The following curriculum objectives and Suggested Learning Outcomes are suggestions only and not a comprehensive list. Some of the objectives may relate to specific activities while others will be met during the course of the unit as a result of a well integrated programme. It is not intended that every objective be taught and assessed. Teachers will need to decide on the objectives that are relevant for their programme.

The Essential Skills

Communication Skills:

Students will:

1. Communicate competently and confidently by listening, speaking, reading, and writing and by using other forms of communication where appropriate;
2. Develop skills of discrimination and critical analysis in relation to the media, and to aural and visual messages from other sources;
3. Argue a case clearly, logically, and convincingly.

Work and Study Skills:

Students will:

1. Work effectively, both independently and in groups;
2. Build on their own learning experiences, cultural backgrounds, and preferred learning styles;
3. Develop sound work habits;
4. Take increasing responsibility for their own learning and work;
5. Develop the desire and skills to continue learning throughout life.

Problem-Solving Skills:

Students will:

1. Think critically, creatively, reflectively, and logically;
2. Exercise imagination, initiative, and flexibility;
3. Identify, describe, and redefine a problem;
4. Analyse problems from a variety of different
5. perspectives;
6. Make connections and establish relationships;
7. Inquire and research, and explore, generate, and develop ideas;
8. Try out innovative and original ideas;
9. Test ideas and solutions, and make decisions on the basis of experience and supporting evidence;
10. Evaluate processes and solutions.

Social and Co-operative Skills:

Students will:

1. Develop good relationships with others, and work in co-operative ways to achieve common goals;
2. Take responsibility as a member of a group for jointly decided actions and decisions;
3. Participate appropriately in a range of social and cultural settings;
4. Learn to recognise, analyse, and respond appropriately to discriminatory practices and behaviours;
5. Develop a sense of responsibility for the well-being of others and for the environment;
6. Participate effectively as a responsible citizen in a democratic society.

Information Skills:

Students will:

1. Identify, locate, gather, retrieve and process
2. information from a range of sources;
3. Present information clearly logically, concisely, and accurately;
4. Identify, describe, and interpret different points of view, and distinguish fact from opinion.

Physical Skills:

Students will:

1. Develop specialised skills related to sporting, recreational, and cultural activities.

Numeracy Skills:

Students will:

1. Estimate proficiently and with confidence;·
2. Organise information to support logic and reasoning.

Self-management and Competitive Skills:

Students will:

1. Show initiative, commitment, perseverance, courage, and enterprise;
2. Adapt new ideas, technologies and situations;
3. Develop constructive approaches to challenge and change, stress and conflict, competitions, and success and failure;
4. Achieve self-discipline and take responsibility for their own actions and decisions.

Curriculum objectives - level 3

Science:

Making Sense of Planet Earth and Beyond

1. Students justify their personal involvement in a school or class initiated local environmental project.

Suggested Learning Outcomes:

• Students will be able to plan and give reasons why they are involved in an action project using the Action Planner and justification sheets.

Making Sense of the Living World

1. Students can explain, using information from personal observation and research, where and how a range of familiar New Zealand plants and animals live.

Suggested Learning Outcomes:

• Students can investigate special features of common animals and plants and describe how these help them to stay alive.
• Students will be able to identify local common invasive weeds and describe why they live there.
• Students will investigate how weeds spread and the special features of some weed seeds.

Social Studies

Place and Environment

1. Students will understand how different groups view and use places and the environment.

Suggested Learning Outcomes:

• Students will know how important our natural environment is to us. They will understand the impact weeds have on different environments and can describe the different views people have about weeds.

Resources and Economic Activities

1. Students will understand how and why people manage resources.

Suggested Learning Outcomes:

• Students will discuss the regional council's role in weed management and be able to describe the different methods of weed management.

Mathematics

Number:

Within a range of meaningful contexts students should be able to:

1. Make sensible estimates and check the reasonableness of answers.

Suggested Learning Outcomes:

• Estimate the amount of weeds versus natives growing in a local area, or the amount of biological control agents on a weed, e.g. gorse.

Geometry

Within a range of meaningful contexts students should be able to:

1. Draw and interpret simple scale maps.

Suggested Learning Outcomes:

• Students will draw a simple map of their local area including the places where weeds were found.

Statistics

Within a range of meaningful contexts students should be able to:

1. Plan a statistical investigation of an assertion about a situation.
2. Collect and display discrete numeric data in stem-and-leaf graphs, dot plots and strip graphs.

Suggested Learning Outcomes:

• Using weeds as a motivation have students plan and implement a statistical investigation to test an assertion; e.g. that weeds are more frequent and varied along boundaries than within properties. Graph and present findings.

English

Written Language:

Close reading

Students should discuss language, meanings and ideas in a range of texts, relating their understanding to personal experiences and other texts.

Transactional writing

Students should write instructions, explanations, and factual accounts, and express personal viewpoints, in a range of authentic contexts, sequencing ideas logically.

Thinking critically

Students should discuss and convey meanings in written texts, exploring relevant experiences and other points of view.

Suggested Learning Outcomes:

• Students will read newspaper articles, school journal articles, fact sheets and other relevant materials to help develop their knowledge and understanding of weeds.

• Students will develop their ability to write instructions, creative stories or express their personal viewpoint using weed resources as purpose for writing.

• Students will develop their ability to use written texts when learning about weeds.

Visual Language

Reading visual and dramatic texts including static and moving images:

1. students should respond to and discuss meanings and ideas, identifying and describing the effects of and links between verbal and visual features.

Suggested Learning Outcomes:

• Students will discuss meanings and ideas of the activities and actions they see on the Pest Plant fact sheets.

Oral Language

Interpersonal listening:

Students should listen to and interact with others to clarify understanding in a group or class discussion.

Interpersonal speaking

Students should talk clearly in small and large groups about experiences, events, information, ideas and opinions, organising material effectively, and questioning and supporting others.

Thinking Critically

Students should discuss and interpret spoken texts, considering relevant personal experiences and others' points of view.

Suggested Learning Outcomes:

• While exploring information about weeds, students will listen to others in small groups and class discussions.

• Students will participate in discussions, asking relevant questions and interacting, sharing experiences to help answer others' questions about weeds.

• On the completion of the Weedbusters unit students will be able to speak clearly and in an informed manner about the nature of weeds, the impact they have on our environment, health and economics and the need to manage weeds.

The Arts

Drama

1. Students will initiate and develop ideas with others and improvise drama in a range of situations

Suggested Learning Outcomes:

• Students will use role cards and weed fact sheets to convey ideas and feelings about people's views on weeds.

The Visual Arts

1. Students will generate and develop visual ideas in response to a variety of motivations, using imagination, observation and invention with materials.

Suggested Learning Outcomes:

• Students will create posters, develop sketches, storyboards or comic strips related to the 10 common invasive weeds in the local area.

Healthy Communities and Environments

1. Students will understand the interdependence between people and their surroundings and use this understanding to help create healthy environments.

Suggested Learning Outcomes:

• Research and describe current health and safety guidelines and practices in their school related to weed management.
• Plan and implement a project to enhance an aspect of their school environment, for example remove weeds and create a native garden.

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