English

English is the study, use, and enjoyment of the English language and literature communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of text forms. (The New Zealand Curriculum, Ministry of Education (2007), p.18)

How is English structured in the New Zealand Curriculum?

English is structured around two strands, each encompassing the oral, written, and visual forms of the language. The strands differentiate between the modes in which users are primarily:
  • receptive - making meaning of ideas or information they receive (listening, reading, and viewing),
  • productive - creating meaning for themselves or others (speaking, writing, and presenting).

The achievement objectives within each strand suggest the progression of knowledge, skills, and understandings that most students move through as they become more effective oral, written, and visual communicators.

The objectives focus particularly on:

  • texts purposes and audiences.
  • ideas within language contexts.
  • language features that enhance texts.
  • the structure and organisation of texts.

How is English taught at Burnside Primary School?

Our agreed values for learning in English are those outlined in the Values section of our school Curriculum, and modelled in every class every day:

  • We strive to achieve our highest standards by exhibiting effort and determination
  • We acknowledge and value similarities and differences in our school and community.

Our principles of best classroom practice as outlined in the Principles section of the NZ Curriculum underpin our decision making and are evident in all aspects of the delivery of our classroom programmes in the English learning area:

  • A shared positivity and belief that all students can achieve at a high level,
  • Planning that caters for individual needs, including culturally responsive practices,
  • Contexts for learning that are culturally appropriate for Maori,
  • Ensuring culturally responsive practices are evident in our learning spaces and across all programmes,
  • Increasing use of engaging digital technologies,
  • Genuine, timely, and specific feedback and feedforward, both formative and summative.
  • Support programmes including: Reading Recovery, Literacy Lift, Steps, Agility With Sounds, Language Learning Intervention, High Learning Needs, ORS.