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Where We Are in Place and Time How does movement shape people, identity…

- - - - Teacher read-aloud and think-aloud modelling.
      - Explicit teaching of inference and perspective.
      - Shared and guided reading.
      - Think–Pair–Share and purposeful discussion.
      - Gradual release: “I do, we do, you do.”
      - Use of talk moves to encourage ākonga to explain and justify their thinking.
    - - Read a migration story from the WWAIPAT Reading resources.
      - Identify why the individual or whānau moved.
      - Create a “before, during and after” journey chart.
      - Examine clues showing how a person felt about leaving and arriving.
      - Compare two migration stories from different times or cultural perspectives.
      - Use evidence from the texts to explain how movement affected identity and belonging.
    - - Stories show how people respond and adapt when their circumstances change.
      - Ākonga examine how movement changes individuals, whānau and communities.
      - Different perspectives demonstrate how people have shaped Aotearoa over time.
    - - Social Sciences: Historical migration experiences and changing communities.
      - Maths: Statistics and data about population and movement.
      - Hauora: Identity, belonging, inclusion and relationships.
      - Te Ao Māori: Whakapapa, tūrangawaewae and connections to whenua.
- - - - Pose investigative questions about a group or population.
      - Identify suitable categorical or numerical data.
      - Collect, organise and represent data accurately.
      - Select an appropriate data display.
      - Describe patterns, differences and unusual features.
      - Make conclusions supported by evidence from the data.
    - - Rich, meaningful statistical investigations.
      - Launch–Explore–Connect lesson structure.
      - Teacher modelling of investigative questions and data displays.
      - Collaborative problem-solving.
      - Talk moves to compare strategies and interpretations.
      - Use of worked examples and discussion of common misconceptions.
      - Opportunities for self-assessment and reflection.
    - - Examine existing data about where people living in Aotearoa were born.
      - Develop an investigative question connected to languages, birthplaces or movement.
      - Collect anonymous class or supplied data.
      - Organise the information using tally charts and tables.
      - Create an appropriate graph or data display.
      - Interpret patterns and make evidence-based statements.
      - Discuss what the data can and cannot tell us about people’s experiences.
    - - Data shows how populations and communities change over time.
      - Statistical evidence can reveal patterns of migration, movement and diversity.
      - Ākonga investigate how people contribute to and shape changing communities.
    - - Literacy: Reading graphs and writing evidence-based conclusions.
      - Social Sciences: Population change, migration and settlement patterns.
      - Hauora: Exploring diversity while avoiding assumptions about individuals.
      - Te Ao Māori: Examining Māori movement while recognising tangata whenua relationships with Aotearoa.