Form Drawing

• Complete forms to achieve reflection or rotational symmetry 

• Follow a sequence of transformation

• Achieve flow and rhythm with running forms 

• Use colour accurately to enhance line and space 

• Form cursive letters 

• Write in a straight line across an unlined page 

• Using simple forms, create simple borders for Main Lesson books 

• Progress within the SEANZ Learning Steps for Maths (Fractions; Patterns and Relationships; Position, Orientation and Transformation; Geometry) 

​

English - Writing

​

Concepts of print  - Writes legibly and fluently with well-formed, even letters

​​

• Writes legibly and fluently with well-formed, even letters

• Writes in cursive script (beginning to)

• Print all letters and numerals correctly and legibly, attending to size, placement, spacing, and slope with ease and automaticity

• Consistently practise good posture and a comfortable grip when writing across the curriculum 

​

Spelling and encoding  - Spells known and unknown words with growing independence and confidence

​

• Uses knowledge of phoneme-grapheme relationships to encode unknown words

• Writes the sounds, in unknown multi-syllabic words, in the correct order (e.g. ‘e/le/phant’ as ‘e/lu/fint’; ‘ca/ter/pil/lar’ as ‘ca/tu/pil/ler” )

• Spells correctly words with vowel digraphs (e.g. tree, boat, blow, play, beat)

• Spells words correctly using the ‘soft c’ and ‘soft g’ rules (e.g. face, rice, huge, page)

• Applies knowledge of spelling rules (e.g. ride/riding; rid/ridding; fox /foxes; baby/babies) and some spelling conventions

• Uses personal vocabulary and high-frequency words (NZ Spelling Lists 1-3), in writing

• Orally segment multi-syllable words into syllables, then segment syllables into phonemes for spelling. 

• Spell words with the vowel patterns:  <oo> as in ‘good’; <oy> and <oi> as in ‘coin’ and ‘toy’;  <ee>, <ea> representing /long e/ <oa>; <ow> representing /long o/ 

• Add less-common suffixes (-er, -ly) and apply simple spelling conventions (e.g., taking away e from a split-vowel digraph before adding a vowel suffix (hope ➝ hoping)

• Spell words with r-controlled vowels represented by <ar>, <or>, <er>, <ir>, and <ur>

​

Punctuation  - Uses basic punctuation with increasing accuracy

​

• Uses basic punctuation features (full stops and capitals to begin sentences, capital letters for proper nouns) correctly

• Use capital letters, full stops, question marks, and exclamation marks correctly

• Use commas for a list

​

Grammar - Writes simple and some compound sentences that are grammatically correct

​

• Writes simple, grammatically correct sentences

• Writes compound sentences

• Writes some complex sentences

• Names, understands and uses nouns, adjectives, and verbs

• Uses pronouns with increasing understanding and effect

• Use complex sentences using subordinating conjunctions (e.g., although, because, though) in writing. 

​

Content  - Generates content that is relevant to the topic or task

​

• Verbally expresses and shares ideas and information with peers or the teacher, in preparation for writing

• Uses content and ideas that are drawn from own experience and from curriculum-based knowledge

• Write a narrative in which they recount a well-elaborated event or short sequence of events, including details to describe setting, actions, thoughts, and feelings, and provide a sense of closure.

• Write a paragraph about a topic that includes a topic sentence, supporting details, and a concluding sentence

• Write a paragraph that states an opinion about a topic, give some supporting reasons for  their opinion, and provide a concluding statement

 

Language  - Uses increasingly precise and detailed vocabulary

​

• Uses precise vocabulary (i.e. using more specific adjectives, nouns and verbs) that lend detail and depth to the text

• Uses resources such as simple spelling dictionaries, wall charts, shared key words, books, etc. - to assist in writing

• Identify the audience and purpose for a text, then plan and write for the intended audience and purpose 

• Choose an appropriate language register, such as formal or informal language.

• Select and use words and phrases, including adjectives and adverbs,  that are increasingly precise in expressing the intended meaning. 

• Identify and use language features to enhance effects in writing, and describe how they can communicate meaning figuratively

• Select and use words and phrases, including adjectives and adverbs, that are increasingly precise in expressing the intended meaning and grammatical

• Identify and use language features to enhance effects in writing, and describe how they can communicate meaning figuratively

​

Structure  - Is beginning to organise groups of ideas

​

• Writes sentences that have a variety of beginnings

• Writes using a text structure/form that is appropriate to the task e.g. letter-writing has its own format; poetic writing is different to prose or story-writing (e.g. recipes, instructions)

• Use simple organisers (e.g., graphic organisers or mnemonics) to plan single paragraph texts

• Use simple word connections in their planning e.g. cat - fluffy; tail - striped, long; claws - sharp, scratches etc. 

• Identify and work towards a specific writing goal based on a revision and edit made to the previous writing

• Write single-paragraph texts that follow from their planning

• Begin at the margin and leave appropriately sized spaces between words

• Reread to check each sentence and make corrections when something does not make sense or is ungrammatical

• Add, delete, or substitute words to clarify meaning

• Improve sentence construction by separating run-on sentences and/ or combining consecutive sentences

• Make simple edits to draft sentences using known spelling patterns and punctuation.​

​

English - Reading

​

Decoding  - Develops and uses a range of effective decoding strategies.

​

• Uses visual and contextual cues when encountering unknown words (phoneme-grapheme awareness)

• Draws on knowledge of spelling patterns to decode unknown text, including multi-syllabic words

• Uses knowledge of morphology to decipher text and chunks (e.g. suffixes, prefixes, word endings -s, -ing, and -ed)

• Begin to decode words with less-common graphemes, noting the phoneme-grapheme correspondences 

• Decode words with less common spellings, using their phonics knowledge.

• Decode words with some prefixes (in-, dis-) and suffixes (-less, -ful), using their phonics and morpheme knowledge.

• Decode multisyllabic words, including words with unstressed syllables, using their syllable, morpheme, and word knowledge.

• Use their phonics and morpheme knowledge to read words that are not entirely regular, including high-frequency words.

• Adjust their decoding attempts by applying the variety of phonemes that graphemes can represent, including the schwa sound in unstressed syllables, and confirming with oral vocabulary

• Identify and explain the purpose of punctuation features such as speech marks, commas, exclamation marks, question marks, and parentheses, and print features such as bold print and italics

​

Fluency  - Reads with increasing independence and fluency

​

• Uses a variety of strategies to monitor their reading and self-corrects when necessary (e.g. adjusting reading pace, re-reading, reading on or checking other sources of information, using what they know about words)

• Reads with increasing independence and fluency

• Recognises high frequency (NZCER List 1, 2, 3, 4, 5) and topic words automatically

• Indicates through variations in tone or expression when reading aloud that they have noticed text structure such as commas, full stops, question marks, exclamation marks etc.

​

Comprehension - Develops and uses a variety of reading skills to interpret and understand text

​

• Uses illustrations to support their understanding and make predictions

• Makes predictions about story content

• Builds on discussion during the reading to deepen understanding

• Finds information that is explicit in the text

• Answers questions about facts, using information from the text

• Makes simple inferences

• Responds to ideas and characters

 

Handwork

• Knit plain and stocking stitch and change between the two. 

• Count stitches and rows

• Cast on and off

• Pattern reading and following

• Design and complete Fair Isle patterns. 

• Knitting rib

• Create a consistent crochet chain.

• Correctly hold a crochet hook

• Chain, double, half-treble, treble, and net stitches. 

• Crochet: increase and decrease.

• Crochet flat and in the round.

• Basic sewing skills.

• Plan, work on and complete projects

 

Handwriting

• Reading and writing of cursive writing. 

• Children starting to write in cursive. 

• All cursive letters are formed correctly

• All cursive letters are the right height (tall letters and tails)

 

He Reo Puawai

•  Name orally basic items of food (especially produced on a farm) 

• Name orally basic items of everyday clothing

• Name orally basic items of furniture - classroom furniture

• Name orally  basic items of shapes (tapawhā, porowhita, and tapatoru)

• Name orally the common parts of the human body and head.

• Know and use orally directions (left and right)

• Know and use orally the times of the day (te ata, te ahi, pō etc.), clock times (hours, quarter hours, minutes)

• Know and use orally simple family relationships - Taina/teina, tuakana, tuahine, tungāne, matua, whaea

• Recognise and say te reo vowel and consonant combinations.

• Use and respond orally to simple questions – Ko wai?/He aha?/E hia?

• Use the main special prepositions orally and with gestures in context – Kei runga/raro/mua/muri

• Participating in choral reading of te reo - waiata

• Beginning to use orally possessive language - taku, tōku, āku, ōku.

• Able to ask and say how much something costs orally in te reo - He aha te utu mō te …..(object) 

 

Maths

• Class 3 Maths Learning Steps

​

Morning Circle/Movement

​

Music

• In a group, hold a part when singing a canon

• Play the given songs on the recorder

• In a group, hold a part when playing a canon

• Play, in a group and at a beginner level, a simple tune on a string instrument

 

Science and Geography: In their own language, children will be able to understand...

​

• The annual progression of farm tasks 

• Uses of common farm animals 

• The aspects of digging, planting, tending, and harvesting a crop 

• Agricultural and horticultural activities with the seasons 

​​

The Arts

• Use colour appropriately within given contexts 

• Accurately draw illustrations with attention to detail 

• Apply watercolour paints effectively 

• Sculpt an animal, human or plant form in beeswax or clay 

• Move accurately and harmoniously as part of a group 

• Speak a simple role, as part of a small group or individually 

​​​​​​​​