# data[].attributes.body
What the Maori/ Pasifika families would prefer for foods in technology.

We can develop a meaningful way of collecting this voice.

# data[].attributes.body
How do I get students to show and use multiple means of action and engagement when the skill I want them to learn is Creative Writing/Speech, etc.

see above

# data[].attributes.headline
Maori data from families as to what they are wanting in foods.

# data[].attributes.subject
Maori data from families as to what they are wanting in foods.

# data[].attributes.body
We can talk about how to meaningfully collect this data.

# data[].attributes.headline
I would like to see the school data about student progress summary and what parents hopes and dreams are.

# data[].attributes.subject
I would like to see the school data about student progress summary and what parents hopes and dreams are.

# data[].attributes.body
The evaluation of our Y9/10 curriculum is here and this includes parents aspirations.

# data[].attributes.attachment_link.title
Self Review and Improvement of Junior Curriculum (May 2022)

# data[].attributes.headline
I am worried about ensuring consistent assessments across departments. With no external moderation what will the process for internal moderation become?

# data[].attributes.subject
I am worried about ensuring consistent assessments across departments. With no external moderation what will the process for internal moderation become?

# data[].attributes.body
This would be the same as the current process using internal moderation for the junior curriculum courses used in departments. Teacher judgmenets againts rubrix need to be sound and agreed to/moderated  in each department to ensure consistent grading.

# data[].attributes.body
If would like to know more about Pacifica and Maori cultures (their value, beliefs etc). Also I would like to know HOW families can be involved in the planning of curriculum.

# data[].attributes.headline
When will we get to communicate with parents and guardians about changes in maths (i.e,.no NCEA) for 2024?

# data[].attributes.subject
When will we get to communicate with parents and guardians about changes in maths (i.e,.no NCEA) for 2024?

# data[].attributes.body
We have had one parent information evening and are planning to offer another opportunity for parents to hear more about course selection.

# data[].attributes.headline
How do we prepare the 2024 Yr 11 students to negotiate the formal assessment that they will still need to face in Yrs 12 & 13 (before the entire curriculum refresh)

# data[].attributes.subject
How do we prepare the 2024 Yr 11 students to negotiate the formal assessment that they will still need to face in Yrs 12 & 13 (before the entire curriculum refresh)

# data[].attributes.body
We need to plan for students to learn with depth at curriculum levels 6-7. All students will sit the CAA for numeracy and literacy.

# data[].attributes.body
Key to learn about any compositional/performance aspects (musically) within the Pasifika community

This might best be done as part of a talanoa with families and should be considered in the context of our existing Pasifika Performing Arts group.

# data[].attributes.body
Where is the coordinated school approach towards working in a trauma informed practice? Students that are operating in a trauma brain cannot process more complex systems until they are regulated. Learning cannot occur in a dysregulated brain.

Prehaps providing a pD for all staff in this area>? Are staff interested in attending pd for this area?

# data[].attributes.body
Inequitable technology a barrier to UDL opportunities for our students? - ref presenting evidence of their learning/skills in different ways
(Not all students have devices that can record/video. Also device incompatability).
Budget for 2023- making provision for students and providing equipment to make opportunities equitable

# data[].attributes.headline
Reporting at Curriculum levels - what might that look like?

# data[].attributes.subject
Reporting at Curriculum levels - what might that look like?

# data[].attributes.body
Eg- curriculum level 6B 6M 6E ( beginning / middle /end)

# data[].attributes.body
How can we apply UDL to Maths assessments considering it is an abstract subject. Students need to understand rules and concepts before application.
The UDL Guidelines highlight ways to design assessments that ensure that learners can a) perceive and make meaning of the content, b) express and communicate what they know or can do, and c) engage, persist, and self-regulate during the assessment.

# data[].attributes.headline
I am worried about delivering lessons for Pacifika students and also being expected to go to the families and ask what they want? Is there a protocol. Is there not this information gathered already?

# data[].attributes.subject
I am worried about delivering lessons for Pacifika students and also being expected to go to the families and ask what they want? Is there a protocol. Is there not this information gathered already?

# data[].attributes.body
We have had some PL on this, and note it is an ongoing need to grow our collective understanding of culturally competent practice. We have plans to organise further talanoa with families; this would be a coordinated approach.

# data[].attributes.headline
Planning in science will continually change as 2024 students will do current NCEA at y12 then 2025 students will do new NCEA at y12 then add curriculum refresh which the draft is very different to the new NCEA, there will be change again. How do we manage our time and stay positive and enthusiatic? Some tips and strategies to get through this would be great!

# data[].attributes.subject
Planning in science will continually change as 2024 students will do current NCEA at y12 then 2025 students will do new NCEA at y12 then add curriculum refresh which the draft is very different to the new NCEA, there will be change again. How do we manage our time and stay positive and enthusiatic? Some tips and strategies to get through this would be great!

# data[].attributes.body
The Big Ideas on the Learning Matrices for subjects are likely to stay the same through this period - this was from the MoE on 28 July 23. So, we plan teaching and learning on the Big Ideas at curriculum levels 6-7 .

# data[].attributes.body
Example template that is filled in. That is cohesive and complete as per expectation so we don't have to come back with a different approach

There will be a planning template with a user guide available

# data[].attributes.headline
How can we better support our low literacy students within the department?

# data[].attributes.subject
How can we better support our low literacy students within the department?

# data[].attributes.body
A literacy Hub is being set up to provide reading and writing strategies to support students in all areas

# data[].attributes.headline
Maths department would appreciate a PD on what/how to incorporate Maori teachings in our Maths courses.

# data[].attributes.subject
Maths department would appreciate a PD on what/how to incorporate Maori teachings in our Maths courses.

# data[].attributes.body
Learn more about the UDL process and see how we could expand on it in Visual Arts.

Suggestion: Book a session with ROA

# data[].attributes.body
Linking with the local history and local community when the content is theoretical and is teaching many skills that are the basics for the more complex concepts required for real life problems (ie basic algebra is needed for engineering)

# data[].attributes.body
Once the templates are ready for us to plan our Unit for 2024, how much time will we be given to plan our lessons? I'd like to incorporate everything I have learnt today but will need the time.

hui ako time will ne devoted to the planning for the remainder of this term

# data[].attributes.headline
Are we going to be presenting this to Maori and Pasifika family before the end of the year?

# data[].attributes.subject
Are we going to be presenting this to Maori and Pasifika family before the end of the year?

# data[].attributes.body
Yes we should do this TBC

# data[].attributes.body
What will we be reporting on? Will reporting be the traditional method? Can we bring reporting into the 21st century?

We will be reporting on learner progress using curriculum levels eg. 6B (Level 6, Basic). Happy to hear ideas about reporting formats.

# data[].attributes.headline
How to appropriately assess at curriculum levels (sorry, I know we aren't supposed to think about assessment...) but it is something we will need to consider when planning. 

# data[].attributes.subject
How to appropriately assess at curriculum levels (sorry, I know we aren't supposed to think about assessment...) but it is something we will need to consider when planning. 

# data[].attributes.body
When we are planning we will be focussing on the learning matrices and the Big Ideas for curriculum levels 6-8. You will then be planning assessment criteria and task/s.

# data[].attributes.body
1. The purpose of developing the Piritahi Agreed Curriculum Level Expectations is to be able to track the progress of students using a consistent data system across Piritahi Kāhui Ako

We will be reporting on learning progress using curriculum levels and not using the language of NCEA assessment in Year 11. This is to ensure that we are being consisitent with the 2007 curriculum and follow on from current reporting for y1- 10 in Marlborough region.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
Specific aspects of mataurangi Maori for Health & PE - what might this look like? Examples?

# data[].attributes.subject
Specific aspects of mataurangi Maori for Health & PE - what might this look like? Examples?

# data[].attributes.body
Case studies/ Uara - eg. Manakitanga

# data[].attributes.body
When do we know which courses will be 'green-lighted'? Not going to spend energy planning something that isn't approved!

Courses that have made it through to schoolpoint are what we will be spending time on planning carefully (unless very few students choose a course).

# data[].attributes.body
How do you do multiple means of expression when you need to develop a specific skill? i.e. the students have to write.

Letting the students interact with the learning of the skill-in different ways - and then letting them express thier "skill" in a variety of ways -

# data[].attributes.headline
I am concerned about how to level against the curriculum when the courses are not necessarily based on specific curriculum content. 

# data[].attributes.subject
I am concerned about how to level against the curriculum when the courses are not necessarily based on specific curriculum content. 

# data[].attributes.body
Courses need to be planned for curriculum levels 6-8 and the learning matrices and Big Ideas for each learning area.

# data[].attributes.headline
Is there anywhere we are able to have some further PD on UDL? It would be good to see it in action over a lesson. 

# data[].attributes.subject
Is there anywhere we are able to have some further PD on UDL? It would be good to see it in action over a lesson. 

# data[].attributes.body
Yes, but have you already accessed what has been shared to date? There are useful links on the new planning template too.

# data[].attributes.headline
Why curriculum levels and not NCEA or 0-8 marking scale so students get used to the language.

# data[].attributes.subject
Why curriculum levels and not NCEA or 0-8 marking scale so students get used to the language.

# data[].attributes.body
The purpose of developing the Piritahi Agreed Curriculum Level Expectations is to be able to track the progress of students using a consistent data system across Piritahi Kāhui Ako
We will be reporting on learning progress using curriculum levels and not using the language of NCEA assessment in Year 11. This is to ensure that we are being consisitent with the 2007 curriculum and follow on from current reporting for y1- 10 in Marlborough region.

# data[].attributes.attachment_link.description
Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

# data[].attributes.headline
Examples of how to best engage Pasifika students

# data[].attributes.subject
Examples of how to best engage Pasifika students

# data[].attributes.body
- How do they learn best? are there protcols/ customs that we should be made aware of for in the classroom?

We have had some PL on this, and note it is an ongoing need to grow our collective understanding of culturally competent practice.

# data[].attributes.headline
Further understanding of the Maori and Pacifica action plans

# data[].attributes.subject
Further understanding of the Maori and Pacifica action plans

# data[].attributes.body
We have had some PL on this, and note it is an ongoing need to grow our collective understanding of culturally competent practice.

# data[].attributes.body
Authentic and meaningful examples of how mātauranga is being used effectively in PE courses throughout Aotearoa

We will need to connect with our networks as we work through planning.

# data[].attributes.attachment_link.readable_text
This section includes stories and examples of practice from schools about the benefits that can be gained from reviewing PE practice.

For schools, these benefits included:

a strengthening of systems for needs-based Health and PE planning

increased teacher confidence and ability to design effective PE learning

increased use of effective Health and PE practices.

Key changes to practice that are evident in these stories include:

planning that reflects students' wellbeing and learning needs

fostering inclusion and relationship building through emphasising participation and effective teamwork

focusing on wellbeing and expressing feelings using te whare tapa whā as a reflection tool

exploring te ao Māori through a focus on Māori games and te whare tapa whā

fostering student agency and critical and creative thinking through reflection and opportunities to make up or change rules, games, or movement patterns.

To get started reviewing PE planning use the following resource which has been designed for schools by experienced physical education teachers as part of the Healthy Active Learning initiative. Resource: Implementing Physical Education in practice

Focusing planning around students' wellbeing and learning needs

A key benefit of revising Health and PE approaches is that it enables schools to plan learning around students' wellbeing needs such as inclusion or learning needs such as social skills or self-regulation.

The first two stories are about planning that reflects student needs. These stories also illustrate other aspects of quality PE practice such as how schools incorporate mātauranga Māori into Health and PE learning.

At the school in Story 2, PE used to be about practicing for sporting events, now teachers consider how to address students' wellbeing and learning needs through Health and PE learning.

At the school in Story 3, PE used to be going outside to play a sport like basketball. Those who liked playing sports had fun, but school leaders could not see much reflection on learning. Now, instead of just focusing on Strand B (Movement concepts and motor skills), PE is integrated with health, and teachers think holistically about children's development. Health and PE learning is designed to reflect current student needs in ways that also support wider school goals such as using pedagogies that build meta-cognitive skills and developing a local curriculum that reflects the Treaty of Waitangi and incorporates mātauranga Māori.

Local curriculum design - integrating planning with school culture, goals and values

At a third school (Story 4), integrating PE with wider school goals was a key change for staff. Prior to this, in PE time, teachers used to teach things like large ball skills or games for inter-school sports. As they reviewed the Health and PE programme, teachers realised they were mostly focusing on Strand A (Movement concepts and motor skills). So, they shifted to an integrated planning process that included three of the goals in their strategic plan:

engaging students

fostering students' capabilities

offering authentic learning in exciting places.

Each year staff meet for a planning day to develop integrated themes that fit with students' needs. They brainstorm the big questions to focus on, then hubs (syndicates) plan the detail. The Health and PE component of the integrated plan now includes the four strands and is called hauora time.

At a fourth school (Story 5) revising approaches to Health and PE learning was supported this school to foster their school values.

Building school values in junior school through PE

What is the learning focus?

A junior syndicate was working on developing a more holistic view of movement and wellbeing structured around te whare tapa whā. Their current focus connected taha whānau/social wellbeing and the school value of "teamwork". The aim is to build students' ability to offer encouragement and good quality feedback to peers using the medium of a basic movement skill (throwing using a vortex).
Setting the scene
In class the teacher introduces the WALTs (learning intentions). To remind students of the movement skill aspect, the teacher plays a video which breaks down the movements needed for a running throw of a vortex. A student pauses the video at key points so her peers can discuss what they are seeing. Using a pair-share technique the teacher asks the students to share the key steps for throwing a vortex, and what gave them the most success in previous sessions.

She then introduces the school value of 'teamwork' and asks students for their ideas about what this might look like.

Students said teamwork was about:
Taking turns Using nice words like 'nice throw' or 'good job'
Building on students' ideas, the teacher introduced the new focus about giving encouragement and constructive feedback. She provides some prompts for students to use: 'Good job, and here's a key to how to hold the vortex...', or 'Good job, try holding the vortex by the ball and have a go'.
Going outside to give it a go
Outside the class do warmups and the teacher splits them into teams of around four. She asks, 'Who can remember the school value?' Students discuss the value in their groups and then have a go at throwing the vortex and returning it to the next team member. As they do this, their team members yell encouragement and give the thrower feedback. All students are enthusiastically participating, and we hear many examples of students encouraging their peers.

The teacher asked a couple of students to demonstrate to their peers who find the vortex hard to throw. One walked alongside his peer who was struggling and suggested a technique which worked well.

The wrap up was a class reflection on the WALTs. Students were asking questions such as "What were some of the things we did that showed we were being a good team player?"
What did students and teachers think about this learning?
Later we talked to a group of students who liked the school's focus on learning values through movement. This brainstorm shows one student's view on the key aspects of PE learning.

Teachers and school leaders thought the junior school focus was building a more positive school culture and enhancing students' ability to set goals and reflect on learning.
Every morning we have te whare tapa whā time. We are now more aware of how different parts of one activity can apply to all four boxes.... Using te whare tapa whā, kids set goals and challenge themselves. We also use the 'learning pit', and I notice kids taking on new challenges and pushing themselves further. One student said this morning that he was happy because he was gaining resilience (he was talking about how he was handling not winning). There is evidence of kids thinking more after the fact. (Teacher)

Building stronger community and cultural connections

Making stronger links to local places, resources, spaces, or people can help schools promote a wider range of types of physical activity. These connections might take a variety of forms including:

making more use of local parks and playgrounds

exploring a wider range of active recreation opportunities and sports such as sailing

accessing resources at other schools such as bike tracks or swimming pools

making stronger connections with local marae or culturally important places, spaces, or times (e.g., joining local Matariki events)

forming stronger links with local primary or secondary schools.

Story 6 provides an example of how one school was making use of free local resources in ways that promoted physical activity and supported their curriculum focus.

Fostering wellbeing and inclusion

Revising approaches to Health and PE can assist teachers to focus on wellbeing and teach about mental health, through an increased focus on inclusion and te whare tapa whā. Teachers can use te whare tapa wha to support students to talk about feelings and explore a wider range of dimensions of wellbeing, beyond their usual focus on physical wellbeing.

Story 7 illustrates how a school refocused PE learning to support wellbeing goals. Many schools have some students who do not enjoy physical activity and do not want to participate in PE learning. This story shows how offering students more opportunities for input, combined with a focus on the social and emotional aspects of hauora, was resulting in more students joining in and enjoying PE.
Play.sport... Has helped me to explore with my students the different elements of hauora. How we can use what we know about hauora in our daily learning and express how we feel about things in a safe way.
(Teacher)
Exploring te ao Māori and te reo Māori through PE learning
What do you like about PE? Students said: It's cool to learn about the walls of learning [hauora]. Most of the stuff we do is cultural which is really cool: Māori, Irish, te reo. We learn the traditional background at the start. What are the different things you learnt in PE this year? Students' learning about te whare tapa whā included: The 4 walls, tana tinana, tana wairua, tana hinengaro... The purpose of each wall, what they involve. The four walls make it easier for some kids because they have trouble putting it [reflections] into words and into groups in their own mind. Students' learning about horo hopu included. What are the different things you learnt in PE this year? Students' learning about te whare tapa whā included: The culture of the game, traditions, and how it was passed down. Different techniques, because none of us knew the game. ​
Health and PE learning can be designed to support school or Kāhui Ako goals about building culturally responsive approaches or fostering te reo. One approach is to broaden the types of games used as learning contexts, with less focus on the usual European games like soccer and basketball and including more Māori games and movement such as horo hopu (see Stories 3 above and 9 below). Schools should also be encouraged to include other games that reflect the cultures of their students. For example, designing a unit of work around African games, or designing student inquiries that give students space to explain a game from their family to their peers.

Many Play.sport schools had increased their focus on te whare tapa whā and Māori games or movement. Like teachers, students found having a structure such as te whare tapa whā assisted their reflections and understandings about wellbeing. Many students also enjoyed learning about new games such as horo hopu, tī uru, or kī o rahi. Some Māori students noted they liked seeing their culture valued in this way at school. Others acted as leaders as they supported their classmates to understand the meaning of te reo Māori concepts or terms, or how to pronounce words.

Backyard Atua Matua

This resource created by the Manawakura team at Sport Gisborne Tairāwhiti uses the atua matua approach to learning that involves experiencing your environment and learning to understand the knowledge it holds, particularly knowledge connected to atua and the tribal interpretations of that knowledge.

Reviewing their planning assisted the school in Story 8 to make stronger connections between Health and PE learning and school goals about fostering te reo Māori and developing a bicultural curriculum.
Within the Health and Physical Education learning area students are encouraged to think critically and creatively, and to plan for and potentially engage in critical action related to issues that evolve from their own and others'  lives and experiences.
Story 9 also illustrates how Health and PE learning can support school goals about culturally responsive teaching. Another theme is how Health and PE learning can foster inclusion.

Fostering critical and creative thinking
https://www.educationcounts.govt.nz/publications/schooling2/curriculum/all-nmssa-publications/nmssa-2017-insights-for-teachers-health-and-physical-education https://www.educationcounts.govt.nz/__data/assets/pdf_file/0005/194702/NMSSA-INSIGHTS_HealthPE_2017.pdf
The stories in previous sections show how schools had woven more opportunities for student reflection within PE learning. This reflection could be a just-in-time approach to consider how to improve an aspect of learning or a summary session using te whare tapa whā as a framework to guide reflection. Reflection is one form of critical thinking.

Stories 10 and 11 show other examples of how schools incorporated a focus on critical and creative thinking within Health and PE learning.

For further information on how well students are doing nationally in regard to critical thinking in HPE, and ideas on how this can be fostered, the National Monitoring Study of Student Achievement (NMSSA) data and 'Insights for Teachers' report provides some useful reading.

Often teachers' shifts in thinking were assisted by the process of trying out new practices, and then seeing their impact on students. Story 10 is about the journey of an experienced teacher who was reluctant to teach PE due to her concerns about safety. A change in school approaches to PE helped her develop more confidence. At her school, learning gymnastics in the hall on gear like beams and vaults was a standard winter fixture that had "stayed the same since 1963". Now use of this equipment was integrated with other learning themes and needs-based learning goals for students. Teachers had shifted their view that PE learning was about "doing the right step on the beam" to setting up learning that enabled students to build creative thinking capabilities as they explored movement and challenged themselves.

Story 11 describes how one school is approaching integrated Health and PE within the wider curriculum and with school goals about building student agency and thinking skills.

# data[].attributes.attachment_link.title
Physical Education - examples of good practice | Sport New Zealand - Ihi Aotearoa

# data[].attributes.attachment_link.description
This section includes stories and examples of practice from schools about the benefits that can be gained from reviewing PE practice

# data[].attributes.body
Why Curriculum Levels instead of Grades? (Doesn't have to be NCEA grades)

We don't want to introduce a new language of reporting. Whānau are already familiar with curriculum levels.

# data[].attributes.headline
Are we still going to get Thursday morning to complete this work as a department, rather than unit planning, will we still have time to work together on the nuts and bolts

# data[].attributes.subject
Are we still going to get Thursday morning to complete this work as a department, rather than unit planning, will we still have time to work together on the nuts and bolts

# data[].attributes.body
YES- Hui Ako time will be from now dedicated to course planning for Year 11

# data[].attributes.body
More about the action plan and how we can incorporate it into different areas of technology

Getting whanau input into courses - how to get them involved in planning stages?

We have had some PL on this, and note it is an ongoing need to grow our collective understanding of culturally competent practice. We are also planning further talanoa with families.

# data[].attributes.headline
How can we assess in different ways when our external providers only assess in 1 or 2 ways?

# data[].attributes.subject
How can we assess in different ways when our external providers only assess in 1 or 2 ways?

# data[].attributes.body
We have to sort our courses out as a priority. The capabilites work we are doing will lead to transferable skills for our young people.

# data[].attributes.body
A coordinated approach to seeking support for courses from local iwi so that they are not overwhelmed.

Yes, this is important. We should plan our across school needs and perhaps have a single point of contact with iwi representatives - needs work.

# data[].attributes.body
I would like to learn more about different digital strategies for UDL

1. Excellent - could you write name here so we can add you to list

# data[].attributes.body
If a curriculum level does not accurately convey how well or not so well a person is doing in a language, how should we assess and report? Frequently in languages we will be operating at multiple curriculum levels as this is the nature of language learning. What does a curriculum level mean to a student or parent? Will the parent be supplied with an 88 page MoE document so that they can decipher what a curriculum level really means?

There is currently a blurb at the front of junior reports - understanding Junior school assessment - see above the blurb -

# data[].attributes.body
How are we going to do these in Year 11 in 2024 as we need to build them into our programmes?

# data[].attributes.body
I would like to have some more PD with how to develop a curriculum using our local narrative. The document is excellent but more local links, resources would be really beneficial. This will also ensure that we are confident in our delivery

# data[].attributes.attachment_link.provider_name
Museum of New Zealand Te Papa Tongarewa, Wellington, NZ

# data[].attributes.attachment_link.readable_text
Skip to main content

This resource weaves together learning areas from the NZC, using high impact practices within local curriculum, such as developing community relationships for learning.

Themes

From the Past, for Tomorrow explores two cross-curricular themes that show up within Visual Arts, Aotearoa New Zealand (ANZ) Histories, Technology, and Health and PE in differing ways.

Theme one: identity and representation

Who we are, and who gets to tell the stories of who we are.

This theme focuses learners on the subjective nature of representation - and how values, attitudes, and beliefs impact on how identity is communicated to others. Learners explore the ways in which costume and adornment can communicate identity, and consider the ways in which their developing identity is expressed. They consider the power of storytelling and the ways in which we can ensure it is authentic.

Learners look at the ways in which art and technology can be used as tools to respond, redress, and retell history. They consider and then respond to the motivations and purpose of the artist Lisa Reihana's work as a reaction to the colonial lens.

Theme two: time and change

How things were, how things are, and how things could be next.

This theme creates opportunities for learners to examine time, continuity, and change in relation to their local context. Learners are encouraged to not only identify ways in which life has changed over time, but to also consider the ways in which history changes over time. This theme also creates opportunities for learners to positively contribute to their community, encouraging both teachers and learners to be agentic changemakers in connection with their community.

This theme also shows up in the examinations of past and contemporary art practice. Learners can explore static and moving images to begin to understand some of the very real challenges and opportunities of creating art using today's technologies, such as time-based media.

Level 3 and Level 4 curriculum links

This resource links the principles, values, and key competencies of the NZC with parts of the Visual Arts, ANZ Histories, Technology, and Health and PE learning areas through a smorgasbord of rich tasks.

The integrated inquiry model is assumed to be of most relevance to teachers of learners between Years 4-10. With this in mind, the following curriculum links have been made at Level 3 and Level 4 of the NZC.

Aotearoa New Zealand Histories

Through Reihana's artwork, ākonga can value and understand multiple perspectives on historical and contemporary events, and develop their critical thinking and inquiry skills - understanding the past to make sense of the present and inform future decisions and actions.

The threads below are woven together for meaningful, rich learning experiences, as described within the ANZ Histories curriculum [PDF, 459 KB].

Understand

European explorers' encounters in the Pacific, which are the focus of Reihana's artwork in Pursuit of Venus [infected], took place within the worldwide imperial project that preceded the colonisation of Aotearoa.

in Pursuit of Venus [infected] responds to these events by challenging the dominant historical narrative that was recorded at that time, and centring multiple Pacific experiences rather than those of the explorers. In returning the point of view on the Pacific encounter histories to the Pacific communities themselves, Reihana reverse maps the impact of colonisation on the Pacific.

Using the resource, teachers and learners explore this big idea by analysing the power associated with history and the politics of storytelling, identity, and representation. They consider the ways in which they can redress imbalances in their local history, decentring dominant narratives to create space for agency, reconciliation, and healing.

This resource creates the space for teachers and learners to consider some of the differences that exist between tangata moana, tangata whenua, and tangata tiriti relationships to the land, water, and resources, by engaging with their own place-based histories in response to Reihana's artwork. Rohe and local contexts are explored through local, place-based approaches.

Land, water, and resources

Aotearoa New Zealand was claimed and named. Te taiao was cared for and transformed by Māori and by subsequent settlers.
Mana motuhake
Mana was central to all political and economic relationships in traditional Māori society and has continued to shape internal and external interactions.

This can be directly explored through considering Dufour and Reihana's understandings and approaches to the same places and periods of time. (Joseph Dufour was the French colonial-era entrepreneur whose wallpaper designs inspired Reihana.) It can also be addressed through localised examinations of the ways in which different frames of reference contribute to differing stories.

I can construct an historical sequence of related events and changes and recognise that others might sequence it differently.

I can construct an extended historical sequence of related events and changes, locate it in relation to the present, and recognise that others might sequence it differently using a different frame of reference.

I can construct and compare narratives of cause and consequence that place historical events, people, and changes in an extended sequence with links to the present.

This inquiry practice will be cultivated in local community contexts. Learners can use Reihana's approaches to in Pursuit of Venus [infected] to think about, and actively respond to, local, place-based histories.

I can draw on historical sources, giving deliberate attention to mātauranga Māori sources, to answer questions about the past.

While doing so, I identify views that are missing and note how this restricts my conclusions.

I can actively seek out historical sources with differing perspectives on the past, giving deliberate attention to mātauranga Māori sources.

While doing so, I recognise that sources are incomplete, that there may not be a full answer to questions, and that my conclusions are themselves interpretations.

I can actively seek out historical sources with differing perspectives and contrary views (including those that challenge my own interpretation), giving deliberate attention to mātauranga Māori sources.

While doing so, I identify missing voices and draw conclusions that capture the diversity of people's experiences.

Do
Interpreting past decisions and actions

Interpretations of people's past decisions and actions need to take account of the attitudes and values of the time and people's predicaments and points of view.

By acknowledging the benefits of hindsight and reflecting on our own values, we can make ethical judgements concerning right and wrong.

This inquiry practice explores the context of Dufour's panels, as well as local histories. Reihana's response can be seen as an active dialogue with the ways in which Pacific peoples were represented within the encounter world of Cooks' voyages. By using Te Papa's collections, there is also room in this inquiry to examine the attitudes and values that underpinned traditional museology and the contemporary challenges of decolonising these museum practices.

I can identify the attitudes and values that motivated people in the past and compare them with attitudes and values of today.

I can make an informed ethical judgement about people's actions in the past, taking account of the attitudes and values of the times and the challenges people faced.

I can make an informed ethical judgement about people's actions in the past, giving careful consideration to the complex predicaments they faced, the attitudes and values of the times, and my own values and attitudes.

Visual Arts

This resource encourages learners to see art as a reflection of attitudes, values, and beliefs - which may represent the individual artist and also the time within which the artwork was made.

Learners are encouraged to develop their own artistic responses that riff from artists' work, play with art-making conventions, and communicate meaning within and from their own worlds.

Technology

Know
Nature of technology
Characteristics of technology

Understand how technological development
expands human possibilities and how technology
draws on knowledge from a wide range of
disciplines. (L4)

Learners can compare and contrast the ways in which artists of the past and contemporary artists use technology to communicate ideas, including the use of time-based media, such as that used by Reihana.

Do
Technological practice
Planning for practice

Undertake planning to identify the key stages and resources required to develop an outcome. Revisit planning to include reviews of progress and identify implications for subsequent decision making. (L3)

This inquiry guides learners to develop their own creative responses, and through this learners plan for, develop, and review their processes and their successes using digital tools to bring their vision to life.

Health and PE

Know
Personal health and physical development
Personal identity

Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. (L3)

Describe how social messages and stereotypes, including those in the media, can affect feelings of self-worth. (L4)

This inquiry can explore the ways in which popular culture provides strong social messages that can impact on how good we feel about ourselves. Learners are encouraged to consider their own identity and to develop ways in which this can be expressed that contribute to their sense of worth and celebrate their potential.

Do
Relationships with other people
Identity, sensitivity, and respect

Recognise instances of discrimination and act responsibly to support their own rights and feelings and those of other people. (L4)

This inquiry could lead learners to critically analyse issues of diversity, discrimination, and representation, particularly within popular culture, and to find ways to respond to these issues.

You might also like

Introduction

Introduction

Read an introduction to this learning resource, and the artwork that inspired it.

Underpinning kaupapa

Underpinning kaupapa

From the Past, for Tomorrow offers place-based, learner-led approaches that give life to the front end of The New Zealand Curriculum.

Knowledge-rich inquiry

Knowledge-rich inquiry

This resource uses two main inquiry arcs - a content-rich exploration, and then in response, active learner-led creation. Reflective activities are integrated throughout.

# data[].attributes.attachment_link.description
This resource weaves together learning areas from the NZC, using high impact practices within local curriculum, such as developing community relationships for learning.

# data[].attributes.body
When we'll get a standardised template to start planning and writing our course

This has been devised with CLs and will be shared at the next department meeting.