Curriculum Delivery Plan - Hokowhitu School

Curriculum Delivery Plan - Hokowhitu School

A Wonderful Place

for Kids

Curriculum Delivery Plan


Introduction - The Wonder Way! 1

The ‘I Wonder’ Inquiry Process 2

Our Approach to Inquiry 3

The Thinking Hats 6

Blooms Taxonomy 7

Key Competencies 8

Assessment at Hokowhitu School 9

ICT 10

Curriculum Areas

English 11

Mathematics and Statistics 12

Science 13

Social Sciences 14

Health and Physical Education 15

The Arts 16

Technology 17

Te Reo Maori 18



This booklet has been designed to be used alongside the

Revised New Zealand Curriculum Document.

The Wonderful Learner Progressions and Wonderful Teacher

Framework will also be used in conjunction with this

Curriculum Delivery Plan.


The ‘Wonder Way of Learning’ is Hokowhitu

School’s response to the New Zealand


It is designed to reflect our community and

school culture. It is an inquiry based way of

teaching that operates around ‘I Wonder’

questions and hands-on learning. Our aim is

to foster a sense of wonder.

Page 1

The ‘I Wonder’ Inquiry Process


The learner

assesses their

knowledge, skills

and abilities.




The learner has a desire/need

to learn, therefore, defines ‘I

wonder; questions, issues or

problems that relate to his/

her world.


The learner applies these

conclusions or generalizations to

solve problems, make decisions,

perform tasks, resolve conflicts

or make meaning.

I Wonder Questions may include:

I wonder what ... I wonder how ... I wonder if ... I wonder who ... I wonder where

I wonder when ... I wonder which ... I wonder why


The learner gathers,

organizes, interprets,

analyzes and evaluates



The learner clarifies


discovered, reaches

conclusions /

generalizations and

communicates in varying

modes and forms.

Page 2

Engage. . . stimulates curiosity

What the learner does:

Shows interest in the topic by asking questions such as:

o I wonder why this happened?

o I wonder what I already know about this?

o I wonder what I can find out about this?

Explore . . . satisfies curiosity

What the learner does:

o Uses inquiry to explore and investigate

o Thinks freely but within the limitations of the task

o Tests predictions and hypotheses

o Forms new predictions and hypotheses

o Experiments with new ideas and discusses them with others

o Records judgements and ideas

Explain . . . the concept and define the terms


What the learner does:

o Uses various resources, discussions, and teacher interaction to

derive definitions and explanations of the chosen topic

o Explains possible solutions or answers

o Listens critically to others’ explanations

o Makes links to previous learning

Education begins with the curiosity of the learner.

John Dewey

What the teacher does:

o Creates interest

o Generates curiosity

o Raises questions

o Elicits responses that uncover what the students

know or think about the concept/topic/issue

o Accepts and validates learners responses

What the teacher does:

o Encourages the students to work together co-operatively

o Observes and listens to the students

o Asks probing questions

o Provides time for students to work through problems

o Acts as a facilitator

What the teacher does:

o Encourages the students to explain concepts and


o Asks for evidence and clarification from students

o Formally provides definitions, explanations and new


o Uses students’ previous experiences as a basis for

explaining new concepts

Page 3

Elaborate . . . discovering new applications

What the learner does:

o Applies new labels, definitions, explanations and skills in new, yet similar situations

o Uses previous information to ask questions, propose solutions, make decisions and design propose new actions

o Draws reasonable conclusions from evidence

o Records observations and explanations

o Checks that others understand

What the teacher does:

o Expects the students to use formal labels, definitions and explanations provided previously

o Encourages the students to apply or extend the concepts and skills in new situations

o Reminds the students of the existing evidence and data and asks:

- I wonder what you could do with that information now?

- I wonder why you think that?










Extend . . . the concept into other areas

What the learner does:

o Makes connections and sees relationships of the concept/topic/problem/issue in other contexts

o Forms expanded understandings of the original concept/topic/problem/issue

What the teacher does:

o Looks for ideas that connect with other concepts, topics or other content areas

o Asks probing questions to help the students see relationships between concept/topic/problem/issue and other contexts

Exchange . . . ideas, plans or experiences

What the learner does:

o Shares information with others using a variety of genre and resources including ICT

o Collaborates by sharing interest, experiences and outcomes with others using a variety of genre and resources including


What the teacher does:

o Shares information with others

o Collaborates through sharing and discussion with others

Page 4

Evaluate . . . students’ understanding

What the learner does:

o Answers open-ended questions by using observations, evidence and previously accepted explanations

o Demonstrates an understanding of the concept or skill

o Evaluates his or her own progress and learning

o Use alternative assessment to demonstrate own/peer/group understanding

What the teacher does:

o Observes the students as they apply new concepts and skills

o Assess students’ knowledge and skills

o Looks for evidence that students have changed their thinking or behaviour

o Allows students to assess their own learning and that of their peers

o Asks open-ended questions like: -I wonder why you think . . . ? - I wonder what evidence you have? - I wonder how you would

explain . . . ? - I wonder how you could use this knowledge now.....?

(Adapted from Anne Radford’s ‘Approach to Inquiry Learning’)

Excite ... Explore ... Explain ... Elaborate ... Extend ... Exchange ... Evaluate

Page 5

Our interpretation of De Bono’s Thinking Hats

Red: The Red hat is based on feelings and emotions. It allows us

opportunities to discuss how people would feel and why. Using the red

thinking hat we can also delve deeper and ask questions about values

and beliefs and how situations affect people differently.

‘I wonder’ questions to guide teaching / learning:

How would you feel if that was you? What emotion can you see or hear?

What effect would this have on the people?

White: When we put our white hat on, we seek out facts and

information. What do we know about this already? The five senses come

into play when using this hat. What can we smell/taste/hear/see? Switch

to your scientist’s lab coat and look at what you can observe and the

evidence in front of you.

‘I wonder’ questions to guide teaching / learning:

What are the facts? How does this work?

Who might know more information about this topic?

Yellow: Be an optimist for a day and explore what you enjoy and what

makes the world a better place.

‘I wonder’ questions to guide teaching / learning:

What are the positive points? What do we really like about this?

What are the best parts?

The Thinking Tools Hats

At Hokowhitu School we use a range of thinking tools to support learning and the ‘I Wonder’ thinking process.

De Bono’s thinking hats feature strongly in classroom planning, learning activities and reflection tasks.

Black: The black hat is essentially a pessimist’s hat. When we focus on the black hat

we consider what could go wrong and who may be affected negatively.

‘I wonder’ questions to guide teaching / learning:

What are the negative points? What could go wrong? What needs to be changed or


Green: This is such a fun hat. Think of the possibilities. Explore new heights.

Question everything, turn it inside out and upside down and ask, what if? The green hat

is for exploring new territory, creating and asking - ‘where to from here’?

‘I wonder’ questions to guide teaching / learning:

How could we do this differently? What new ideas can you come up with? What if ....?

Blue: Encourage children to take all the things they have learned from using the other

five hats, & gather them up in a big, blue bag. This is what the blue hat is all about.

What are the ties that bind everything together? Sum up your argument or your

findings. Look at the bigger picture.

‘I wonder’ questions to guide teaching / learning:

What is the main point of this? Why do we need to know this? Who cares?

How does this relate to what we know about.... ?

Page 6

The revised Blooms taxonomy has been adopted by Hokowhitu School.

The thinking processes better reflect the level of our primary students.

Original Thinking


1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation


Blooms Thinking Taxonomy Tools

Blooms Taxonomy supports classroom planning, learning and thinking activities and evaluative tasks.

Revised Thinking


1. Remember

2. Understand

3. Apply

4. Analyze

5. Evaluate

6. Create

This is the simplest and most basic level of thinking. Tasks at

this level require students to show what they can retrieve from

long-term memory about what they have already learned.

This mostly involves facts.


Tasks at this level require students to show their

understanding by making meaningful links between what they

remember and a new task or learning.

Making connections. Converting knowledge from one form to another.

Differentiating correct facts from similar but incorrect facts. Classifying by using

given and relatively simple categories. Summarizing. Making predictions.

Finding simple patterns, making comparisons. Explaining simple cause and



Tasks at this level require students to apply their knowledge or understanding in a

practical way by carrying out or practising a learned procedure to complete a

familiar or unfamilar task.


This level involves students breaking what they understand about a topic into its

component parts and showing how the parts relate to each other and the whole.

Different ways students can demonstrate analytical thinking is by:

Differentiating the most relevant and important information. Distinguishing fact from opinion. Determining

how ideas are related to one anther and identifying more complex cause and effect patterns. Identifying and

organizing how specific parts become a system or structure. Locating a variety of research information and

organizing it to address questions or issues.


Tasks at this level require students to think critically, detect inaccuracies, make

judgements about the value or worth of something, make conclusions.


This is the most complex and challenging level of thinking. Tasks at this level

require students to do one of two things:

a. Produce a new or original product, idea, process or solution either by taking a unique approach or by

putting known elements together in a novel way or

b. Make a detailed step-by-step plan to produce a product, project, solution to a problem.....

Page 7

Key Competencies

Relating to others

Managing Self

Participating &


A Hokowhitu School

Wonderful Learner


Using language

symbols & texts

In our school the students will be supported in the development of the key competencies so that

they can be successful and confident members of their community.

The Key Competencies will be:

Integrated into classroom planning and delivery

Incorporated into a variety of teaching and learning situations

Supported by the Virtues programme

Reflected on and reviewed through the Wonderful Learner matrix

Page 8


Assessment @ Hokowhitu School



In our school assessment is about improving students’ learning and teachers’ teaching (NZC).

We gather data (formative, diagnostic and summative) to tell us

what is happening in our students’ learning.

We analyze this data so that we understand what it means for our

students’ learning and teachers’ teaching. We can make statements that

will lead us to make a difference for our students.

We use this information to make decisions about what we need to do

next, what we need to change and what has made a difference.

Assessment is at the heart of our self review.

Further Guidance:

Information regarding the process of assessment at our school can be found in the

Hokowhitu School Assessment Policy and Programme Booklet

Page 9



Apple software




comic life


kid pix





class blog/ wiki




video conferencing










web research


digital reports

digital stories

comic strips


e portfolios

Teachers and students as a community of learners.

Our learners will gain knowledge, skills

and understandings by:

Making meaning through:

- Listening: understanding the message, conveying


- Reading: developing fluency, understanding a

variety of texts, enjoyment of literature, developing

research skills

- Viewing: knowing what to look for/at, developing

strategies when conveying / receiving a message

Creating meaning through:

- Speaking: building confidence, clarity, discussing

and debating, connecting between reading, writing

and their audience

- Writing: developing punctuation skills, forming and

expressing ideas, increasing word knowledge, using a

variety of text forms

- Presenting: knowing how to select an appropriate


English @ Hokowhitu School

Our Essence Statement:

We provide opportunities

within English which

encourage creativity,

imagination and an enjoyment

of language and literature.

We will teach knowledge,

skills and understandings

that will enable children to

be confident and capable


Our teachers will:

-Ensure that students engage in all strands of the

English Curriculum.

- Improve students literacy expertise in order for them

to develop the key competencies - especially

“thinking” and “using language, symbols and texts”

- Use every opportunity to develop students oral

language skills

- Develop students critical thinking skills

- Teach the “code” of written language (see ‘Literacy

Learning Progressions’ pg.3) or

-including phonological awareness, knowledge of

the alphabet principle, letter-sound correspondences

and the recognition or spelling of familar words

- Cater for all students learning needs so that progress

is reflected through the National Standards

Listening ... Reading ... Viewing ... Speaking ... Writing ... Presenting Page 11

Our learners will:

- Be actively interpreting and explaining their

mathematical thinking by using correct mathematical


- Solve a variety of mathematical problems

- Personally develop maths concepts using equipment

Mathematics & Statistics

@ Hokowhitu School

Our Essence Statement:

Maths and statistics

learning is an exploration of

patterns and relationships.

Through the study of

mathematics and statistics

students develop the ability

to think creatively,

critically, strategically and

logically. Both disciplines

enable the students to make

sense of the world in

which they live.

Our teachers will:

- Be confident with their own understanding of

mathematical concepts

- Use equipment effectively within group and

independent work

- Incorporate appropriate vocabulary into mathematical


- Emphasize the connections between prior maths

learning and new maths ideas

- Have a professional working knowledge of the

mathematical progressions as identified in the NZC for

levels 1 to 4

- Establish routines to be used during maths to guide

students behaviour and learning

- Use modelling books for individual groups for

teaching and learning purposes

- Cater for all students learning needs so that progress

is reflected through the National Standards

Number & Algebra ... Geometry & Measurement ... Statistics Page 12

Our learners will:

- Generate and test ideas

- Gather evidence by making observations and

carrying out investigations

- Communicate and debate with others

- Develop scientific knowledge, understandings and


- Make connections between science lessons and their


- Keep an open mind, as there may be more than one


- Build up a science vocabulary

- Learn how to think, act and speak like a scientist

- Learning how to be learning partners with other


- Confront issues facing our planet

- Develop an understanding of environmental


Science @ Hokowhitu School

Our Essence Statement:

Learning in science provides

the opportunity for pupils

to investigate, understand

and explain the physical and

biological world around


Our teachers will:

- Ensure coverage of every strand

- Provide real experiences so that they children believe

in and care about what they are doing

- Provide hands-on experiences so that the children are

actively involved and are learning to be collaborative

- Direct the children into thinking about what they will

do with the information they find (If you are finding out

about something - why?)

- Shift responsibility from the teacher to the learner

and encourage reciprocal teaching and learning

- Set the tone of the classroom as a shared learning


- Treat the students as scientists

- Regard knowledge as a process, not a thing, and

something to be replaced, not stored

-Teach the skills of science, e.g. prediction, systematic

work and fair testing

- Ensure that the children’s final conclusions are


- Teach science general knowledge

The Nature of Science ... Living World ... Planet Earth & Beyond ... Physical World ... Material World Page 13

Our learners will:

- Develop Questions

- Identify issues

- Collect information

- Process information

- Explain values positions

- Generate solutions

- Make generalizations

- Communicate findings

- Reflect and Evaluate

Social Sciences @

Hokowhitu School

Our Essence Statement:

We help our children to

make connections between

the past, present, and

possible futures. Our

children will develop an

understanding about how

people think, feel and act in

different cultures, places

and times.

Our teachers will:

- Allow time for establishing prior knowledge

- Allow time for discussion, providing guidance so that

different views are tolerated

- Take advantage of current affairs and community


- Foster an understanding of belonging and the roles,

rights and responsibilities this entails

- Teach children how to interact with others in their


- Celebrate Diversity

- Allow topics to be child-centred and sometimes childdriven

- Explore the concept of Tangata Whenua and the bicultural

nature of New Zealand

- Ensure coverage of the strands outlined in the New

Zealand Curriculum

- Include the teaching of New Zealand and world

geography and general knowledge (e.g. history, capital


- Draw on a wide variety of resources, including outside


Identity, Culture & Organisation ... Place & Environment ... Continuity & Change ... The Economic World Page 14

Our learners will:

- Be actively involved in physical activity

- Explore creative solutions to solve problems

- Be involved in interactive, fun, game based activities

- Develop confidence and ability through progressive

skill development

- Work as part of a team using fair play and cooperation

- Be prepared to take risks and accept challenges

Health & Physical Education

@ Hokowhitu School

Our Essence Statement:

Health and physical

education is learning to take

responsibility for our

personal health, well being

and physical development

aiming to foster life long

habits and positive

relationships with others.

Our teaching will include:

- A planned variety of physical activities to engage


- Experiences in a safe and supportive environment

- Challenging individual student’s to extend their ability

- Appropriate equipment and resources being sourced

and used

Personal Health & Physical Development ... Movement Concepts and Motor Skills ... Relationships ... Healthy Communities Page 15

The Arts @ Hokowhitu School

Our learners will:

- Express themselves creatively through visual art, music,

dance and drama

- Interpret and respond to a range of artistic models

- Take risks and demonstrate creativity

- Explore a range of art forms

- Participate in performance opportunities

- Reflect on personal performances

- Critique the performance of others

- Receive opportunities to see professional and amateur


- Work independently and collaboratively to construct

meanings, produce works, and respond to and value

others’ contributions.

- Music: Explore the potential of sounds and

technologies for creating, interpreting and representing

music ideas

- Drama: Explore dramatic conventions and techniques

to create imagined worlds

- Dance: Explore and use dance elements. Develop skills

in performing, choreographing, and responding to a

variety of genres

- Visual Art: Develop conceptual thinking within a range

of practices across drawing, sculpture, design, paint,

photography and moving image

Our Essence Statement:

We provide learning

experiences through Music,

Drama, Dance and Visual Art

which allow children to

express, explore and value

their own and others


Our teachers will:

- Allow time for discussion, development and creativity

- Be inclusive and resourceful

- Use a wide range of artistic models

- Draw on a variety of resources and provide

opportunities for learners to engage in:

- Music by listening, moving, singing, composing, playing

and responding

- Drama by using role, time, space, action, tension and


- Dance by using body awareness, time, relationships,

space and energy

- Visual Art by using techniques, tools, materials,

processes and procedures

The Nature of Science ... Living World ... Planet Earth & Beyond ... Physical World ... Material World Page 16

Technology @ Hokowhitu School

Our learners will:

- Explore the use of a variety of technologies in their

home, school and community

- Ask questions

- Describe their own technological ideas

- Work collaboratively to solve technological problems

- Experience using a range of technology

- Predict how certain aspects of technology may

change / evolve in the future

- Investigate how technology has developed

- Suggest alternatives

- Draw design, plan out their ideas

Our Essence Statement:

Technology involves the

innovative use of ideas,

materials and resources to

solve problems, create new

products or satisfy needs

and wants.

Our teachers will:

- Provide opportunities to explore technology in class,

at school and in the wider community

- Offer a variety of situations for students to see

technology in action

- Draw on experts to share knowledge, expertise and


- Facilitate student thinking

Incorporate the technology strands in learning experiences:

Technological Practice - Provide opportunities

for students to examine how others use technology

and how they personally use technology. Guide

students as they investigate issues and technological


Technological Knowledge - Expose students to a

variety of learning situations that allow them to explore

how and why things work

Nature of Technology - Teachers encourage and

facilitate deep thinking, as the impact of technology (on

society, the environment, etc) is considered and


... Technological Practice ... Technological Knowledge ... Nature of Technology ... Page 17

Our learners will:

- Be beginning to use Te Reo Maori (greetings etc)

- Be given the opportunities to learn from visitors, Te

Manawa programme and marae visits

- Be given the opportunity to participate in the

school’s Kapa Haka group

- Use the inquiry learning cycle to investigate

Te Reo Maori

@ Hokowhitu School

Our Essence Statement:

We provide opportunities

through Te Reo Maori

which include learning of

the language, tikanga and

history so that children

develop a sense of pride and

identity, unique to New


Our teachers will:

- Liaise with Rangitane Iwi

- Integrate Te Reo Maori into the daily programme

- Include extension and enrichment opportunities

- Consult with the community in next steps

Page 18

Our ESOL learners will gain knowledge,

skills and understanding by:

Developing mastery in the functions of:

- Listening: Understanding spoken English, following


- Speaking: Convey ideas and instructions in spoken


- Reading: Decipher and understand written English

- Writing: Convey ideas in written English

Developing understanding of other cultures, especially

the New Zealand and Hokowhitu School cuture, and

learn tolerance of the views of others

ESOL @ Hokowhitu School

Our Essence Statement:

We provide support for

students from non-English

speaking backgrounds to

participate fully within

Hokowhitu School, and the

wider community.

Our ESOL and classroom teaching will


- Basic everyday (survival) language when students first


- Inquiry based units co-planned with students and used

as a medium through which to learn and practise


- Lessons based on the on-going needs and interests of

the students

Key concepts and knowledge will


- Interacting with others effectively and positively

- Confidence in participation

- Effective questioning skills and clarification of ideas

- Using language to share ideas

- Using standard symbols for written communication in

New Zealand

- Interacting with texts

- Increasing independence

- Vocabulary and grammar knowledge

Page 19

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