Te Mātaiaho: English in the New Zealand Curriculum Years 0-6

The New Zealand Curriculum Te Mātaiaho Mātai

Introduction

  • Mātai aho tāhūnui, Mātai aho tāhūroa, Hei takapau wānanga E hora nei.

  • Lay the kaupapa down and sustain it, the learning here laid out before us.

  • Focus: Curriculum for English Years 0-6, October 2024.

Core Concepts

Communication and Language

  • Communication relies on shared codes and conventions.

  • Language and literature provide insights into ourselves and others.

  • The stories of Aotearoa New Zealand are considered unique taonga tuku iho (treasures passed down).

  • Stories serve as a source of joy and nourishment.

  • Literature, language, and texts embody various perspectives.

Relevant Themes in Literature

  • Text purposes and audiences.

  • Ideas present within, across, and beyond texts.

  • Features and structures of language that impact understanding.

  • The necessity of comprehending and creating texts.

  • Emphasis on critical analysis and reading for pleasure.

  • The role of storytelling as a connective avenue among individuals.

Progress Outcomes by the End of Year 3 (Foundation)

  • Thriving in environments rich in literacy and maths: Te tupu pāhautea i te taiao ako e haumako ana i te reo matatini me te pāngarau.

  • Phase 1 Focus (Years 0-3): Critical development in literacy and maths.

    • Building on early childhood learning to enhance knowledge and skills in oral language, reading, and writing across all areas.

    • Understanding the structure of language, including adherence to shared codes and conventions for effective communication, and how this fosters a relationship with literacy.

Importance of Texts

  • Recognizing texts as sources of joy and shared experience regarding identity and culture.

  • Understanding differing interpretations of stories among individuals.

  • Emphasis on written texts and a structured literacy approach to build foundational knowledge and skills.

Specifications of Phase 1 Progress Outcomes

  • Document describing critical knowledge, understanding, and practices developed through Phase 1, specifically over the pages following the outlined phase.

Oral Language Development (Years 0-3)

Communicating Ideas and Information

  • First 6 Months: Teach students to:

    • Describe themselves and their context (home, events).

    • Give basic instructions and describe objects and creations.

Student Progression through Years
Year 1

  • Description of familiar events in extended detail, and giving multi-step instructions.

Year 2

  • Incorporating narrative elements when recounting experiences.

  • Developing skills to describe real or imagined scenarios.

Year 3

  • Using precise language to categorize and compare items, including explanations of categories and attributes.

  • Skills in sorting and classifying objects should be enhanced.

Presenting Ideas to Others

  • First 6 Months:

    • Students should recite short texts together in a collaborative setting.

  • Year 1: Recitations moved toward independence, allowing individual presentations.

  • Year 2/3: More structured presentations using visual aids, with an increasing focus on engagement and effective audience communication.

Interpersonal Communication Skills

  • Building use of non-verbal communication (facial expressions, body language).

  • Listening and responding techniques should include questioning and negotiation skills.

Vocabulary and Grammar Developments

  • First 6 Months: Accurate usage of nouns and verbs about familiar contexts.

  • Years 1-3: Gradual broadening of vocabulary in complex and abstract terms relating to everyday and academic contexts.

Insights into Phonemic Awareness and Phonetics

  • Foundation of recognizing phonemes in words and starting to blend to form words, alongside developing print recognition.

  • Progression in decoding from simple consonant-vowel-consonant (CVC) to two-syllable words and more complex patterns.

Word Recognition and Conventions of Print

  • Importance of matching sounds with letters and navigating text features like punctuation.

  • Reading fluency and accuracy benchmarks expected for Year 1 to Year 3 students.

Teaching Methods and Phase Outcomes

Structured Literacy Approaches (Phase 2 Years 4-6)

  • Emphasis on expanding horizons of knowledge.

  • Methods to consolidate existing literacy skills while introducing more complex languages and subjects.

  • Introducing the explicit teaching of new content alongside guided practice.

Deepening Knowledge of Texts

  • Exploration of diverse genres and topics to encourage creativity.

  • Understanding the effects of text constructions on identities and cultural understandings.

Conclusion

  • Continuous reflection and revision in teaching to adapt to student learning.

  • Fostering ongoing relationships with literacy and overall communication throughout these formative years.

Additional Notes: Phase Specific Teaching Focus (Years 4-6)

  • Extended oral language development

  • Nuanced understanding of grammar and varied sentence structures.

  • Emphasis on reading strategies and comprehension skills at varying levels.

  • Develop critical analysis skills to interrogate texts in-depth.