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Possible language focus and vocabulary:
He arotahinga reo Possible Students learn new language most effectively within purposeful contexts

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Developing practical knowledge

Explore a variety of materials and tools and discover elements and selected principles.

Developing ideas

Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination.

Communicating and interpreting
Share the ideas, feelings, and stories communicated by their own and others’ objects and images.

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Identity, Culture, and Organisation – Students learn about society and communities and how they function. They also learn about the diverse cultures and identities of people within those communities and about the effects of these on the participation of groups and individuals.

Place and Environment – Students learn about how people perceive, represent, interpret, and interact with places and environments. They come to understand the relationships that exist between people and the environment.

Continuity and Change – Students learn about past events, experiences, and actions and the changing ways in which these have been interpreted over time. This helps them to understand the past and the present and to imagine possible futures.

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Empathy, compassion and integrity in action.

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Technological Practice
Students will:
Planning for practice
• Develop a plan that identifies the key stages and the resources required to complete an outcome. Brief development
• Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources available. Outcome development and evaluation
• Investigate a context to develop ideas for potential outcomes. Evaluate these against the identified attributes, select, and develop an outcome. Evaluate the outcome in terms of the need or opportunity

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L.2:
Developing practical knowledge

Explore and identify, through movement, the dance elements of body, space, time, energy, and relationships.

Developing ideas

Use the elements of dance in purposeful ways to respond to a variety of stimuli.

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Technological Practice
Students will:
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. Brief development
• Describe the nature of an intended outcome, explaining how it addresses the need or opportunity. Describe the key attributes that enable development and evaluation of an outcome.
Outcome development and evaluation
• Investigate a context to develop ideas for potential outcomes. Trial and evaluate these against key attributes to select and develop an outcome to address the need or opportunity. Evaluate this outcome against the key attributes and how it addresses the need or opportunity.

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Understanding the visual arts in context

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.

Developing practical knowledge

Explore and use art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes.

Developing ideas

Develop and revisit visual ideas, in response to a variety of motivations, observation, and imagination, supported by the study of artists’ works.

Communicating and interpreting

Explore and describe ways in which meanings can be communicated and interpreted in their own and others’ work.

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Technological Practice
Students will:
Planning for practice
•Undertake planning that includes reviewing the effectiveness of past actions and resourcing, exploring implications for future actions and accessing of resources, and consideration of stakeholder feedback, to enable the development of an outcome.
Brief development
• Justify the nature of an intended outcome in relation to the need or opportunity. Describe the key attributes identified in stakeholder feedback, which will inform the development of an outcome and its evaluation.
Outcome development and evaluation
• Investigate a context to develop ideas for feasible outcomes. Undertake functional modelling that takes account of stakeholder feedback in order to select and develop the outcome that best addresses the key attributes. Incorporating stakeholder feedback, evaluate the outcome’s fitness for purpose in terms of how well it addresses the need or opportunity.

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L.3:
Developing ideas

Select and combine dance elements in response to a variety of stimuli.

Communicating and interpreting

Prepare and share dance movement individually and in pairs or groups.

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Students should be able to:

communicate about location, the native plants and animals in that location in te reo Māori.

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Learners demonstrate a highly
effective and synergistic
approach to work in a way that
not only leverages each member’s
strengths but provides
opportunities.
Each team member’s strengths
and perspectives are infused to
come to the best possible decision
that benefits all.

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Safety Management
Identify risk and use safe practices in a range of contexts.

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Message advocates a purpose and makes impact

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Message advocates a purpose and makes impact

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The learner’s message is
compelling and may challenge
thinking or call for action.
They skillfully use subtle
and overt communication
techniques (language, tone,
timing, organizational patterns,
and representational features)
to communicate convincingly.

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L.2:
Developing practical knowledge

Explore and use elements of drama for different purposes.

Developing ideas

Develop and sustain ideas in drama, based on personal experience and imagination.

Communicating and interpreting

Share drama through informal presentation and respond to elements of drama in their own and others’ work.

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Level Three

Nature of Science

Investigating in science • Build on prior experiences, working together to share and examine their own and others’ knowledge. • Ask questions, fi nd evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

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.

Ecology • Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human induced.

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Level One/Two

Nature of Science

Investigating in science • Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.

Participating and contributing • Explore and act on issues and questions that link their science learning to their daily living.

Ecology • Recognise that living things are suited to their particular habitat.

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2.4 Communicate about time, weather and seasons
Students could be learning through:

role-playing asking and answering questions in appropriate contexts, for example, a parent teaching a child how to tell the time.

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Regular physical activity - L3
Maintain regular participation in enjoyable physical activities in a range of environments and describe how these assist in the promotion of well-being

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Learners understand from personal experience how empathy, compassion and integrity impact learning interactions and broader contexts. They show genuine commitment to developing these virtues.

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Learners understand from personal experience how empathy, compassion and integrity impact learning interactions and broader contexts. They show genuine commitment to developing these virtues.

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Level Four

Nature of Science

Investigating in science • Build on prior experiences, working together to share and examine their own and others’ knowledge. • Ask questions, fi nd evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

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.

Ecology • Explain how living things are suited to their particular habitat and how they respond to environmental changes, both natural and human-induced.

Evolution • Begin to group plants, animals, and other living things into science-based classifications. • Explore how the groups of living things we have in the world have changed over long periods of time and appreciate that some living things in New Zealand are quite different from living things in other areas of the world.

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Developing practical knowledge

Explore and identify how sound is made and changed, as they listen and respond to music and apply knowledge of the elements of music, structural devices, and technologies.

Developing ideas

Express and shape musical ideas, using musical elements, instruments, and technologies in response to sources of motivation.

Represent sound and musical ideas in a variety of ways.

Communicating and interpreting

Prepare and present brief performances of music, using performance skills and techniques.

Respond to and reflect on live and recorded music.

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Societal attitudes and values
Identify how

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3.5 communicate about immediate past activities.

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Research into the history of the area.
Howdid the tangata whenua use the land

Interviewing people for history of the school

Creating fact plaques around the native animals and plants

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Developing practical knowledge

Explore and identify how sound is made and changed, as they listen and respond to the elements of music and structural devices.

Developing ideas

Improvise, explore, and express musical ideas, drawing on personal experience, listening, and imagination.

Explore ways to represent sound and musical ideas.

Communicating and interpreting

Share music making with others, using basic performance skills and techniques.

Respond to live and recorded music.

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Learners have skills in identifying authentic issues and problems and can compose and refine good questions that will advance. They can follow a structured process.

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Learners have skills in identifying authentic issues and problems and can compose and refine good questions that will advance. They can follow a structured process.

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Kids design feeding houses or stations for birds to attract them to the area

Outdoor survival

Photography- Creating art and maybe even fundraisers calendars

Design and create houses for weta and other creepy crawlies

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Students design bird houses/water stations/feeding houses to attract them to the area.

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Making huts - exploring environments and using imagination to create outdoor play areas.

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Design "features" at different parts of the walkway

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What plants/trees are in the bush area?
Which are native/non- native?
How are they contributing to the well being of the bush area?
How could we attract birds/native birds to the area?
Creating feeders> technology

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Using the Maori names for trees/shrubs/birds/insects etc.

Harakeke-weaving, using Te Reo instructions/vocabulary.

Tohu (directions, symbols, signs) to describe and label the environment.

Waiata Māori (Māori songs)

Host a concert for traditional Māori instruments in our open green space where the students are told of how the instruments were made using native trees/plants/objects and learning language/names.

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L2:
Understand how time and change affect people's lives.

Understand how the status of Māori as tangata whenua is significant for communities in New Zealand

L3
Understand how people view and use places differently

Understand how groups make and implement rules and laws

L4
Understand how people participate individually and collectively in response to community challenges

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Start by exploring the area thinking about what we can see, hear, feel, smell etc. Brainstorm student questions, wonderings eg. Do any snakes live in our green area? Why/why not - link to habitat.

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investigate the topography-could we use a drone to get a bird's eye view.

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investigate the topography-could we use a drone to get a bird's eye view.

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How does this area connect to the bigger picture

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Design "features" at different parts of the walkway

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Researching about different plants that will survive and thrive in the area and also research and plant trees that will attract birds

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Using nature to inspire art in the classroom eg. Spider webs with leaf litter caught in them - fishing line and leaf creations.

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Students to design or ensure the pathway is safe for all to access - eg. a rail on steep corners or slippery parts. (What else could they use or design similar to a rail?)

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Building up the insect population as a food source for birds

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Building up the insect population as a food source for birds

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Zen Garden

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Designing a safer way to go down the walk way e.g. rail, waterslide or a flying fox.

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How can the plants/trees contribute to the well being of people (Science) e.g. healing properties, weaving (Technology), shelter (Technology)?
Connect of wairua and whenua and awa- te ao Maori
What is the history of the water- where does it go- how long is it (Maths, mapping)

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Making huts - exploring environments and using imagination to create outdoor play areas.

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Planning a "Reflective Space" to be used for observation, mindfulness, appreciating of our environment. What impact can we have on the use and value of this space.

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Planning a "Reflective Space" to be used for observation, mindfulness, appreciating of our environment. What impact can we have on the use and value of this space.

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Students working in teams to design structures or feeding/bird houses - could use buddy classes

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Rearing school chickens to help with school lunch waste and to encourage ecological growth in the area.

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Use found items in the bush to make instruments

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How can we capture the history for others to access in the future?

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Making huts - exploring environments and using imagination to create outdoor play areas.

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Exploring music that represents sounds of nature

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Exploring music that represents sounds of nature

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Design a bridge to go over the stream.

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Build a bivouac for survival
Wood carving skills- like what they showed us at Mangere Mountian (The Arts)

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How to protect the native wildlife by washing our shoes. Where we can walk ect.

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How do we encourage wildlife to be part of our green area - eg Bird life... Is noise a barrier, do we have the right kind of trees?

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Understanding the movement and actions of the environment to help create a dance

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Create identifying brochures and signs to identify native plants

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Clearing weeds and fallen trees - "team tidy up"

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Communicating about how to carry out /develop the ideas to make them happen. The students need to communicate to work together

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Inquiry into how to regenerate native bird life

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look at the history of dance of the Maori and Pasifika Peoples

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look at the history of dance of the Maori and Pasifika Peoples

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telling a friend or group of friends about what they experienced at the school forest.

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Identifying natural nutritions within the environment

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What do different birds sound like? Can we use bird call to make music?

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Design something to catch pests

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Learning different names, places, things in our nature area in te reo.

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How do other cultures look after their environment?

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How do other cultures look after their environment?

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Host a concert for traditional Māori instruments in our open green space where the students are told of how the instruments were made using native trees/plants/objects and learning language.

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Host a concert for traditional Māori instruments in our open green space where the students are told of how the instruments were made using native trees/plants/objects and learning language.

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Using Kagan groups to collaborate on on finding solutions to inquiry question

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Outdoor cooking

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Spend time in the nature area - focusing on sounds and how they make us feel. Go back to class or still in the area and create music that represents those sounds

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Using the myth and legends of Maori and Pasifika people

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Using the myth and legends of Maori and Pasifika people

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Art in the entrance way
Create pou
sustainable fashion
Nature Art pictures - photograph once created

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seed gathering, propagation, planting etc

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Developing practical knowledge

Use techniques and relevant technologies to explore drama elements and conventions.

Developing ideas

Initiate and develop ideas with others to create drama.

Communicating and interpreting

Present and respond to drama, identifying ways in which elements, techniques, conventions, and technologies combine to create meaning in their own and others’ work.

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creating a mystery/process drama about "what's behind the gate".

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creating a mystery/process drama about "what's behind the gate".

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Historical process drama about early life in the NZ bush.

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create a fantasy land located in the bush. Create characters, use i-movie to make a short intro for it

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Create soundscapes based on found sounds in nature.

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Create soundscapes based on found sounds in nature.

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Mindfulness in nature-drawing and writing

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Mindfulness in nature-drawing and writing

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Inanga talks, connection with stream to Manutewhau

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Investigate the legend of Ki O Rahi. Use fallen vegetation to create the Ki
Play Ki O Rahi - permanent markings?