July 2018 Curriculum

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Literacy “Literacy in English gives students access to the understanding, knowledge, and skills they need to participate fully in the social, cultural, political and economic life of New Zealand and the wider world. To be successful participants, they need to be effective oral, written and visual communicators who are able to think critically and in depth.” (NZC) Students will be: • Confident and fluent readers, who are capable of achieving at the best of their abilities and are making continuous progress. • 21st Century learners who can present ideas/ information in a variety of medium. • Fluent capable writers who are able to use written language to record, engage and inform a variety of audiences and for a variety of purposes. • Analytical viewers who understand and think critically about what they see. • Respectful listeners who engage with their environment. Active curious listeners who respond and engage with topics and people. • Confident, clear speakers who engage their audience and who are able to express their thoughts and opinions. Students who are able to effectively communicate with a variety of people in a variety of situations. Oral language: To be effective communicators students need to practice their oral language skills. At San Antonio School we do this by participation in daily prayers, news time and class discussions. We are aware that these skills need to be taught. Good writing teachers are aware of their students and the stories they are able to tell. The most important impact writing teachers can have is to build strong relationships with their students. Teachers at San Antonio do this and provide models so that students can see how effective readers-writers think and behave in their writing. Teachers have daily writing teaching sessions, which demonstrate what is required in the task and allow students to practice the craft of writing. Reading to students is where a love of reading is created. Reading to students frees them from working out unknown words and supports them to become captivated in texts. It is a time where teachers can discuss more complex vocabulary and themes with their students. Guided reading is where the students learn the skills of working out unfamiliar words, comprehension of texts and thinking critically about the texts they read. Students are supported to read these texts individually. Independent reading (silent reading) has one of the greatest impacts on students reading achievement. Teachers display a range of texts for students to read at independent reading times. Students from year 3 and above are encouraged to read independently at home each evening.
Junior Literacy Reading • Years 1&2 - Guided reading 4 days a week & ability groups updated termly after running records • Teacher reading • Buddy reading • Letterland • Yolanda Soryl • Shared reading (big books) • Independent reading from book boxes • Poetry reading • Reading activities • Integrating ICT • Reading comprehension • Reading own writing • Sight words • Spelling • Eastbourne library sessions • Reading Recovery if required Assesment Running records once a term or when/as required. Through observation of guided reading lessons. Target students have monthly running records. Writing • Guided writing lessons 5 days a week • Teacher modelling • Years 0-1 Letterland programme • Free choice writing • Year 2 new genre introduced • Writing integrated with discovery time • Writing integrated with Inquiry • Writing during phonics • Twice weekly handwriting lessons • Letter formation • Writing sight words Assesment Term 2 and 4 using exemplars. Self/Teacher assessment using success criteria Visual Language • Discussion during Reading & Inquiry • Writing using Art Oral Language • Morning News • Prayers • Morning Tasks – Days, Months etc • Discussions in Math, Reading & Inquiry • Think, Pair, Share • Inquiry Activities • Te Reo Maori Assesment Through observation during literacy lessons, discussions, conferences.
Page 1 and 2: San Antonio Primary School Curricul
Page 3 and 4: Our Values Harikoa - Happiness/Posi
Page 5 and 6: Key Competencies Key competencies a
Page 7: Catholic Character The school’s s
Page 11 and 12: Numeracy Mathematics should assist
Page 13 and 14: Religious Education Supported by ou
Page 15 and 16: Information & Communications Techno
Page 17 and 18: Health and PE Students learn about
Page 19 and 20: Enviroschools Enviroschools are bas

July 2018 Curriculum

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