EDUCATION: CURRICULUM LINKS AND LEARNING OUTCOMES - PRIMARY

At Stardome we understand the importance of putting learning into context, drawing on local resources and expertise, and encouraging ākonga to have authentic, hands-on/minds-on learning experiences that complement Te Whāriki, the New Zealand Curriculim, and Te Marautanga o Aotearoa. 

As an Enriching Local Curriculum (ELC) — formerly known as Learning Experiences Outside the Classroom (LEOTC) — provider, Stardome is commited to working in partnership with kura,  state and integrated schools, and registered private shcools to run educational programmes for learners from ECE through to Year 13. 

Below is a comprehensive list of curriculum links and learning outcomes for our education programmes. 

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EARTH, HOME 
Y0-8 

Learning Outcomes Y0-4

• Understand that Earth is unique, special, and our only home
• Understand that human beings are part of something bigger
• Describe our ‘cosmic’ address in the solar system
• Explain some of the cycles we observe on Earth e.g. day/night, tides, gravity, light/heat
• Explain how rotation and orbit are different
• Describe a planet, moon, and star and how they are different

Learning Outcomes Y5-8

• Understand the effect of human activity on Earth’s cycles
• Explain what climate change is and why it is happening
• Describe some potential solutions to the climate crisis

Curriculum Links 

Level 1-2:

Nature of Science

• Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.
• Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.
• Build their language and develop their understandings of the many ways the natural world can be represented

Living World

• Recognise that all living things have certain requirements so they can stay alive.
• Recognise that living things are suited to their particular habitat.

Planet Earth and Beyond

• Explore and describe natural features and resources.
• Describe how natural features are changed and resources affected by natural events and human actions.
• Share ideas and observations about the Sun and the Moon and their physical effects on the heat and light available to Earth

Physical World

• Explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Level 3-4:

Nature of Science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.
• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.
• Begin to use a range of scientific symbols, conventions, and vocabulary.

Living World

• Recognise that there are life processes common to all living things and that these occur in different ways.
• Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced.

Planet Earth and Beyond

• Investigate the components of the solar system, developing an appreciation of the distances between them.
• Develop an understanding and appreciation that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.

Physical World

• Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Level 5-6

Nature of Science

• Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
• Use a wider range of science vocabulary, symbols, and conventions.
• Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.

Living World

• Identify the key structural features and functions involved in the life processes of plants and animals.
• Investigate the interdependence of living things (including humans) in an ecosystem.
• Investigate the impact of natural events and human actions on a New Zealand ecosystem.

Planet Earth and Beyond

• Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere.
• Investigate how heat from the Sun, the Earth, and human activities is distributed around Earth by the geosphere, hydrosphere, and atmosphere.
• Investigate the conditions on the planets and their moons, and the factors affecting them.
• Develop an understanding of how the geosphere, hydrosphere, atmosphere, and biosphere interact to cycle carbon around Earth.
• Investigate the interactions between the solar, lunar, and Earth cycles and the effect of these on Earth.

Physical World

• Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat.
• Explore a technological or biological application of physics.

Level 7-8

Nature of Science

• Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed.
• Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels.

Planet Earth and Beyond

• Develop an understanding of the causes of natural hazards and their interactions with human activity on Earth.
• Explain the nature and life cycles of different types of stars in terms of energy changes and time.

Physical World

• Use physics ideas to explain a technological or biological application of physics.

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ORIGINS 
Y0-8

Learning Outcomes Y0-4

• Understand where our ancestors came from and how they got to Aotearoa New Zealand.
• Name one or two traditional navigation techniques.
• Name the seven main stages of the universe’s development that led to human life i.e. Big Bang, Milky Way, Sun, Planets, Earth, Life, Humans.

Learning Outcomes Y5-8

• Understand how the universe was formed.
• Comprehend the timeline of the universe’s creation, and how young humans are in comparison.

Curriculum Links 

Level 1-2:

Nature of Science

• Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.
• Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.

Cultural knowledge

Students will:

• Recognise that the target culture(s) is (are) organised in particular ways.
• Make connections with known culture(s).

Social studies

• Understand how belonging to groups is important for people.
• Understand that people have different roles and responsibilities as part of their participation in groups.
• Understand how the past is important to people.
• Understand how places in Aotearoa New Zealand are significant for individuals and groups.
• Understand how the cultures of people in Aotearoa New Zealand are expressed in their daily lives.
• Understand how cultural practices reflect and express people’s customs, traditions, and values.
• Understand how time and change affect people’s lives.
• Understand how places influence people and people influence places.
• Understand how people make significant contributions to Aotearoa New Zealand’s society.
• Understand how the status of Māori as tangata whenua is significant for communities in Aotearoa New Zealand.

Level 3-4:

Nature of Science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.
• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Planet Earth and Beyond

• Investigate the components of the solar system, developing an appreciation of the distances between them.
• Appreciate that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.

Cultural knowledge

Students will:

• Recognise and describe ways in which the target culture(s) is (are) organised.
• Compare and contrast cultural practices.

Social studies

• Understand how cultural practices vary but reflect similar purposes.
• Understand how people view and use places differently.
• Understand how people remember and record the past in different ways.
• Understand how early Polynesian and British migrations to Aotearoa New Zealand have continuing significance for tangata whenua and communities.
• Understand how the movement of people affects cultural diversity and interaction in Aotearoa New Zealand.
• Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.
• Understand how exploration and innovation create opportunities and challenges for people, places, and environments.
• Understand that events have causes and effects.

Level 5-6

Nature of Science

• Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.

Living World

• Investigate the interdependence of living things (including humans) in an ecosystem.

Planet Earth and Beyond

• Investigate how heat from the Sun, the Earth, and human activities is distributed around Earth by the geosphere, hydrosphere, and atmosphere.
• Investigate the conditions on the planets and their moons, and the factors affecting them.

Physical World

Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat.

History

• Understand how the causes and consequences of past events that are of significance to New Zealanders shape the lives of people and society.
• Understand how people’s perspectives on past events that are of significance to New Zealanders differ.

Geography

• Understand that natural and cultural environments have particular characteristics and how environments are shaped by processes that create spatial patterns.
• Understand how people interact with natural and cultural environments and that this interaction has consequences.

Level 7-8

Nature of Science

• Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels.

Planet Earth and Beyond

• Explain the nature and life cycles of different types of stars in terms of energy changes and time.

Living World

• Use physics ideas to explain a technological or biological application of physics.

History

• Understand how historical forces and movements have influenced the causes and consequences of events of significance to New Zealanders.
• Understand how people’s interpretations of events that are of significance to New Zealanders differ.

Geography

• Understand how the processes that shape natural and cultural environments change over time, vary in scale and from place to place, and create spatial patterns.
• Understand how people’s perceptions of and interactions with natural and cultural environments differ and have changed over time.

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OUR SOLAR SYSTEM 
Y0-8

Learning Outcomes Y0-4

• Name the eight planets of our solar system in English and Te Reo Māori.
• Describe the order of the planets in relation to the Sun.
• Understand the scale and scope of our solar system.
• Locate Earth at its cosmic address.
• Understand the connection between Earth and the other planets of the solar system.
• Name the technology we use to help us investigate our solar system.

Learning Outcomes Y5-8

• Describe how technology has helped us in our investigations of the solar system.
• Name three different types of technology used.
• Describe some of the different environments of other planets and/or moons.

Curriculum Links 

Level 1-2:

Nature of Science

• Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.
• Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.
• Build their language and develop their understandings of the many ways the natural world can be represented

Living World

• Recognise that all living things have certain requirements so they can stay alive.
• Recognise that living things are suited to their particular habitat.

Planet Earth and Beyond

• Explore and describe natural features and resources.
• Describe how natural features are changed and resources affected by natural events and human actions.
• Share ideas and observations about the Sun and the Moon and their physical effects on the heat and light available to Earth.

Physical World

• Explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Level 3-4:

Nature of Science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.
• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.
• Begin to use a range of scientific symbols, conventions, and vocabulary.

Living World

• Recognise that there are life processes common to all living things and that these occur in different ways.
• Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced.

Planet Earth and Beyond

• Investigate the components of the solar system, developing an appreciation of the distances between them.
• Develop an understanding that water, air, rocks and soil, and life forms make up our planet and recognise that these are also Earth’s resources.

Physical World

• Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Level 5-6

Nature of Science

• Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
• Use a wider range of science vocabulary, symbols, and conventions.
• Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.

Living World

• Identify the key structural features and functions involved in the life processes of plants and animals.
• Investigate the interdependence of living things (including humans) in an ecosystem.

Planet Earth and Beyond

• Investigate the composition, structure, and features of the geosphere, hydrosphere, and atmosphere.
• Investigate how heat from the Sun, the Earth, and human activities is distributed around Earth by the geosphere, hydrosphere, and atmosphere.
• Investigate the conditions on the planets and their moons, and the factors affecting them.
• Develop an understanding of how the geosphere, hydrosphere, atmosphere, and biosphere interact to cycle carbon around Earth.
• Investigate the interactions between the solar, lunar, and Earth cycles and the effect of these on Earth.

Physical World

• Identify and describe the patterns associated with physical phenomena found in simple everyday situations involving movement, forces, electricity and magnetism, light, sound, waves, and heat.
• Explore a technological or biological application of physics.

Level 7-8

Nature of Science

• Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed.
• Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels.

Planet Earth and Beyond

• Develop an understanding of the causes of natural hazards and their interactions with human activity on Earth.
• Explain the nature and life cycles of different types of stars in terms of energy changes and time.

Physical World

• Use physics ideas to explain a technological or biological application of physics.

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HUMANS IN SPACE 
Y0-8

Learning Outcomes Y0-4

• Understand why we explore space.
• Explain why humans are explorers.
• Name three types of space technology.
• Describe what makes space technology so special.
• Name two ways space technology has helped Earth.

Learning Outcomes Y5-8

• Describe some of the benefits space technology has for humans.
• Understand the link between space technology and social issues.

Curriculum Links 

Level 1-2:

Nature of Science

• Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.

Physical World

• Explore everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Technological Knowledge

Students will:

• Understand that functional models are used to represent reality and test design concepts and that prototypes are used to test technological outcomes.
• Understand that technological products are made from materials that have performance properties.
• Understand that technological systems have inputs, controlled transformations, and outputs occurring within simple technological systems.

Nature of Technology

Students will:

• Understand that technology is purposeful intervention through design.
• Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.
• Understand that technology both reflects and changes society and the environment and increases people’s capability.
• Understand that technological outcomes are developed through technological practice and have related physical and functional natures.

Level 3-4:

Nature of Science

• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Living World

• Recognise that there are life processes common to all living things and that these occur in different ways.

Planet Earth and Beyond

• Investigate the components of the solar system, developing an appreciation of the distances between them.

Physical World

• Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as movement, forces, electricity and magnetism, light, sound, waves, and heat.

Technological Knowledge

Students will:

• Understand that different forms of functional modelling are used to inform decision making in the development of technological possibilities and that prototypes can be used to evaluate the fitness of technological outcomes for further development.
• Understand the relationship between the materials used and their performance properties in technological products.
• Understand that technological systems are represented by symbolic language tools and understand the role played by the “black box” in technological systems.

Nature of Technology

Students will:

• Understand how society and environments impact on and are influenced by technology in historical and contemporary contexts and that technological knowledge is validated by successful function.
• Understand that technological outcomes are recognisable as fit for purpose by the relationship between their physical and functional natures.
• Understand how technological development expands human possibilities and how technology draws on knowledge from a wide range of disciplines.
• Understand that technological outcomes can be interpreted in terms of how they might be used and by whom and that each has a proper function as well as possible alternative functions.

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TE WHĀNAU O MATARIKI
Y0-8

Learning Outcomes Y0-4

• Name the nine stars of Matariki.
• Understand why Matariki is special and why we celebrate it.
• Understand the importance of Matariki to Māori culture and to Aotearoa New Zealand.
• Describe the links between the stars of Matariki and our environment.

Learning Outcomes Y5-8

• Understand how Matariki is used as a stellar calendar.
• Describe some aspects of the Maramataka.

Curriculum Links 

Level 1-2:

Nature of Science

• Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.
• Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.
• Build their language and develop their understandings of the many ways the natural world can be represented.

Cultural knowledge

Students will:

• Recognise that the target culture(s) is (are) organised in particular ways.
• Make connections with known culture(s).

Social studies

• Understand how the past is important to people.
• Understand how places in Aotearoa New Zealand are significant for individuals and groups.
• Understand how the cultures of people in Aotearoa New Zealand are expressed in their daily lives.
• Understand how cultural practices reflect and express people’s customs, traditions, and values.
• Understand how time and change affect people’s lives.
• Understand how places influence people and people influence places.
• Understand how the status of Māori as tangata whenua is significant for communities in Aotearoa New Zealand.

Level 3-4:

Nature of Science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.
• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.
• Begin to use a range of scientific symbols, conventions, and vocabulary.

Planet Earth and Beyond

• Investigate the components of the solar system, developing an appreciation of the distances between them.

Cultural knowledge

Students will:

• Recognise and describe ways in which the target culture(s) is (are) organised.
• Compare and contrast cultural practices.

Social studies

• Understand how cultural practices vary but reflect similar purposes.
• Understand how people view and use places differently.
• Understand how people remember and record the past in different ways.
• Understand how early Polynesian and British migrations to Aotearoa New Zealand have continuing significance for tangata whenua and communities.
• Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

Level 5-6

Nature of Science

• Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
• Use a wider range of science vocabulary, symbols, and conventions.
• Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to draw evidence-based conclusions and to take action where appropriate.

Planet Earth and Beyond

• Investigate the interactions between the solar, lunar, and Earth cycles and the effect of these on Earth.

Cultural knowledge

Students will:

• Understand ways in which the target culture(s) is (are) organised for different purposes.

Social Studies

• Understand how cultural interaction impacts on cultures and societies.
• Understand that people move between places and how this has consequences for the people and the places.
• Understand how people’s management of resources impacts on environmental and social sustainability.
• Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

History

• Understand how the causes and consequences of past events that are of significance to New Zealanders shape the lives of people and society.
• Understand how people’s perspectives on past events that are of significance to New Zealanders differ.

Level 7-8

Nature of Science

• Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed.
• Use relevant information to develop a coherent understanding of socio-scientific issues that concern them, to identify possible responses at both personal and societal levels.

Cultural knowledge

Students will:

• Analyse ways in which the target culture(s) is (are) organised for different purposes and for different audiences.
• Analyse how the use of the target language expresses cultural meanings.

History

• Understand how historical forces and movements have influenced the causes and consequences of events of significance to New Zealanders.
• Understand how people’s interpretations of events that are of significance to New Zealanders differ.
• Understand that the causes, consequences, and explanations of historical events that are of significance to New Zealanders are complex and how and why they are contested.
• Understand how trends over time reflect social, economic, and political forces.

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KŌKŌRANGI MĀORI
Y0-8

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