Our Matangi Curriculum Framework

Thinking Curriculum

Big Idea:

Thinking is about using creative, critical, caring, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency. 
Students who are competent thinkers and problem- solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions. They identify ways to show empathy, kindness, and sincerity.

Through reflective practice, they identify the areas in their learning that they have achieved in and the areas that they need improvement in. They can analyse progress, successes, and failures of themselves and others; systems and processes; and potential outcomes. This critical analysis is where students can learn the different ways of thinking and associate these to a given task. They can apply the results of this thinking, in their next stage of their learning or ‘park’ them and use at a later date. As student’s work through the learning task, they will often think about the next steps, what is going well, what is not going so well. When appropriate, and at the optimum learning phase in the process, students will begin to apply the new knowledge and understandings. At some point, and if applicable, students will synthesise this information, creating something to either share with an audience or to represent the new learning as a visual image – this is when students can communicate their learning.

Through all of this, students are thinking and communicating – they are symbiotic. Sometimes students may just need to stop and think, without the need to communicate. It is crucial as teachers that we allow students to think and communicate throughout their learning. We can’t disadvantage our students by always doing the thinking for them nor can we expect them to know how to think at times – that is our role to teach the thinking skills required to think at all levels in their learning.

Thinking Rubric – Making Links to our

Capabilities and Capacities

Forms of Cognitive Thinking Skills – Making Links to:

Kinaesthetic, Oral, Visual learning (Ways to Learn and Teach)

Thinking Skills Across the Curriculum.

Reading for Meaning

In all areas of the Curriculum, students study, use, and enjoy language and literature communicated orally, visually, or in writing. By understanding how language works, students are equipped to make appropriate language choices and apply them in a range of contexts. Students learn to deconstruct and critically interrogate texts in order to understand the power of language to enrich and shape their own and others’ lives.

Thinking Mathematically

In mathematics and statistics, students explore relationships in quantities, space, and data and learn to express these relationships in ways that help them to make sense of the world around them. Students develop the ability to think creatively, critically, strategically, and logically. They learn to structure and to organise, to carry out procedures flexibly and accurately, to process and communicate information, and to enjoy intellectual challenge.

Thinking Scientifically

Scientific thinking involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations. Scientific progress comes from logical, systematic work and from creative insight, built on a foundation of respect for evidence. In science students get to explore the world they live in. They make connections with the living world, material world, physical world, and our planet Earth and beyond.

Thinking in Technology

In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world. They learn practical skills as they develop models, products, and systems. They also learn about technology as a field of human activity, experiencing and/or exploring historical and contemporary examples of technology from a variety of contexts.

Thinking in Social Science

In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.  Students develop the knowledge and skills to enable them to: better understand, participate in, and contribute to the local, national, and global communities in which they live and work; engage critically with societal issues; and evaluate the sustainability of alternative social, economic, political, and environmental practices.

Thinking in The Arts

Learning in, through and about the arts stimulates creative action and response by engaging and connecting thinking, imagination, senses, and feelings. By participating in the arts, students’ personal well- being is enhanced. As students express and interpret ideas within creative, aesthetic, and technological frameworks, their confidence to take risks is increased. Students explore, refine, and communicate ideas as they connect thinking, imagination, senses, and feelings to create works and respond to the works of others.  


Communication Curriculum

Big Idea:

This learning area puts students’ ability to communicate at the centre by making Communication the core strand. This strand is supported by two further strands, which are directed specifically at developing the linguistic and cultural awareness needed for communicative competence.

In the core Communication strand, students learn to use the language to make meaning. As their linguistic and cultural knowledge increases, they become more effective communicators, developing the receptive skills of listening, reading, and viewing and the productive skills of speaking, writing, and presenting or performing.

In the supporting Language Knowledge strand, students study the language in order to understand how it works. They learn about the relationships between different words and different structures, how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised. This strand helps students to develop explicit knowledge of the language, which will, over time, contribute to greater accuracy of use.

In the supporting Cultural Knowledge strand, students learn about culture and the interrelationship between culture and language. They grow in confidence as they learn to recognise different elements of the belief systems of speakers of the target language. They become increasingly aware of the ways in which these systems are expressed through language and cultural practices. As they compare and contrast different beliefs and cultural practices, including their own, they understand more about themselves and become more understanding of others.

Communication Rubric – Making Links to our

Capabilities and Capacities

Forms of Communication Skills – Making Links to: Kinaesthetic, Oral, Visual learning (Ways to Teach and Learn)

Communication Skills – Communicating through written text and oral language across all areas of the Curriculum.

Communicating Across the Curriculum




In all areas of the Curriculum, students study, use, and enjoy language and literature communicated orally, visually, or in writing. By understanding how language works, students are equipped to make appropriate language choices and apply them in a range of contexts. Students learn to deconstruct and critically interrogate texts in order to understand the power of language to enrich and shape their own and others’ lives.



Making Sense of their World

Communicate meaningful ideas using: Encoding

Listening – Understanding the message

Formation & Handwriting



Beginning communicators put a lot of focus on encoding (or spelling) the words they want to use. As they develop their expertise in using the code fluently, they are able to use more of their cognitive resources to convey meaning. This expertise includes applying their knowledge of how words work as well as being able to draw on an expanding memory bank of high-frequency words.




Communicate meaningful ideas using:  Knowledge of text structure and features

Drawing to Represent a Message


This is how students develop and use their knowledge of language features, syntax, and the structure of language. Students develop their expertise in selecting text structure, layout, visual language features such as headings and diagrams, and language features such as cohesive devices, to meet different purposes for communication.



Communicate meaningful ideas using: Vocabulary knowledge


Symbol to Sound: Reading / Writing




Students initially use words that are in their oral language or that have been generated in a classroom activity specifically for the communication purpose. At midpoint in their development, students develop their ability to use vocabulary encountered in their reading as well as the academic language of learning. Expert students become more precise in their use of language as well as being able to select and use vocabulary that is specific to particular areas of the curriculum, including words and phrases that express abstract concepts.






Organise, Acquire, Use, and Apply Ideas and Information

Using forms of communication to think and organise learning

Sequencing – Order Ideas




Students use their reading and writing to organise their ideas and information for different learning purposes. They develop their ability to use forms of communication to clarify and develop their ideas as well as to reflect on their learning. They develop their expertise in selecting, noting down, and organising ideas and information, using appropriate formats. They collate, analyse, and classify the content they need for a variety of curriculum tasks.




Communicate current knowledge and understanding


Verbally Sharing Ideas


From the start of schooling, students use their communication skills to demonstrate their knowledge and understanding about topics and themes from across the curriculum. As they develop their communication expertise, they become more adept at revealing what they know, selecting and using specific features including structure and language features that are increasingly topic- or subject-specific.




Transfer Understandings, Skills, and Knowledge

Create forms of communication for specific purposes


Students use their communication skills for a variety of purposes. They develop their expertise in creating different forms of communication that express their experiences, ideas and imagination, evoking a response in their audience with increasing effectiveness.


Create forms of communication to influence others




Students create forms of communication in order to challenge their audience to do something or think about something differently. They communicate to argue a point or persuade someone to change their mind.

‘Expert’ communicators know how to effectively achieve these purposes. They choose appropriate structures and features, and control the language they use in order to make the maximum impact on their audience.