Foundation modules 21-30
Equivalent school years
Australian years 3 / New Zealand year 4
Introducing the next place value to include up to 10,000. Times tables 2,3,4,5 and 10 are learned through song, poem and movement to form random recall abilities. There are a number of horizontal strategies taught to consolidate addition, subtraction, multiplication and early division comprehension. An emphasis on measurement occurs this year particularly around cooking and building. Tactile resources are used in combination with more written work. A considerable amount of time is spent during the first three years with becoming comfortable with numbers and working with them in a multitude of ways so many concepts are repetitive to allow for memory to develop.
By this stage the child is now confident in writing legibly and fluently with well-formed, even letters that are spaced appropriately. There is now a focus on combining and grouping thoughts into paragraphs and sequencing of stories with appropriate beginning, middle and ending to the writing and the inclusion on connective words. There is an increasing knowledge of the spelling of common high frequency words and a clear pattern in phonetically spelling out unfamiliar words using spelling rules. An introduction to simple, compound and complex sentences is now formally introduced as is the inclusion of pronouns, adjectives and adverbs to include more content and precise vocabulary. Reading has expanded to include simple books that contain many phonetically sounding words to encourage comprehension without frustration. Story books are used to supplement the lesson in class and provide further information.
Drama, art and music are becoming more refined now. The poems being learned and recited by memory are longer and contain more complex vocabulary and they are often paired with complicated movement patterns. Music has introduced more notes on the recorder and the child now has a large repertoire of songs which they can play by ear. The drawings, paintings and models have become more delicate and contain more detail. There is more emphasis on shading, colour combining and size and scale of pictures.
At this early stage, the main focus is in formation of the powers of observation in the natural world. Now this extends to the physical world and to other phenomena. There is a focus on cooking and on the transformation of substances. Experimentation is introduced along with the concept of how altering inputs, the output is changed (if I do this.. then what will happen to that..)
There is a continuation of the handwork curriculum through knitting, crochet, sewing and cross stitch to strengthen finger muscles for writing and for tasks requiring fine motor skills. This year also focuses a great deal on where the child fits in the world around them. There are opportunities to see how things are grown or made and how the child can take the initiative for providing their own products. Where milk comes from, how it then becomes cream, butter and yoghurt. How seeds become plants and then fruits and how wool becomes an item of clothing. Shelter building and a look at construction is studied this year with lots of opportunities for measuring and cutting along with cooking and making.
Everything is covered, my child was engaged and excited to do lessons each day and it took a lot of the planning time and preparing resources each day away for myself which is fabulous!
My son found it easy to understand, not rushed, there was plenty of time to process information and his teacher was animated and engaging...in his words, “my teacher isn’t boring!”
I really like how the video can be paused and replayed. My favourite part was the daily gratitude activity. Brilliant idea, something I intend to continue.
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