Class 5
Te Akomanga Tuarima
Where I Stand in the World
Kua kore he teiteitanga, kua kore he pāpakutanga.
There is no upper limit, there is no lower limit.
Morning circle is important for supporting the arrival of the child at school and preparing them for healthy social interactions and readiness to learn.
Akoranga Matua | Main Lessons
Common Fractions
Decimal Fractions
Freehand Geometry
A literacy based Main lesson should be followed by a numeracy based Main lesson and vice versa
Practice Lessons These aspects can be integrated in any Main Lesson, where relevant
When we apply Steiner’s view on this subject to the same question ‘Of which languages should we teach in Aotearoa?’ It is imperative that Te reo Māori is taught as a language as it ensures that we embed our education into the land and culture in which our kura exist. See more in our Aoteaora principles section HERE
Class 5 Poutama | Learning Steps
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Identify the main parts of the plant, i.e. roots, stem, leaves, flowers, fruit and seeds
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Identify the characteristics of the archetypal plant forms, i.e. fungi, ferns, horsetails, conifers, monocotyledons, dicotyledons, grasses
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Draw a plant from observation
English: Progress within the SEANZ Learning Steps and Signposts Framework (Literacy: Writing and Reading).
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Discuss the importance of major geographical features to Māori
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Locate major geographical features, towns and cities on a map
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Discuss the reasons for settlements
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Discuss the economic resources, past and present, of major regions/provinces
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Knit in the round on 5 needles
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Following knitting patterns that include knitting abbreviations
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Master all basic knitting skills, and some more complex ones like ribbing, picking up stitches, and turning a heel.
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Students capable of adding colour, interest and complexity to their knitting, for example fair isle.
Handwriting
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Maintain all learning steps and improve size, and fluidity
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Children demonstrate a growing spacial awareness in their handwriting
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Continue to develop speed and accuracy in cursive handwriting
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Demonstrate tikanga and kawa consistently - serving manuhiri before self.
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Able to explain orally the origins of kōwhaiwhai patterns.
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Able to draw complex kōwhaiwhai patterns.
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Able to adapt and/or develop kōwhaiwhai patterns and explain the connection/relevance.
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Recall orally Māori place names for common national placenames and geographical features and the associated pakiwaitara which have been taught.
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Use and respond orally to questions regarding locations – Kei hea te? (object)
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Extend oral sentence structure to include prepositions and tenses - Kei raro te (object) I te (location). The tenses – Kei te/kua/ka/I - Kei te haere au (I am going), Kua haere au ( I have gone/I am going), Ka haere au ( I will go), I haere au (I went).
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Extend written sentence structure to include prepositions and tenses - as above.
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Recite simple karakia individually.
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Able to demonstrate origins of tangata whenua.
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Participate in traditional kēmu (Maori games) - ki ō rahi, ngā tapuwae.
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Participate in pōwhiri at Steiner Waldorf Class 5 Olympic Camp.
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Able to identify indigenous plants and their uses.
History- Ancient Civilisations
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Locate the ancient civilisations in time and geographically
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Artistically represent selected motifs and scenes from the ancient civilisations in the relevant style
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Discuss aspects of cultural characteristics and technological achievements in given civilisations (a variety of responses is possible)
Maths: Class 5 Maths Learning Steps
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Work as part of a group to compose and play music
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Hold a tune in part singing, confidently
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In a group, hold a part when singing, or playing.
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Be able to read music to support music learning and playing.
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Use colour appropriately within given contexts
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Accurately draw illustrations and representations, with attention to detail
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Apply water colour paints effectively
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Sculpt an animal, human or plant form in clay
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Sculpt a given platonic in clay
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Move accurately and harmoniously as part of a group
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Speak and act a given role, individually
Class 5 Pedagogical Aims
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A sense of reverence for the plant world
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An appreciation of the interconnectedness of nature
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The diversity of viewpoints in any situation
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Engaging with another’s viewpoint
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The importance of having all the available information before making a decision or judgement
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An appreciation of the diversity and aesthetics of the land they live in
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A growing understanding that different peoples have different relationships to the land
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A growing awareness that natural spaces are changed by human economic and cultural activity, and the social and ecological responsibilities that arise from this
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A developing connection with the history of the world
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A developing understanding of cultural and religious diversity, and differences
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A growing awareness of, and appreciation of, that there are often different ways to solve a problem
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A developing sense that mathematics and geometry are an essentially human achievement whose beginnings rest in curiosity, thinking, observation and experimentation
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An experience of the balance and eternal truths that are inherent in mathematics and geometry
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A sense of artistic competence and achievement
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A deep understanding of the importance of art to humanity through the ages and across cultures
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Authentic experiences of artistic expression
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An authentic experience of how to play and sing music as part of a group.
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Deepening the quality and interactions of colour
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Confidence in their artistic expression
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An appreciation of the diversity of artistic expression across the ages and civilizations