonstrate foundational habits of personal safety, road awareness, hygiene, and truthfulness in daily routines.
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Share and retell short personal narratives or family routines using foundational kinship and school-related vocabulary.
New Zealand Year 3 (VN Grade 2) •
Examine multi-generational family structures, the roles of local workers, and how transport systems connect neighborhoods.
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Recognize and articulate positive versus negative emotions, applying basic strategies for emotional self-regulation.
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Read and compose simple descriptive texts that depict local landscapes, community helpers, and neighborhood life.
New Zealand Year 4 (VN Grade 3) •
Locate and orient geographic features using standard compass directions and identify Vietnam’s position on a global map.
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Explain the historical significance of local landmarks and school heritage while practicing relational ethics like keeping promises.
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Document and retell local histories and traditional cultural legends through structured informational and narrative writing.
Senior Primary Band (Years 5–6) New Zealand Year 5 (VN Grade 4) •
Analyze and express gratitude for the contributions of diverse community professions and workers.
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Demonstrate basic financial literacy by explaining the value, usage, and preservation of money.
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Draft expository texts regarding workplace rights and responsibilities, alongside reflective journals exploring empathy and social fairness.
New Zealand Year 6 (VN Grade 5) •
Formulate and implement simple action plans aimed at environmental preservation and resource conservation within the school or community.
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Identify and apply proactive behaviors and coping strategies to protect oneself from physical and emotional harm.
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Critique patriotic poetry and literature, using evidence to engage in collaborative debates regarding national identity and inclusion.
Intermediate & Early Secondary Band (Years 7–10) New Zealand Year 7 (VN Grade 6) •
Map and analyze foundational geographic coordinates, earth systems, and key milestones of ancient human history.
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Define the legal criteria of citizenship and outline core constitutional rights, personal independence, and personal savings strategies.
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Construct structured argumentative essays that evaluate systemic values like honesty, truthfulness, and the preservation of family traditions.
New Zealand Year 8 (VN Grade 7) •
Correlate spatial data linking global climate patterns, medieval historical movements, and population distributions.
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Evaluate strategies for cultural heritage preservation, stress management, and active intervention against school bullying and social vices.
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Write advanced analytical essays critiquing folklore, societal identity, and the ethics of environmental conservation.
New Zealand Year 9 (VN Grade 8) •
Investigate the interplay between modern historical timelines, natural resource allocation, and socio-economic geography.
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Analyze legal frameworks protecting labor rights, preventing domestic violence, and guiding systemic justice.
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Deconstruct realistic literature and draft formal, logical arguments addressing complex societal, economic, and ethical dilemmas.
New Zealand Year 10 (VN Grade 9) Synthesize contemporary world history, geopolitical conflicts, and industrial geography to evaluate global peace movements. Apply advanced media literacy and smart consumer habits to navigate rapid socio-economic shifts and advocate for social equity. Deliver persuasive speeches and compose high-level rhetorical analyses focusing on conflict resolution, human rights, and global civic responsibility.
SECTION 4: Parent Learning Pathway Snapshot
This quick guide outlines the big ideas your child will explore each year as they learn to understand their world, find their voice, and grow into active, thoughtful citizens.
Junior Primary: My Immediate World (NZ Years 2–4) Year 2 (VN Grade 1): Belonging & Safety •
What they explore: Their family structure, the school community, and safe habits at home and on the road.
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Language & Literacy: Naming relationships and sharing personal or family routines through oral storytelling.
Year 3 (VN Grade 2): Generations & My Neighborhood •
What they explore: Multi-generational families, local workers, how transport connects us, and managing everyday emotions.
•
Language & Literacy: Reading and writing simple descriptions of community helpers and local places.
Year 4 (VN Grade 3): Maps, Legends & Local History •
What they explore: Compass directions, local landmarks, traditional folklore, and the ethical value of keeping promises.
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Language & Literacy: Documenting local history and retelling traditional cultural legends.
Senior Primary: Our Nation & Values (NZ Years 5–6) Year 5 (VN Grade 4): Community, Labor & Finances •
What they explore: Appreciating different professions, children’s rights, respecting public property, and basic money management.
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Language & Literacy: Writing explanatory texts about work and reflective journals on empathy and fairness.
Year 6 (VN Grade 5): National Pride & Stewardship What they explore: Environmental protection, national identity, and building personal resilience to face challenges safely. Language & Literacy: Analyzing inspiring poetry, debating local issues, and drafting environmental action plans.
Intermediate & Early Secondary: Systems & The Wider World (NZ Years 7–10) Year 7 (VN Grade 6): Roots, Rights & Independence •
What they explore: Ancient history, global geography, what it means to be a citizen, and the power of personal saving.
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Language & Literacy: Constructing written arguments focused on honesty, truthfulness, and family traditions.
Year 8 (VN Grade 7): Culture, Climate & Community Safety •
What they explore: Medieval history, global climate patterns, preserving cultural heritage, and standing up to school bullying.
•
Language & Literacy: Writing analytical essays on folklore, identity, and environmental conservation.
Year 9 (VN Grade 8): Modern Societies, Justice & Law What they explore: Modern history, economic geography, standing up for what is right, and managing personal expenses. Language & Literacy: Analyzing realistic literature and drafting formal, structured arguments on societal ethics. Year 10 (VN Grade 9): Global Perspectives & Active Citizenship •
What they explore: Contemporary world history, global conflicts, smart consumer habits, and navigating fast-moving media landscapes.
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Language & Literacy: Delivering persuasive speeches and analyzing complex essays on social equity and peace.
curriculum
JAPANESE
Curriculum Overview & Learning Continuum (Years 1-10)
Age
5-6
Calculated The third from April to year of kinMarch dergarten
6-7
7-8
8-9
9-10
10-11
11-12
12-13
13-14
14-15
Primary 1
Primary 2
Primary 3
Primary 4
Primary 5
Primary 6
Middle 1
Middle 2
Middle 3
Course of Study for Elementary Schools [ Revised in 2017 ] (Primary 1–6 in Japan) Objectives of the Japanese Language Subject The aim is to develop students’ competencies to accurately understand and appropriately express ideas in Japanese by engaging their ways of thinking and perspectives through language, and through a variety of language activities, as outlined below: Knowledge and Skills
(1) To enable students to understand the characteristics of the Japanese language necessary for daily life and to use it appropriately.
Thinking, Judgment, and Expression
(2) To help students recognize the value of language, develop a sense of language, and cultivate an attitude that values the importance of Japanese and strives to improve their language abilities.
Attitude Toward Active Learning
(3) To enhance students’ ability to communicate effectively in their interactions with others in daily life, while fostering their thinking and imagination.
Grade-Level Objectives Grades 1 and 2
Grades 3 and 4
Grades 5 and 6
Knowledge and Skills
(1) To develop the knowledge and skills in the Japanese language necessary for daily life, while fostering familiarity with and understanding of Japan’s language and culture.
(1) To develop the knowledge and skills in the Japanese language necessary for daily life, while fostering familiarity with and understanding of Japan’s language and culture.
(1) To develop the knowledge and skills in the Japanese language necessary for daily life, while fostering familiarity with and understanding of Japan’s language and culture.
Thinking, Judgment, and Expression
(1) To develop the knowledge and skills in the Japanese language necessary for daily life, while fostering familiarity with and understanding of Japan’s language and culture.
(2) To develop students’ ability to think logically, as well as to feel and imagine richly, while enhancing their ability to communicate in interactions with others in daily life, enabling them to organize and express their own thoughts and ideas.
(2) To develop students’ ability to think logically, as well as to feel and imagine richly, while enhancing their ability to communicate in interactions with others in daily life, enabling them to expand their own thoughts and ideas.
Attitude Toward Active Learning
(3) To help students appreciate the value of language, enjoy reading, and develop an attitude of valuing the Japanese language and actively seeking to communicate their thoughts and ideas with others.
(3) To help students become aware of the value of language, engage in a wide range of reading, and develop an attitude of valuing the Japanese language and actively seeking to communicate their thoughts and ideas with others.
(3) To help students recognize the value of language, read proactively, and develop an attitude of being aware of the importance of the Japanese language and actively seeking to communicate their thoughts and ideas with others.
Contents for Grades 1 and 2 A. To notice that language has the function of expressing the content of things and conveying experiences. B. To notice the relationship between syllables and characters, as well as differences in word meanings caused by accent, and to speak while paying attention to posture, mouth shape, voice production, and pronunciation.
(1) Matters Related to the Characteristics and Usage of Language
Knowledge and Skills
C. To understand and use the notation of long vowels, contracted sounds, double consonants, and syllabic “n,” as well as the usage of the particles “wa,” “e,” and “o,” punctuation marks, and quotation marks (“ ”) in sentences and texts. In addition, to read and write hiragana and katakana, understand the types of words written in katakana, and use them in sentences and texts. D. In Grade 1, to read the kanji assigned to Grade 1 in the Grade-Level Kanji Allocation Table (hereafter referred to as the “Grade-Level Kanji Allocation Table”), gradually learn to write them, and use them in sentences and texts. In Grade 2, to read the kanji assigned up to Grade 2 in the Grade-Level Kanji Allocation Table. In addition, to write and use the kanji assigned to Grade 1 in sentences and texts, while gradually learning to write and use the kanji assigned to Grade 2. E. To increase the number of words and phrases related to familiar matters and use them in speech and writing, while noticing that words and phrases are grouped according to meaning, thereby enriching vocabulary. F. To notice the relationship between subjects and predicates in sentences. G. To use polite language and plain language appropriately while understanding the differences between them, and to become familiar with texts written in the polite style. H. To read aloud while paying attention to word groupings and the sound and rhythm of language.
(2) Handling of Information
(3) Matters Related to Japanese Language Culture
A. To understand the relationships between pieces of information, such as similarities, differences, and the order of events. A. To become familiar with traditional Japanese language culture by listening to read-alouds of folktales, myths, legends, and other traditional stories. B. To notice the richness of language through traditional wordplay that has been enjoyed for a long time. C. To understand and use the following matters related to handwriting:
(a) To write with correct posture and proper pencil grip.
Knowledge and Skills
(3) Matters Related to Japanese Language Culture
(b) To write carefully in the correct stroke order while paying attention to the way strokes are formed and the shape of characters. (c) To write characters correctly while paying attention to the way strokes connect and intersect, as well as their length and direction. D. To become familiar with reading and recognize that there are many different kinds of books. A. To choose topics from familiar matters and personal experiences, and select the necessary information for communication. B. To think about the order of what to say based on one’s actions and experiences so that the listener can understand clearly.
A.
(1) Instructional Matters
C. To adjust aspects such as voice volume and speaking speed according to what one wants to convey and to the listener. D. To listen attentively without missing what the speaker wants to communicate or what one wants to hear, understand the content of the talk, and form impressions about it.
Speaking and Listening
E. To show interest in each other’s speech and continue the conversation by responding to the other person’s remarks. Thinking, Judgment, and Expression
(2) Examples of Language Activities
A. Activities such as giving introductions, explanations, and reports about what one wants to communicate, as well as listening to them, confirming understanding by reading aloud, and sharing impressions. B. Activities in which students discuss in small groups by asking and answering questions. A. To find topics for writing from experiences and imagination, gather and confirm necessary information, and clarify what one wants to communicate. B. To think about a simple structure following the order of events so that one’s thoughts and ideas become clear.
B. Writing
(1) Instructional Matters
C. To devise ways of writing so that the grouping of content is clear while paying attention to the connections between words and between sentences. D. To develop the habit of rereading one’s writing, correct mistakes, and check the connections between words and between sentences. E. To share impressions about written work and identify good points in the content and expression of one’s own writing.
B. Writing
(2) Examples of Language Activities
A. Activities such as reporting familiar matters and experiences, recording observations, and writing about things that were seen and heard. B. Activities such as writing diaries and letters to express one’s thoughts and things one wants to communicate. C. Activities such as creating simple stories and writing about one’s feelings and imagination. A. To grasp the general content while considering chronological order and the sequence of events. B. To grasp the general content, such as scenes and the actions of characters.
(1) Instructional Matters
C. To think about and select important words and sentences in a text. D. To focus on the scenes and concretely imagine the actions of the characters. E. To connect the content of a text with one’s own experiences and form impressions.
C. Reading
F. To share what was felt and understood through reading the text. A. Activities such as reading explanatory texts about how things work and expressing what was understood and thought. (2) Examples of Language Activities
B. Activities such as listening to read-alouds or reading stories, sharing the content and impressions, and performing or acting them out. C. Activities such as using the school library to read encyclopedias and books about science, and explaining what was learned and understood.
Contents for Grades 3 and 4 A. To notice that language has the function of expressing one’s thoughts and feelings. B. To speak and listen while looking at the other person, paying attention to intonation, stress, pauses, and other features of speech. C. To understand and use writing conventions involving kanji and kana, the use of okurigana, and paragraph breaks in sentences and texts, as well as to use punctuation appropriately. In Grade 3, students should also read and write simple commonly used words written in roman letters (romaji).
(1) Matters Related to the Characteristics and Usage of Language
D. In Grades 3 and 4, to read the kanji assigned up to the respective grade level in the Grade-Level Kanji Allocation Table. In addition, to write and use the kanji assigned up to the previous grade level in sentences and texts, while gradually learning to write and use the kanji assigned to the current grade level. E. To increase vocabulary related to conditions, actions, feelings, and personality, use such vocabulary in speech and writing, understand that words are grouped according to their characteristics and functions, and enrich vocabulary. F. To understand the relationships between subjects and predicates, modifiers and modified words, the roles of demonstrative words and conjunctions, and the role of paragraphs.
Knowledge and Skills
G. To use polite language appropriately and write while paying attention to the differences between the polite style and the plain style. H. To read aloud while being aware of the overall structure and general content of a text.
(2) Handling of Information
(3) Matters Related to Japanese Language Culture
A. To understand the relationships between pieces of information, such as ideas and the reasons or examples that support them, as well as the relationship between the whole and the main point. B. To understand and use methods of comparison and classification, ways of taking notes on necessary words and phrases, methods of quotation and citing sources, and how to use dictionaries and encyclopedias. A. To become familiar with the sound and rhythm of language by reading aloud and memorizing easy classical-style tanka and haiku. B. To understand and use the meanings of proverbs, idiomatic expressions, and historical sayings that have been used for a long time.
C. To understand that kanji are composed of parts such as radicals and other components. D. To understand and use the following matters related to handwriting: (3) Matters Related to Japanese Language Culture
(a) To understand how characters are structured and write them in well-balanced forms. (b) To write while paying attention to the size and arrangement of kanji and kana characters. (c) To deepen understanding of stroke formation through the use of brush writing and write while paying attention to brush pressure and related techniques. E. To become familiar with a wide range of reading materials and recognize that reading is useful for obtaining necessary knowledge and information. A. To determine topics from daily life with a clear purpose in mind, compare and classify collected materials, and select the information necessary for communication. B. To think about the structure of a talk so that the main point becomes clear, using reasons and examples so that the listener can understand.
Thinking, Judgment, and Expression
A.
(1) Instructional Matters
Speaking and Listening
C. To devise ways of speaking by paying attention to intonation, stress, pauses, and other features of speech according to the main point and speaking situation. D. To listen while taking notes and asking questions as necessary, grasp the main points that the speaker wants to convey and that one wants to hear, and form one’s own ideas. E. To confirm the purpose and procedures of a discussion, fulfill roles such as chairperson, focus on similarities and differences in opinions, and organize ideas through discussion.
(2) Examples of Language Activities
A. Activities such as speaking about researched information through explanations and reports, and listening to them. B. Activities such as gathering information by asking questions and presenting the collected information. C. Activities such as discussing in groups or as a whole class by sharing each other’s ideas.
B. Writing
(1) Instructional Matters
A. To choose topics for writing from experiences and imagination while being aware of the audience and purpose, compare and classify collected materials, and clarify what one wants to communicate. B. To clarify the main point of the writing, think about the structure of the composition by organizing content into paragraphs and paying attention to the relationships between paragraphs.
(1) Instructional Matters
C. To clearly show the relationship between one’s ideas and the reasons or examples that support them, and to devise effective ways of expression in writing. D. To revise and improve sentences and compositions by correcting mistakes and checking whether the expressions are appropriate for the audience and purpose. E. To exchange impressions and opinions about written work, such as whether the intended message is clear, and to identify the strengths of one’s own writing.
B. Writing
(2) Examples of Language Activities
A. Activities such as summarizing and reporting researched information, and writing about facts and ideas based on those facts. B. Activities such as writing letters to communicate desired messages, including event invitations and thank-you notes. C. Activities such as creating poems and stories, and writing about feelings and imagination. A. To understand, based on descriptions in the text, the relationships between ideas and the reasons or examples that support them, while paying attention to the relationships between paragraphs.
C. Reading
(1) Instructional Matters
B. To understand the actions and feelings of characters based on descriptions in the text. C. To identify and summarize key words and sentences with a clear purpose in mind. D. To concretely imagine changes in characters’ feelings and personalities, as well as scenes and settings, in connection with shifts in the story. E. To form impressions and ideas based on what has been understood through reading a text. F. To share thoughts and impressions gained from reading a text and recognize that individuals may have different ways of feeling and thinking.
(2) Examples of Language Activities
A. Activities such as reading records and reports, quoting parts of the text, and explaining or expressing opinions about what was understood and thought. B. Activities such as reading poems and stories, explaining the content, and sharing thoughts and ideas with others. C. Activities such as using the school library to obtain information from dictionaries and encyclopedias, then summarizing and explaining what was learned and understood.
Contents for Grades 5 and 6 A. To notice that language has the function of creating connections with others. B. To notice the differences between spoken language and written language. C. To appropriately distinguish between the use of kanji and kana in sentences and texts, and to write correctly while paying attention to okurigana and kana usage.
(1) Matters Related to the Characteristics and Usage of Language
D. In Grades 5 and 6, to read the kanji assigned up to the respective grade level in the Grade-Level Kanji Allocation Table. In addition, to write and use the kanji assigned up to the previous grade level in sentences and texts, while gradually learning to write and use the kanji assigned to the current grade level. E. To increase vocabulary related to thinking and use it in speech and writing, while understanding relationships between words and phrases, as well as the structure and changes of words, thereby enriching vocabulary. In addition, to use words and phrases with an awareness of word nuance and appropriate language usage. F. To understand the relationships between words and phrases within sentences, word order, connections between sentences, the structure and development of speech and texts, and the types and characteristics of speech and texts.
Knowledge and Skills
G. To understand and become accustomed to using honorific expressions that are commonly used in daily life. H. To notice expressive devices such as metaphors and repetition. I. To read texts aloud and recite them expressively. A. To understand the relationships between pieces of information, such as cause and effect. (2) Handling of Information
(3) Matters Related to Japanese Language Culture
B. To understand and use methods of relating information to other information, as well as ways of showing relationships between words and phrases through diagrams and other visual representations. A. To become familiar with the sound and rhythm of language by reading aloud approachable classical Japanese texts, Chinese classics, and literary-style writings from the modern era onward. B. To understand the perspectives and feelings of people in the past through reading explanatory texts about classical literature and gaining a general understanding of the content of classical works.
C. To take an interest in the origins of words and phrases, notice changes in language over time and differences in language among generations, and understand the differences between standard language and dialects. In addition, to understand the origins and characteristics of kana and kanji. (3) Matters Related to Japanese Language Culture
D. To understand and use the following matters related to handwriting: (a) To determine character size and arrangement while paying attention to the balance of the entire page, and to write with awareness of writing speed. (b) To write using brush calligraphy while paying attention to brush-tip movement and the connections between strokes. (c) To choose writing tools according to the purpose and write by making use of their characteristics. E. To become familiar with reading in daily life and recognize that reading is useful for expanding one’s own ideas and ways of thinking. A. To determine topics from daily life according to the purpose and intent, classify and relate collected materials, and examine the content to be communicated. B. To think about the structure of a talk so that its content becomes clear, including distinguishing between facts, impressions, and opinions.
(1) Instructional Matters
Thinking, Judgment, and Expression
C. To devise ways of expression, such as utilizing materials and resources, so that one’s ideas are clearly communicated. D. To understand the content of a talk according to the speaker’s purpose and one’s own listening intent, and to organize one’s ideas while comparing them with the speaker’s ideas.
A. Speaking and Listening
E. To engage in planned discussions while clarifying each participant’s position and intent, and to broaden or organize ideas through discussion. (2) Examples of Language Activities
A. Activities such as speaking about one’s own ideas, including opinions and proposals, and listening to those ideas. B. Activities such as conducting interviews to gather necessary information and presenting the collected information. C. Activities such as discussing issues by sharing ideas from each participant’s perspective.
A. To choose topics for writing from one’s feelings and thoughts according to the purpose and intent, classify and relate collected materials, and clarify what one wants to communicate. B. To think about the overall structure and development of a composition so that it becomes logical and coherent.
(1) Instructional Matters
C. To devise ways of writing so that one’s ideas are communicated clearly, such as writing simply or in detail according to the purpose and intent, and distinguishing between facts, impressions, and opinions. D. To devise ways of writing so that one’s ideas are communicated clearly by using quotations, charts, graphs, and other visual materials. E. To revise and improve sentences and compositions by paying attention to the overall structure and methods of expression.
B. Writing
F. To exchange impressions and opinions about writing, such as whether the overall structure and development are clear, and to identify the strengths of one’s own writing.
(2) Examples of Language Activities
A. Activities such as explaining events or expressing opinions, and writing about one’s thoughts and things one wants to communicate. B. Activities such as creating tanka and haiku, and writing about one’s feelings and imagination. C. Activities such as writing about one’s feelings, thoughts, and the personal meaning of experiences based on facts and real-life experiences.
A. To understand the relationships among facts, impressions, and opinions based on descriptions in the text, grasp the overall structure of the composition, and understand the main idea. B. To understand the relationships between characters and their feelings based on descriptions in the text.
C. Reading
(1) Instructional Matters
C. To find necessary information and think about the development of arguments according to the purpose, such as by connecting texts with charts and diagrams. D. To concretely imagine the overall image of characters and stories, and to think about the effects of expressions and literary techniques. E. To organize one’s own ideas based on what has been understood through reading a text. F. To share opinions and impressions formed through reading a text and broaden one’s own ideas.
A. Activities such as reading and comparing explanatory and descriptive texts, discussing what was understood and thought, and summarizing ideas in writing. C. Reading
(2) Examples of Language Activities
B. Activities such as reading poems, stories, and biographies, explaining the content, and sharing thoughts about one’s own way of living and related ideas. C. Activities such as using the school library and multiple books or newspapers to research topics and report what was investigated and considered.
Course of Study for Lower Secondary Schools [ Revised 2017 ] (Primary 7-9 in Japan) Objectives of the Japanese Language Subject Through language-based perspectives and ways of thinking, and through a variety of language activities, the Japanese Language curriculum aims to develop the following qualities and competencies necessary for students to accurately understand and appropriately express themselves in Japanese Knowledge and Skills
(1) To enable students to understand the characteristics of the Japanese language required in social life and to use the language appropriately.
Thinking, Judgment, and Expression
(2) To enhance students’ ability to communicate with others through social interactions, and to foster their thinking skills and imagination.
Attitude Toward Active Learning
(3) To enable students to recognize the value of language, enrich their sensitivity to language, engage with Japan’s language and culture, and develop an attitude of respect for the Japanese language and a commitment to improving their language abilities.
Grade-Level Objectives
Knowledge and Skills
Thinking, Judgment, and Expression
Attitude Toward Active Learning
Grade 7
Grade 8
Grade 9
(1) To enable students to acquire the knowledge and skills in the Japanese language necessary for social life, while fostering an appreciation and understanding of Japan’s language and cultural heritage.
(1) To enable students to acquire the knowledge and skills in the Japanese language necessary for social life, while fostering an appreciation and understanding of Japan’s language and cultural heritage.
(1) To enable students to acquire the knowledge and skills in the Japanese language necessary for social life, while fostering an appreciation and understanding of Japan’s language and cultural heritage.
(2) To develop students’ ability to think logically and to feel and imagine richly, enhance their ability to communicate effectively through interactions with others in everyday life, and enable them to strengthen and clarify their own thoughts and ideas.
(2) To develop students’ ability to think logically and to empathize with others and use their imagination, enhance their ability to communicate effectively through interactions with others in society, and enable them to broaden and deepen their own thoughts and ideas.
(2) To develop students’ ability to think logically, empathize deeply with others, and use their imagination richly, enhance their ability to communicate effectively through interactions with others in society, and enable them to broaden and deepen their own thoughts and ideas.
(3) To help students recognize the value of language, encourage them to read independently, foster an appreciation for Japan’s language and culture, and cultivate an attitude of actively sharing their thoughts and ideas with others.
(3) To help students recognize the value of language, encourage them to apply reading to their daily lives, foster an appreciation for Japan’s language and culture, and cultivate an attitude of actively sharing their thoughts and ideas with others.
(3) To help students recognize the value of language, encourage them to pursue personal growth through reading, engage with Japan’s language and culture, and cultivate an attitude of actively sharing their thoughts and ideas with others.
Contents for Grade 7 A. Develop a deeper understanding of the functions and structures of spoken language.
(1) Matters Related to the Characteristics and Usage of Language
B. In addition to the kanji listed in the Grade-by-Grade Kanji Allocation Table of the Course of Study for Elementary Schools (Japanese Language), read approximately 300–400 additional Jōyō Kanji (commonly used kanji). Students should also be able to write and appropriately use in words, sentences, and extended texts approximately 900 kanji from the Grade-by-Grade Kanji Allocation Table. C. Expand vocabulary related to events, actions, and emotions, and enrich students’ vocabulary and sense of language by understanding the relationship between dictionary meanings and contextual meanings and using words appropriately in spoken and written communication. D. Understand the classification of words (parts of speech) and develop a deeper understanding of the functions of demonstratives and conjunctions. E. Understand and appropriately use literary and rhetorical devices such as metaphor, repetition, inversion, and nominal sentence endings.
Knowledge and Skills
A. Understand the relationships between pieces of information, such as cause and effect and claims and supporting evidence. (2) Handling of Information
(3) Matters Related to Japanese Language Culture
B. Develop a deeper understanding of methods for organizing information, including comparison, classification, and making connections, as well as the appropriate use of citations and source attribution, and apply these skills effectively. A. Understand the rules of classical Japanese grammar and the methods of kundoku (Japanese reading of Classical Chinese texts), read classical Japanese and Chinese literature aloud, and become familiar with the world of classical literature through its distinctive rhythm. B. Recognize that classical literature includes a variety of different genres and works. C. Understand the respective roles of Standard Japanese and regional dialects. D. Understand and apply the following skills related to Japanese calligraphy (shosha): (a) Write in Kaisho (standard script), understanding correct character formation, character size, and layout.
(3) Matters Related to Japanese Language Culture
(b) Understand the basic techniques of writing kanji in Gyōsho (semi-cursive script) and write familiar characters using this style. E. Understand that reading is valuable for acquiring knowledge and information, as well as for broadening one’s own ideas and perspectives. A. Select topics from everyday life according to the purpose and context, organize gathered information, and determine the content to be communicated.
(1) Instructional Matters A.
B. Plan the structure of a presentation or discussion by clearly distinguishing the main points from supporting details and recognizing the relationship between facts and opinions so that ideas and supporting reasons are communicated effectively. C. Adapt language and expressions based on the listener’s responses to communicate ideas clearly and effectively. D. Understand the content of spoken communication by taking notes and asking questions as needed, and organize one’s own ideas by identifying similarities, differences, and other relationships.
Speaking and Listening
E. Participate in discussions by following the topic and the development of ideas, making connections between participants’ contributions, and synthesizing ideas into coherent conclusions.
Thinking, Judgment, and Expression
(2) Examples of Language Activities
A. Deliver presentations or reports on topics students wish to communicate, and listen to others’ presentations while asking questions and expressing opinions. B. Participate in small-group discussions to exchange ideas and perspectives with others. A. Select a topic from everyday life according to the purpose and intended audience, organize gathered information, and clarify the message to be conveyed. B. Plan the organization and development of a piece of writing by considering the role of each paragraph so that the central idea is clearly presented.
B. Writing
(1) Instructional Matters
C. Write in a way that clearly communicates one’s ideas by providing clear supporting evidence. D. Revise and refine writing from the reader’s perspective by checking spelling, word usage, and style of expression. E. Reflect on the strengths and areas for improvement in one’s own writing based on feedback from readers, particularly regarding the clarity and appropriateness of supporting evidence.
(2) Examples of Language Activities
A. Write explanatory or informational texts by quoting from books, reference materials, or charts and graphs to present facts and record observations, as well as ideas based on those facts. B. Write practical texts, such as event announcements or reports, by organizing information according to the intended purpose and audience. C. Write creative works, such as poems or essays, to express personal thoughts, feelings, and ideas. A. Identify the main ideas and supporting details of a text, distinguish between facts and opinions, and determine the main points based on textual evidence.
(1) Instructional Matters
B. Interpret the development of events, the relationships between characters, and changes in characters’ emotions based on descriptive details in the text. C. Interpret texts by identifying and summarizing information relevant to the purpose, and by making connections between events, scenes, and descriptive passages. D. Analyze the organization, development, and effectiveness of a text, providing clear evidence to support interpretations.
C. Reading
E. Build and strengthen one’s own ideas and understanding based on what has been read and comprehended.
(2) Examples of Language Activities
A. Read explanatory and informational texts, then present or summarize in writing what has been understood and the ideas developed from the reading. B. Read literary works, such as novels and essays, then record and share personal reflections and interpretations. C. Use the school library and other information sources to gather a variety of information, then present findings or compile them into reports or reference materials.
Contents for Grade 8 A. Recognize that language has the power to influence and encourage the actions of others. B. Understand the characteristics of spoken and written language.
(1) Matters Related to the Characteristics and Usage of Language
C. In addition to the Jōyō Kanji (commonly used kanji) learned in Grade 7, read approximately 350–450 additional Jōyō Kanji. Students should also be able to write all kanji listed in the Grade-by-Grade Kanji Allocation Table and use them appropriately in words, sentences, and extended texts. D. Expand vocabulary related to abstract concepts, develop an understanding of synonyms, antonyms, homonyms, and words with multiple meanings, and enrich vocabulary and language awareness through appropriate use in spoken and written communication. E. Understand verb conjugation, the functions of particles and auxiliary verbs, and sentence structure, including word order and grammatical agreement, while developing a deeper understanding of the organization and evelopment of spoken and written texts. F. Understand the functions of honorific expressions (keigo) and use them appropriately in spoken and written communication.
Knowledge and Skills
(2) Handling of Information
A. Understand the relationships between pieces of information, such as claims and supporting evidence and specific details and abstract ideas. B. Understand and appropriately use a variety of ways to express relationships between pieces of information. A. Become familiar with the world of classical literature by reading literary works aloud in ways that reflect their distinctive characteristics.
(3) Matters Related to Japanese Language Culture
B. Read classical texts with the support of modern Japanese translations and explanatory notes, and develop an understanding of the perspectives and ways of thinking reflected in classical literature. C. Understand and apply the following skills related to Japanese calligraphy (shosha): (a) Understand how to write Gyōsho (semi-cursive script) and kana harmoniously, and write clearly, neatly, and efficiently. (b) Select either Kaisho (standard script) or Gyōsho (semi-cursive script) according to the purpose and context of the writing.
A. Select topics from social life according to the purpose and context, organize gathered information while considering different perspectives and viewpoints, and determine the content to be communicated.
A.
(1) Instructional Matters
B. Organize and structure spoken communication by ensuring that one’s position and ideas are clearly presented, with careful attention to the appropriateness of supporting evidence and the logical development of ideas. C. Use visual aids, digital tools, and other resources to present ideas clearly and effectively.
Speaking and Listening
D. Listen critically by paying attention to the logical development of ideas, compare the speaker’s viewpoints with one’s own, and formulate well-reasoned conclusions. E. Engage in discussions while respecting different perspectives and viewpoints, and collaborate to reach well-supported conclusions. (2) Examples of Language Activities
Thinking, Judgment, and Expression
A. Deliver explanations, proposals, and other presentations, and respond to others by asking questions and offering constructive feedback or advice. B. Participate in discussions and debates by presenting and supporting ideas from different perspectives. A. Select topics from social life according to the purpose and intended audience, organize information gathered through a variety of methods, and clarify the message to be communicated. B. Organize and develop writing by clearly showing the relationships between paragraphs so that the intended message is communicated effectively.
B. Writing
(1) Instructional Matters
C. Produce writing that clearly communicates one’s ideas by using appropriate supporting evidence, incorporating explanations and examples, and employing descriptive language effectively. D. Revise and refine writing from the reader’s perspective by evaluating the effectiveness of expression and making appropriate improvements. E. Reflect on the effectiveness of writing techniques and their impact, and identify the strengths and areas for improvement in one’s own writing based on feedback from readers.
(2) Examples of Language Activities
A. Write opinion pieces on topics that allow for multiple perspectives, clearly expressing and supporting one’s own ideas.
(2) Examples of Language Activities
B. Write practical texts, such as letters and emails required in social life, adapting the content and style to suit the intended audience and medium. C. Write creative works, such as tanka, haiku, and stories, to express personal feelings and imagination. A. Analyze the relationships between the whole text and its individual parts, including the relationship between claims and supporting examples, and the ways in which characters are developed.
(1) Instructional Matters
B. Interpret texts by selecting and organizing information from multiple sources according to the purpose, and by considering the meanings behind characters’ words and actions. C. Interpret texts by making connections between written passages and visual information, such as charts, graphs, and diagrams. D. Compare texts from clearly defined perspectives and analyze their organization, logical development, and the effectiveness of their language and expression.
C. Reading
E. Connect understanding and reflections gained through reading with prior knowledge and personal experience in order to broaden and deepen one’s own ideas and understanding. A. Read reports, explanatory texts, and other informational materials, then explain or summarize in writing what has been understood and the ideas developed through reading. (2) Examples of Language Activities
B. Read poetry, novels, and other literary works, quote relevant passages to support explanations, and share interpretations and personal reflections with others. C. Gather and use information from books, newspapers, the Internet, and other sources, clearly acknowledge sources, and explain or present proposals based on the information collected.
Contents for Grade 9 A. In addition to the Jōyō Kanji (commonly used kanji) learned through Grade 8, read most of the remaining Jōyō Kanji. Students should also become proficient in using the kanji listed in the Grade-by-Grade Kanji Allocation Table appropriately in words, sentences, and extended texts. (1) Matters Related to the Characteristics and Usage of Language
B. Expand the vocabulary needed for comprehension and expression, deepen understanding of idiomatic expressions and four-character compounds (yojijukugo), and enrich vocabulary and language awareness by using these appropriately in spoken and written communication, while distinguishing between native Japanese words (wago), Sino-Japanese words (kango), and loanwords (gairaigo). C. Develop a deeper understanding of different types of spoken and written texts and their characteristics. D. Understand and appropriately use honorific and other context-appropriate language according to the audience and situation.
Knowledge and Skills
(2) Handling of Information
A. Develop a deeper understanding of the relationships between pieces of information, such as specific details and abstract ideas. B. Understand and apply appropriate methods for evaluating the reliability of information. A. Become familiar with the world of classical literature by reading classical texts with attention to their historical and cultural contexts. B. Use well-known expressions and quotations from classical literature appropriately in spoken and written communication.
(3) Matters Related to Japanese Language Culture
C. Understand how language changes over time and how language use varies across generations. D. Understand and apply the following skill related to Japanese calligraphy (shosha): (a) Appreciate the richness of written language through a variety of written expressions encountered in everyday life, and use written characters effectively. E. Understand the significance and value of reading in supporting one’s way of life and engagement with society.
A. Select topics from social life according to the purpose and context, organize information while considering diverse perspectives, and determine the content to be communicated.
A.
(1) Instructional Matters
B. Clearly present one’s position and ideas, and organize spoken communication by developing logical arguments that effectively persuade the audience. C. Adapt language and expressions to suit the situation so that ideas are communicated clearly and effectively. D. Listen while anticipating the development of the speaker’s ideas, evaluate both the content and the effectiveness of the speaker’s expression, and broaden and deepen one’s own ideas and understanding.
Speaking and Listening
E. Participate in discussions by facilitating the flow of the conversation and building on one another’s contributions to broaden and deepen ideas and work toward consensus.
(2) Examples of Language Activities
Thinking, Judgment, and Expression
A. Present proposals, arguments, and other personal viewpoints, and respond to others by asking questions and providing evaluations or constructive feedback. B. Participate in discussions and debates that build on one another’s ideas to deepen understanding and work toward shared conclusions. A. Select topics from social life according to the purpose and intended audience, verify the objectivity and reliability of gathered information, and clarify the message to be communicated. B. Select an appropriate type of writing and organize ideas logically so that the writing effectively persuades a range of readers.
B. Writing
(1) Instructional Matters
C. Produce writing that clearly communicates one’s ideas by selecting effective forms of expression and appropriately incorporating information and cited sources. D. Review and refine the entire piece of writing to ensure that the language and organization are appropriate for the intended purpose and audience. E. Reflect on the logical development and overall effectiveness of one’s writing, and identify its strengths and areas for improvement based on feedback from readers.
(2) Examples of Language Activities
A. Write critical responses on topics of personal interest, expressing and supporting one’s own perspectives. B. Organize, edit, and synthesize information into well-structured written texts that communicate ideas clearly and effectively.
A. Analyze different types of texts by examining their logical structure, narrative development, and organizational features. (1) Instructional Matters
B. Read texts critically and examine the perspectives and ways of thinking reflected in them. C. Evaluate the organization, logical development, and effectiveness of language and expression in texts. D. Broaden and deepen one’s thinking through reading, and develop well-reasoned personal viewpoints on people, society, nature, and other significant issues.
C. Reading
A. Compare and analyze argumentative, explanatory, and news texts, then discuss or write about the ideas and understandings gained through reading. (2) Examples of Language Activities
B. Read poetry, novels, and other literary works, write critical responses, and exchange interpretations and reflections with others. C. Read practical and informational texts, and consider how the knowledge and ideas gained can be applied to everyday life.
curriculum
SPANISH
Curriculum Overview & Learning Continuum (Years 2 –10) Section 1: Curriculum Overview Section 2: Spanish Learning Continuum, Spanish Genres & Text Types Across Year Levels
SECTION 1: Spanish at Aurora – Program Purpose At Aurora, we believe that learning another language is more than just learning words; it is about opening doors to new ways of seeing the world. All students from Year 2 to Year 10 take part in a weekly 40-minute Spanish lesson designed to give them a fun and engaging introduction to the language, culture and cultural perspectives. Our goal is not full fluency, but rather to: •
Build confidence in listening, speaking, and understanding simple Spanish.
•
Help students develop an awareness of global cultures and perspectives.
•
Encourage curiosity, empathy, and the values of international mindedness and global citizenship.
•
Support confident or native Spanish speakers to develop their language proficiency
•
Give students positive early experiences with language learning that can support future studies.
Through songs, games, roleplay, and practical activities, students gradually build vocabulary and onfidence while also exploring cultural traditions and ways of life in Spanish-speaking countries. In this way, Spanish at Aurora enriches our children’s learning journey, helping them grow not only as language learners but also as curious, compassionate, and globally aware young people.
Spanish at Aurora – Overview (Years 2–10)
•
Reading, writing, listening, speaking, viewing, and presenting are developed together across learning experiences.
Spanish learning at Aurora is: •
purposeful and meaningful
•
integrated across language modes
•
developmentally responsive
•
evidence-based and assessable
Spanish integrates the following language modes, which are planned intentionally across time and contexts: •
Reading
•
Writing
•
Listening & Speaking
•
Viewing & Presenting
What Matters Most in Spanish at Aurora Across all year levels, effective Spanish learning at Aurora is characterised by the following shared commitments: •
Purposeful communication Students use language to express ideas, explore thinking, and connect with others.
Integrated language modes
•
Meaning before mechanics Understanding and communication are prioritised, with accuracy developed through use, feedback, and reflection.
•
Progressive independence Teacher support reduces as students gain confidence, control, and responsibility.
•
Visible progress over time Learning is documented and assessed across multiple experiences, not single tasks.
•
Language features support meaning Students develop understanding of grammar (e.g. sentences, nouns, verbs, adjectives, punctuation) through reading and writing, applying these purposefully to communicate ideas clearly.
These commitments apply consistently across all Spanish learning at Aurora.
Aurora Learning Competencies (Years 2–10) Across all learning areas, students at Aurora develop a set of core competencies that support how they learn, think, and engage with others. These competencies are developed intentionally through classroom experiences, inquiry, collaboration, and reflection, and become increasingly visible as students grow in independence and confidence.
Thinking Students ask questions, make connections, and develop ideas. They reason, problem-solve, and reflect on their learning, building deeper understanding over time.
Using Language, Symbols, Texts, and Media Students communicate ideas using words, numbers, images, movement, and digital media. They learn to interpret and express meaning in a range of contexts and forms.
Managing Self Students develop independence, organisation, and responsibility for their learning. They set goals, persist through challenges, and reflect on their progress.
Relating to Others Students work collaboratively, listen to different perspectives, and contribute respectfully in a range of social and learning contexts.
Participating and Contributing Students engage actively in learning and in the life of the school. They take responsibility for their contributions and begin to understand their role within local and global communities. In Enterprise, Business & Economics, these competencies are developed through enterprise projects, investigations, leadership opportunities, and authentic community engagement.
Conceptual Understanding at Aurora Learning at Aurora is guided by a set of shared conceptual lenses - identity, systems, change, perspective, wellbeing, belonging, evidence, sustainability, which support students to make connections across subjects and contexts. These concepts are embedded within inquiry learning and are used in planning through Toddle. In each subject area, they are explored through discipline-specific and interdisciplinary contexts, supporting students to transfer understanding, think deeply, and apply learning in meaningful ways.
Conceptual Understanding at Aurora
Reporting
When planning Spanish learning, teachers ensure that:
What Progress Looks Like in Spanish
•
all language modes (reading, writing, listening, speaking, viewing, presenting) are addressed across time
•
learning is connected to a clear context, purpose, or concept
•
oral language supports reading and writing development
•
explicit teaching is provided where needed
•
students explore, practice, and apply language effectively in meaningful contexts
•
discussion, reflection, and response are embedded
•
evidence of learning is gathered naturally through tasks and interactions
Spanish may be integrated with other learning areas; however, Spanish learning outcomes remain visible and intentional.
Working Towards •
communicates simple ideas with support
•
developing control of structure and language
•
relies on guidance
Meets Expectation •
communicates clearly for purpose and audience
•
uses appropriate structure and vocabulary
•
applies skills across contexts
Above Expectation •
communicates with clarity, precision, and voice
•
adapts language effectively
•
demonstrates independence and critical thinking
Judgements are informed by: •
depth of understanding (SOLO)
Assessment in Spanish
•
ability to apply language across contexts
Assessment is ongoing and informed by professional judgement, drawing on:
•
level of independence
•
reading responses and comprehension tasks
•
writing samples across purposes
Language Features Progression (Overview)
•
observations and discussions
•
presentations and oral language
Language features (grammar, sentence structure, and punctuation) are developed through reading and writing across all year levels. These are taught in context and applied to support meaning, clarity, and communication.
At Aurora, progress reflects increasing depth of understanding, control of language, and independence over time.
SOLO Taxonomy at Aurora
Guiding Question for Spanish Planning
Teachers use SOLO Taxonomy to describe the depth of student understanding:
How are students using language to think, communicate, and make meaning at this stage of development?
•
Multistructural — identifies ideas and uses basic structures
•
Relational — connects ideas and explains meaning clearly
•
Extended Abstract — analyses, evaluates, and applies ideas in new contexts
SECTION 2: Spanish Learning Continuum, Spanish Genres & Text Types Spanish Curriculum – Level 1 (Years 2-3) Term
Strand / Topic
Objectives
Term 1
Presentation & Greetings
Term 2
Term 3
Term 4
Sample Activities
Resources + Assessment
Introduce self and greet others
“All About Me” worksheet; songs;
Greeting/Alphabet videos; Latin-a book. Assessment: Oral greeting
Alphabet & Vowels
Learn alphabet letters and vowel sounds.
Alphabet calligraphy and phonics games.
Alphabet videos; Latin-a book. Assessment: Alphabet sound check game.
Vowels
Recognize and pronounce vowel sounds; combined with consonants.
Vowel games; syllable exercises; letterpicture matching.
Latin-a book exercises; vowel videos. Assessment: Reading simple syllables aloud.
Colours
Identify and name colours.
Rainbow drawing; “Colour Hunt” game; songs.
“Good Idea” book; Jack Hartmann color songs. Assessment: Oral naming of colors + rainbow poster.
Numbers (1–20)
Recognise, count, and use numbers 1–20.
Number guessing game; counting objects.
Buena Idea exercises; number videos. Assessment: Quick oral counting activity.
Family
Vocabulary for family members; describe relationships.
Family drawings; simple family tree.
“Good Idea” book; family video. Assessment: Family poster presentation.
Animals
Vocabulary for farm, wild, and aquatic animals.
Guessing games (“Which animal am I?”); favorites sharing.
Animal videos. Assessment: Oral naming and classification task.
Classroom Phrases
Use simple requests (“Can I…?”).
Roleplay classroom requests; flashcards.
Classroom posters; flashcards. Assessment: Mini roleplay performance.
Food
Vocabulary for simple foods; express likes/ dislikes.
Food flashcards; “I like / I don’t like” activity.
“I Learn by Playing” worksheets. Assessment: Oral Q&A (“Do you like…?”).
Review & fPerformance Task
Consolidate learning across the year.
Skit, dialogue, or mini presentation.
Year’s resources. Assessment: End-of-year performance.
Spanish Curriculum – Level 2 (Years 4–5) Term
Strand / Topic
Term 1
Term 2
Term 3
Term 4
Objectives
Sample Activities
Resources + Assessment
Alphabet Review
Reinforce pronunciation and syllables.
Alphabet poster; short story reading for sounds.
Ñ Basic Spanish book. Assessment: Reading exercise aloud.
My Name & Nationalities
Introduce self, origin, nationality; use “to be.”
World map activity; pair dialogues (“I am from…”).
“I Learn by Playing” worksheets. Assessment: Oral pair dialogue.
Numbers (to 100)
Count, form plurals, tell time.
Bingo; “Guess my number”; clock practice.
Ñ Basic Spanish book. Assessment: Worksheet and oral number check.
Classroom Phrases
Use polite classroom requests.
Matching cards; roleplay requests.
“Learn by Playing”; Buena Idea. Assessment: Roleplay check.
Permissions (poder)
Use poder + infinitive in daily contexts.
Action-location card game; “Can I…?” roleplays.
Videos; worksheets. Assessment: Oral permission Q&A.
Fruits
Vocabulary, colors, tastes.
Flashcard guessing; fruit description; fruit brainstorm.
“I Learn by Playing” worksheets. Assessment: Oral description of a fruit.
Adjectives & Feelings
Express moods using ser, estar, tener.
Mood worksheets; verb conjugation with drawings.
“I Learn by Playing” worksheets. Assessment: Dialogue describing feelings.
Family (extended)
Describe family with tener.
Draw family; peer interview.
“Good Idea” book. Assessment: Written + oral family description.
Likes & Dislikes (gustar)
Express preferences.
Partner charts; sharing likes/ dislikes.
“I Learn by Playing” worksheets. Assessment: Oral preference activity.
Review & Performance Task
Consolidate learning through project.
Poster, skit, or dialogue.
Term resources. Assessment: End-of-year project.
Spanish Curriculum – Level 3 (Years 6–10) Term
Strand / Topic
Objectives
Sample Activities
Term 1
Presentation (extended)
Introduce self with details (name, age, origin, favorites).
Student interview worksheet; sharing in pairs.
Video: Introductions. Assessment: Oral introduction.
Adjectives & Feelings (ser/estar)
Differentiate ser vs estar; learn moods and descriptive adjectives.
Adjective flashcards; crossword puzzles; board work.
Aprendo Jugando; ProfedeELE activities. Assessment: Short written + oral sentences.
Actions & Routines (gustar)
Vocabulary for daily routines; express likes/dislikes.
Daily routine lists; partner surveys.
Ñ Book; Aprendo Jugando worksheets. Assessment: Oral routine presentation.
Prepositions & The City
Use prepositions of place; describe city features.
Hide-and-seek game; city map descriptions.
Ñ Book; Buena Idea; ProfedeELE. Assessment: Written “my neighborhood” description.
Professions
Vocabulary for jobs, tools; masculine/ feminine forms.
Bingo; guessing games; oral descriptions.
Ñ Book; profession flashcards. Assessment: Oral profession presentation.
The House & Furniture (hay)
Use “there is/are” to describe spaces.
House description; word search; infographic activity.
Ñ Book; Aprendo Jugando. Assessment: Written house description.
Clothing (tener/estar/ haber)
Learn clothing vocab; use verbs appropriately.
Describe outfits; design “ideal uniform.”
Ñ Book; Aprendo Jugando worksheets. Assessment: Oral clothing description.
Questions & Permissions
Use “Can I…?” + WH-questions.
Roleplay in school contexts; action/location cards.
ProfedeELE infographics. Assessment: Oral roleplay activity.
Review & Performance Task
Consolidate learning through final project.
Skit, dialogue, or presentation.
Term resources. Assessment: End-of-year performance.
Term 2
Term 3
Term 4
Resources + Assessment
curriculum
Conceptual Framework – Teacher Reference Guide Across Year Levels
What is a Concept? Concepts are enduring, transferable ideas that help learners make sense of the world. Unlike topics which change from unit to unit, concepts are revisited across subjects and year levels. They provide the lens through which students connect knowledge, develop deeper understanding, and apply their learning in new contexts. Concept
Teacher Definition
Common Learning Areas
Identity
Identity is about understanding who we are, how we see ourselves, and how our experiences, cultures, values, and relationships shape us.
English • Social Sciences • Health & Physical Education • The Arts
Systems
Systems are groups of connected parts that work together. Changing one part of a system often affects the whole.
Science • Mathematics • STEM • Social Sciences • Health & Physical Education
Change
Change is the process of becoming different over time. It may be natural, planned, gradual, or unexpected, and often creates new opportunities and challenges.
Science • Social Sciences • English • The Arts • Mathematics
Perspective
Perspective recognises that people understand and interpret experiences, ideas, and events in different ways, influenced by their background and experiences.
English • Social Sciences • The Arts • Health & Physical Education
Wellbeing
Wellbeing is the overall quality of life that enables people to thrive physically, emotionally, socially, mentally, and spiritually.
Health & Physical Education • Science • English
Belonging
Belonging is the feeling of being accepted, valued, connected, and included within a group, place, or community.
Health & Physical Education • English • Social Sciences • The Arts
Evidence
Evidence is the information, observations, or data we use to support ideas, explanations, decisions, and conclusions.
Science • Mathematics • English • Social Sciences • STEM
Sustainability Sustainability is about making choices that care for people, places, and resources so they can continue to thrive now and into the future.
Science • Social Sciences • Health & Physical Education • STEM • The Arts
Using Concepts in Planning When planning learning experiences, consider these four guiding questions: 1.
What will students know? (Knowledge)
2. What will students be able to do? (Skills) 3. Which concept will deepen their thinking? (Concept) 4. What enduring understanding do we want students to leave with? (Transferable Understanding) Concepts are intentionally cross-curricular. While some concepts naturally align more strongly with particular learning areas, every concept can be explored through authentic inquiry across the curriculum. They help learners connect ideas, transfer understanding, and make meaning beyond individual lessons or subjects.
CURRICULUM
FRAMEWORK
AURORA INTERNATIONAL SCHOOL OF THE ARTS 11 - 11A - 13 - 15 - 15A Tran Ngoc Dien Street, An Khanh Ward, Thu Duc City, Ho Chi Minh City, Vietnam +84 (028) 3744 2991 | info@auroraschool.vn | www.auroraschool.vn