MATHEMATICS

Writing

Reading

Arts

Week 1-3
Number (Add/Sub) | Algebra | Financial Mathematics

Identify, read, write, compare, and order whole numbers using powers of 10 (e.g., 10,000 = 10^4).

Use rounding and estimation to predict results and to check the reasonableness of calculations.

Round whole numbers to any specified power of 10. • Order, compare, and locate integers on a number line, and explore adding and subtracting integers.

Calculate total cost and change for any amount of money.

Form and solve one-step linear equations (e.g., t + 7 = 12, 2s = 14)

Find the value of an expression or formula, given the values of variables (e.g., “Calculate w + 12 when w = 4”)

Describe and use the commutative, distributive, and associative properties of operations.

Create, test, and revise algorithms involving a sequence of steps and decisions.

Week 4-5
Measurement | Number | Geometry (Shape)

Estimate and then measure capacity, mass (weight), temperature, and data storage, using appropriate units.

Select and use an appropriate base measure (e.g., metre, gram, litre) within the metric system, along with a prefix (e.g., kilo-, centi-) to show the size of units.

Convert between metric units of length, mass (weight), and capacity, using whole numbers and decimals to express parts of a unit (e.g., 724 g = 0.724 kg)

Week 6-9
Number (Mult/Div) | Algebra | Financial mathematics | Geometry | Measurement

Multiply and divide numbers by 10, 100, and 1,000

Recall multiplication facts to at least 10 and identify and describe the divisibility rules for 2, 3, 5, 9, and 10.

Estimate and then measure length, area, volume using appropriate units.

Multiply whole numbers (Calculate the area of composite shapes composed of triangles and rectangles).

Divide whole numbers by one or two-digit divisors (e.g., 327 ÷ 5 = 65.4 or 65 2/5).

Use the order of operations

Find the highest common factor of two numbers under 100, and find the least common multiple of two numbers under 10.

Use exponents to represent repeated multiplication.

Identify square roots of square numbers up to at least 100.

Find a percentage of a whole number, and find a whole amount, given a simple fraction or percentage (e.g., “25% is $100, what is the total amount?”)

Apply percentage discounts to whole-dollar amounts.

Use proportional reasoning to explore multiplicative relationships between quantities (e.g., “If there are 3 red for every 7 blue balls, how many balls are there altogether when there are 18 red balls?”).

Week 10
Probability | Number

Plan and conduct probability experiments for chance-based situations, including undertaking a large number of trials using digital tools.

Pose questions, anticipate outcomes, collect and record data, create data visualisations of observed outcomes, describe visualisations.

Find the probability estimates for the different outcomes.

Compare findings with others, reflect on outcomes, compare findings with theoretical probabilities (as appropriate).

Identify, explain, and check others’ statements about chance-based investigations, referring to evidence.

Term 3 overview

Narrative Writing | Persuasive Writing | Explanation Writing

I can organise my writing so that differences, additions, and other connections are clear to the reader.

I can use figurative language, like similes (e.g., as busy as a bee) and metaphors (e.g., The classroom was a hive of activity), to enhance my descriptions.

I can begin to use idioms (e.g., spill the beans or it’s raining cats and dogs) to make my writing relatable and interesting.

I can explain how my use of figurative language and idioms helps the audience connect with my writing.

I can use the SEED approach to structure their writing.

I can independently plan and organise my writing using the most effective graphic organiser or mnemonic for the task.

I can ensure my writing includes cohesive links between paragraphs and flows logically throughout the text.

I can selectively accept or reject audience and peer feedback and justify my decisions based on my purpose and audience.

I can revise and edit my writing at all levels—word, sentence, and text structure—to make it clear and engaging for the reader.

TERM 3 EVENTS

Rotational Learning

CCSA Netball

CCSA Cross Country

Year 8 Camp

Aims Games

CCSA Basketball

CCSA Volleyball

Te Reo Maori Language Week

Each child in Room 1 will bring a book home everyday to read and complete a quick reading activity. This reading activity and reading log will be displayed in the homework book.

Novel Study: The Whale Rider by Witi Ihimaera

I can learn and apply letter-sound correspondences, including common and less common spelling patterns.

I can identify and understand the meaning of common prefixes, suffixes, and root words.

I can build automaticity in word reading through repeated practice and review. I can use decodable texts to reinforce new patterns and build my confidence.

I can handwrite with ease and automaticity when writing for multiple purposes throughout the school day.

I am beginning to type with speed and accuracy, using correct finger placement and the shift key to access capital letters and punctuation (keyboarding).

I can identify and explain the main ideas, key details, and themes in what I read. I can make inferences and draw conclusions from information in the text.

I can interpret and evaluate the author’s purpose, point of view, and use of language. I can analyse how authors use language features, structure, and literary techniques to create effects and influence readers.

I can evaluate the author’s purpose, point of view, and how they position readers through their choices.

Dance

PE

Big Ball Skill | Te Ao Kori

Learning pathway

Team Building - What makes a good team?

F.L.L

F.T.C

lOOKING BACK AT Term 1

WE BELONG POEMS

Students express through the 5 senses of where they belong.

TERM 2

ART INTENSIVE WEEK

SAMOAN LANGUAGE WEEK

Speech by susann tanoai
& pelema vaaga

Avea lou nei leo e fai ma sui o le potu tasi. Ia faamanuia atu ai, le vaiaso o le gagana Samoa. O le autū i lenei tausaga: “Ia malu lou sā. Folau i lagimā / A well-grounded self is a successful self.

A malu se va’afolau, o le atoatoa lea o itu uma o le vaa, ma e mautinoa o le folauga e taunu’u ma le manuia.

E fa’apena foi le tagata, o le atoatoa ma le lelei o ana tapenaga, e malu ai lona sā, ma folau ai i lagimā.

A well-crafted ocean sailing vessel, built with care and precision, ensures a safe and steady journey. When all its parts are thoughtfully constructed, the vessel remains balanced, strong and ready to face the open seas.

Similarly, people who prepare thoroughly and with intention become grounded and resilient and well-equipped to navigate life’s challenges and succeed in their endeavours. No matter the challenges and hardships of life, a well-grounded person will not be easily shaken or defeated because they are firmly rooted and well-prepared.

Ia manuia le vaiaso o le gagana Samoa. Faafetai lava.