Task Purpose: To think about, discuss and define what is special about living in New Zealand To find out about the attributes of New Zealanders as a group. To find out about the various attributes of New Zealand. To identify what it means to be Kiwi growing up in New Zealand
Curriculum Learning Goal: To understand that being Kiwi is having a sense of belonging and valuing what the society and the land has to offer. (Social Sciences)
Literacy Learning Goal: To gather, evaluate and integrate information from a small range of texts. To listen for and identify key information to meet the curriculum purpose.
Task Purpose: To understand the different reasons WHY our treasures are important to us. To find why sharing a Pepeha is important to Maori.
Curriculum Learning Goal: To understand that people have cultural practices which express what is important and valuable to them (Social Sciences).
Literacy Learning Goal: Make a prediction using the images in the journal and drawing on background knowledge and confirm predictions by reading the article.
Task Purpose: To make connections with what we know about creating and listening to a range of music types. To find out about traditional Maori musical instruments and how they are played. To find out why people use traditional Māori instruments. To create your own traditional musical instrument and musical presentation.
Curriculum Learning Goal: Arts Understand the purposes for and functions of some of the traditional musical instruments used by Māori.
Literacy Learning Goal: To actively listen for key messages and integrate these with key ideas gained from reading a text to achieve the curriculum goal. To discuss ideas and opinions, using relevant Māori vocabulary and make judgments about the most important information needed to convey the curriculum goal. To use new vocabulary that accurately describes the kinds of music and sounds preferred.
Task Purpose: To understand the difference between rules and principles. To apply understanding of principles to the Treaty of Waitangi, Te Tiriti O Waitangi.
Curriculum Learning Goal: Understand how British migration to New Zealand has continuing significance for tangata whenua, in relation to the principles of Te Tiriti o Waitangi (Social Sciences).
Literacy Learning Goal: Make predictions drawing on background experiences and visual clues in the text and confirm them after reading. Integrate information across a small range of texts to build vocabulary knowledge.
Task Purpose: To distinguish between traditional foods and foods more commonly associated with New Zealand To build and widen the food vocabulary used to precisely describe food. To find out about the cultural practices that surround food gathering, preparation and cooking and the reasons why these are in place.
Curriculum Learning Goal: Cultural practices vary but reflect similar purposes.
Literacy Learning Goal: To build and extend the range of vocabulary used to describe food appearance, taste and texture.
| ENRICH RESOURCES | ||||||
|---|---|---|---|---|---|---|
| Title | Task Purpose | Curriculum Learning Goal | Literacy Learning Goal | RYL | ||
| Kiwiana L3 being a kiwi | To think about, discuss and define what is special about living in New Zealand To find out about the attributes of New Zealanders as a group. To find out about the various attributes of New Zealand. To identify what it means to be Kiwi growing up in New Zealand | To understand that being Kiwi is having a sense of belonging and valuing what the society and the land has to offer. (Social Sciences) | To gather, evaluate and integrate information from a small range of texts. To listen for and identify key information to meet the curriculum purpose. | |||
| Treaty of Waitangi L2 Treasures | To understand the different reasons WHY our treasures are important to us. To find why sharing a Pepeha is important to Maori. | To understand that people have cultural practices which express what is important and valuable to them (Social Sciences). | Make a prediction using the images in the journal and drawing on background knowledge and confirm predictions by reading the article. | |||
| Cultural Expressions L3 Traditional Maori musical instruments | To make connections with what we know about creating and listening to a range of music types. To find out about traditional Maori musical instruments and how they are played. To find out why people use traditional Māori instruments. To create your own traditional musical instrument and musical presentation. | Arts Understand the purposes for and functions of some of the traditional musical instruments used by Māori. | To actively listen for key messages and integrate these with key ideas gained from reading a text to achieve the curriculum goal. To discuss ideas and opinions, using relevant Māori vocabulary and make judgments about the most important information needed to convey the curriculum goal. To use new vocabulary that accurately describes the kinds of music and sounds preferred. | |||
| Treaty of Waitangi L3 Principles | To understand the difference between rules and principles. To apply understanding of principles to the Treaty of Waitangi, Te Tiriti O Waitangi. | Understand how British migration to New Zealand has continuing significance for tangata whenua, in relation to the principles of Te Tiriti o Waitangi (Social Sciences). | Make predictions drawing on background experiences and visual clues in the text and confirm them after reading. Integrate information across a small range of texts to build vocabulary knowledge. | |||
| Kiwiana L3 NZ food | To distinguish between traditional foods and foods more commonly associated with New Zealand To build and widen the food vocabulary used to precisely describe food. To find out about the cultural practices that surround food gathering, preparation and cooking and the reasons why these are in place. | Cultural practices vary but reflect similar purposes. | To build and extend the range of vocabulary used to describe food appearance, taste and texture. | |||
| School U Grade | Pricing (incl. GST) | |
|---|---|---|
| 1 | (1–50) | $80.00 |
| 2 | (51–100) | $95.00 |
| 3 | (101–150) | $110.00 |
| 4 | (151–300) | $125.00 |
| 5 | (301–500) | $140.00 |
| 6 | (501+) | $155.00 |
| All other organisations: | $155.00 | |
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