Term 2 Tuia 250 NZ History Level 3 NZC (Participating and Contributing…
Level 3 NZC
Participating and Contributing
Using Language Symbols and Texts
Relating to others
Creative Thinkers. Asking questions, prototyping ideas, taking action.
Learning to learn, resilience, self-regulation
Citizenship: Contribute to the well-being of NZ culture and the environment. Compassion, empathy and concern for others.
Positive in own identity
Treaty of Waitangi
Critical thinkers. Problem solving. Making connections. Reflection.Taking action on ideas.
Well-being: Social, Cognitive,
Cook's Cook by Gavin Bishop, The House that Jack Built, Aotearoa, Haka, Te Rauparaha: Patricia Grace, The Arrival by Shaun Tan, Refugee, A Sea Prayer by Khalid Hosseni
School Journal Surf
First Footprints Tour, Marae visit
Tivaevae, Matisse: drawing with scissors
Matariki, lantern making
Migrating Kitchen: Refugees and their recipes.
Keep New Zealand Beautiful
Plimmerton Resident's Association
Pataka visit. Wairoa Massacre, Te Whiti Te Ra.
From garden to table
Te Papa exhibitions
Myths and legends. Papatuanuku and Ranginui. Missionaries in NZ and bringing the Bible. Suzanne Aubert
Mantle of the expert, Viv Aitken
Google Maps, Coggle, Popplet, CanVa, SCRATCH, istopmotion, Sites, Survey, HP Reveal, SketchUp, Mindlab for Kids, Python, Design Thinking, Makey Makey.
Te Reo PD and teaching resources
Tape art company
Makerspace: Fimo Hei Tiki.
iStopmotion: Storytelling using lego/animals and a backdrop in preparation for their exhibitions.
Computational thinking. Page 5. Draw what you think the SPRITE is doing. Create your own code of up to 15 blocks of code. Get a partner to draw what they think your SPRITE will do. .
Aurasma. Make it pop!
Build a website of your own about yourself, hobbies, diary etc.
Design Thinking. A focus on Empathy and designing for a specific need/problem. Link RE and Technology.
Select, form and communicate ideas on a range of topics.
Select, form and communicate ideas on a range of topics.
Forms and expresses ideas and information with increased clarity, drawing on a range of sources.
Adds or changes details and comments to support ideas, showing some selectivity in the process.
Ideas suggest awareness of a range of dimensions or viewpoints.
Speaking, Writing, and Presenting
Students will: Integrate sources of information, processes and strategies with developing confidence to identify, form and express ideas.
Research historical artefacts of interest, This may be bird feathers and their uses, Moa eggs, pounamu, whalers, settlers, early encounters and gifts. This will depend on student interests as we explore through the Mantle of the Expert. Curate an exhibition for a fictional mobile museum. Plan a tour around the local area. What would be the places that you would encourage others to visit and why? Script parts of our School Production.
Civilisation. This work will take place during Mrs Chapmans time. Design your own civilisation. What would be special about it. See in depth plan. This will help us to think about ideas for the School Production.
Health and Physical Education
Leaf colour matching/paint: Close observational skills
Bioblitz metre squared: Close observation and identification
Bird Beaks: Adaptations, which beak can do what.
Footprints: Be an archaeologist, identify and cast prints
Te Reo Maori
Greetings. No hea ia.
Write Pepeha and create a visual Pepeha
The Mission of the Church
Missionaries such as Suzanne Aubert. Make links with the work she did with Maori and herbal medicines and what we can do today to be like Jesus in this world. This will be integrated in to Makerspace Friday sessions and Design Thinking.
Context: Tivaevae.Looking at the history of Tivaevae and the involvement of missionaries. Close observational drawings of leaves, negative space,wood carving, printing. See plan.
Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed and valued.
Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes.
Develop and revisit visual ideas, in response to a variety of motivations, observation and imagination, supported by the study of artists’ works.
Describe the ideas their own and others’ objects and images communicate.
Students will gain knowledge, skills, and experience to :
Understand how groups make and implement rules and laws.
Understand how cultural practices vary but reflect a similar purpose.
Understand how people view and use places differently.
Understand how people make decisions about access to and use of resources.
Understand how people remember and record the past in different ways.
Understand how early Polynesian and British migrations to New Zealand have continuing significance for tangata whenua and communities.
Understand how the movement of people affects cultural diversity and interaction in New Zealand.
Geometry and Measurement
Use linear scales and whole numbers of metric units for length, area, volume and capacity, weight, angle, temperature and time.
Find areas of rectangles and volumes of cuboids by applying multiplication.
Classify plane shapes and prisms by their spatial features.
Represent objects with drawings and models.
Position and orientation
Use a coordinate system or the language of direction and distance to specify locations and describe paths.
Describe the transformations, reflection, rotation, or enlargement that have mapped one object onto another.
Use range of additive and simple multiplicative strategies with whole numbers, fractions, decimals and percentages.
Properties and changes of matter
Group materials in different ways, based on the
observations and measurements of the characteristic
chemical and physical properties of a range of different materials.
Compare chemical and physical changes.
Physical inquiry and physics concepts
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.
For example identify and describe the effect of forces, contact and non-contact on the motion of objects, identify
and describe everyday examples of sources of energy, forms of energy and energy transformations.
Nature of Science
Understanding about 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.
Investigating in science
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.
Communicating in science
Begin to use a range of scientific symbols, conventions and vocabulary.
Engage with a range of science texts and begin to question the purposes for which these texts are constructed.
Participating and contributing
Use their growing science knowledge when considering issues of concern to them.
Explore various aspects of an issue and make decisions about possible actions.
Mantle of Expert. Learning through Inquiry to promote questioning, different perspectives, dialogue in learning about NZ History, Encounters and the many different people who live in New Zealand. The children will create an exhibition, curate, which they have researched in depth and which will include artefacts, written labels, all part of their research project. This will be shared with whanau at our Matariki celebrations in Week 9.