Derivation of Topics

Overarching and Annual Themes

The Environment or Te Taiao, is an overarching theme from which each strand derives topics. From this overarching theme there are eight annual themes. These annual themes are used for choosing and planning topics.

Animals

Sky/Landforms

Physical Phenomena

Water

2014

Plant life

Sky

People

Urban Environment

Sub Themes

In the Original and Immersion strands The Environment annual themes drive topic selection. These will often be integrated through a number of learning areas. The Montessori Strand may also integrate sub themes. Within the Montessori strand this is done through The Great Lessons.

Planning Approach

The following approach is used at Otari School when teaching topics:

Selecting the annual theme and curriculum foci.

A child will explore topics related to each theme during their eight years at Otari School. Teachers will brainstorm possible science, social science, health and technology topics, identify the strands to be covered and possible contexts.

Selecting the Topics

Topic selection may vary from class to class. Each strand and/or syndicate will meet and brainstorm topics together. Following this teachers will select topics for each of the topic curriculum areas. Consideration will be given to the following:

Learning needs of children

Previous learning areas covered

Local, national or international events and interests.

Local resources

Teacher interests and strengths

Teaching approach to be used.

Planning the units

The initial planning is done in strands and/or syndicates. Teachers meet and help each other identify possible achievement objectives, learning outcomes and learning experiences. When planning for a multi level class, achievement objectives may be selected at one or two levels and adapted for the children through the learning outcomes, learning intentions and activities.

Delivering the learning programme – Possible Approaches:

Principal’s View

A uniformed and prescriptive approach throughout the school is not effective at a School with three strands and multi level classes. It is the Principal’s view that regardless of approach, it is teacher enthusiasm, creativity and commitment that are the most important factors in engaging young learners, and therefore important teachers at Otari School are provided with the freedom to select from a variety of teaching approaches.

Learning area based: Teachers deliver a Science, Social Science, Technology or Health unit which may have links to other curriculum areas, but is not integrated.

Integrated: Teachers deliver a number of learning areas through one topic. Learning experiences will meet objectives in two or more curriculum areas.

Otari School Inquiry Learning:Through professional development involving advisors from the College of Education, Otari School developed an inquiry learning approach in 2008. Teachers are encouraged to use this approach at least once a year.

Action Learning: Action learning is another form of Inquiry Learning. It Follows Gwen Garwith’s action learning format, teachers will develop information skills and strategies through a comprehensive six stage process:

Deciding

Finding

Using

Recording

Presenting

Evaluating

Prepared environment:A particular feature of the Montessori class, the prepared environment allows children to explore and learn from activities they select independently. These are prepared by the teacher to develop concepts related to the learning focus.

Overarching Themes and Science

The overarching themes are not used for planning in all curriculum areas. They are especially relevant for the teaching of Social Science and Science topics throughout the year and will also be integrated within literacy and the arts. As they are environment based the themes are especially relevant for the teaching of science. This is illustrated on the following pages, showing the themes as they apply within the context of The New Zealand Curriculum and Te Marautanga o Aotearoa.

A student’s eight-year science/ pūtaiao programme

A child who started at Otari School in 2011 would expect to experience the following science coverage:

The New Zealand Curriculum and The Otari School Curriculum

Programme 1

The Nature of Science + The Living World/

Life Processes
Ecology
Evolution

Programme 2

The Nature of Science + Planet Earth and Beyond

Earth Systems

Interacting Systems
Astronomical Systems

Programme 3

The Nature of Science + Physical World

Physical inquiry and physical concepts

Programme 4

The Nature of Science + Material World

Properties of change and matter
Chemistry and Society

Animals

Sky/Landforms

Physical Phenomena

Water

Plant life

2014

Sky

People

Urban Environment

Te Marautanga o Aotearoa me Te Marautanga o Te Kura o Otari

Generic characteristics integrated within all Pūtaiao strands:

Science Investigations - Ngā momo Tūhuratanga Pūtaiao Science Literacy - Te Reo Matatini o te Pūtaia Uses of Science - Te Whakamahinga o te Pūtaiao

Programme 1

The Natural World/ Te Ao Tūroa

Guardians: Papatūānuku and Ranginui

The Organism/ Te Rauropi
The Biological Environment/Te Taiao

Programme 2:

The Natural World/ Te Ao Tūroa

Guardians: Papatūānuku and Ranginui

The Earth/ Papatūanuku
Astronomy/ Ranginui

Programme 3:

The Physical World/ Ō Ahupūngao

Guardian: Tāwhirimātea

Force and Motion/ Te Tōpana me te Nekenga
Te Ngaru me te Ngotangota
Te Hiko me te Autō

Programme 4:

The Material World/ Ō Kawekawe

Guardian: Rūaumoko

Chemical properties and changes/ Ngā Āhuatanga me ngā Panoni Matū
Chemistry and Society/ Te Whakamahi Pūmatū
The Structure of Matter/ Te Hanga Matū

Fourth Strand: (underpins all Pūtaiao learning)

The Philosophy and History of Science - Ngā Tauatake Pūtaiao me ngā kōrero-o-mua

Animals

Sky/Landforms

Physical Phenomena

Water

Plant life

Sky

People

Urban Environment

Otari students will be ready for secondary school, having covered the full range of learning opportunities provided at the school within the science/ pūtaiao learning area.