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Leading Local Curriculum Guide – Aotearoa New Zealand's Histories

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Leading Local Curriculum Guide – Aotearoa New Zealand's Histories LEADING LOCAL CURRICULUM GUIDE Aotearoa New Zealand’s histories Supporting school leaders to understand and plan for Aotearoa New Zealand’s histories in social sciences Me tiro whakamuri, kia anga whakamua. If we want to shape Aotearoa New Zealand’s future, start with our past. Published 2021 by the Ministry of Education, PO Box 1666, Wellington 6140, New Zealand. www.education.govt.nz All text and images copyright © Crown 2020, except for the traditional whakataukī above, and the quotations throughout. All rights reserved. Enquiries should be made to the publisher. ISBN: 978-1-77663-978-6 (Print) ISBN: 978-1-77663-979-3 (Online) Replacement copies may be ordered from Ministry of Education Customer Services, online at www.thechair.minedu.govt.nz by email: [email protected] or freephone 0800 660 662, freefax 0800 660 663. Please quote item number 63978. 2 About this resource What’s inside? • Aotearoa New Zealand’s histories poutama This guide complements the Leading Local Curriculum Guide series. It is the first in a series (pages 4 and 5) This poutama is a self review of two guides designed to support primary, intermediate, and secondary school leaders to tool that you can work through with teachers understand and plan for Aotearoa New Zealand’s histories within social sciences. as you strengthen Aotearoa New Zealand’s histories in your social sciences programme. This guide explores the foundational and key capabilities for engaging with the new curriculum • Aotearoa New Zealand’s histories in the content. It supports school leaders working with teachers to: curriculum (pages 6–9) Find out why and how social sciences is being proposed to be strengthened with Aotearoa New Zealand’s histories. • Increasing knowledge of national and local histories and critical inquiry skills (pages 10–14) Explore ways to identify and increase your and teachers’ knowledge of Aotearoa New Zealand’s histories and associated critical Increase knowledge of Build productive Review their social sciences thinking and inquiry skills. national and local histories and partnerships with teaching and learning • Productive partnerships with whānau, hapū, grow critical inquiry skills. whānau, hapū, and iwi. programme for years 1–10 and iwi (pages 15–19) Find evidence-based and start identifying ways to strategies to help you build and strengthen strengthen Aotearoa partnerships with Māori communities. New Zealand’s histories. • Reviewing your social sciences programme Make sure that your plan for and identifying ways to strengthen Aotearoa implementing Aotearoa New Zealand’s histories (pages 20–23) New Zealand’s histories Get guidance on reviewing your social is part of your school’s long sciences programme for years 1–10 and start term strategic plans, including You can give feedback on the identifying ways to strengthen Aotearoa your annual plan and school draft curriculum content at New Zealand’s histories. charter. Your planning Education.Govt.NZ – Aotearoa should also link to broader New Zealand’s histories in our Use of terms The words , conversations about your national curriculum. students/ākonga teachers/kaiako school’s vision, values, are used interchangeably throughout this guide. and philosophy. 3 Aotearoa New Zealand’s histories poutama How to use this self review tool The stepped pattern of the poutama shows four stages that you can work through with teachers to understand, embed, and sustain Aotearoa New Zealand’s histories in your local curriculum. Each stage has actions to help you find where your school currently is and identify next steps. Important things to note • The suggested actions in the poutama are not exhaustive. Your school may identify additional actions to meet the needs and aspirations of your community. • Many of the activities within this guide relate to actions in the poutama. These are signposted. • Change takes time. Each school will be starting from a different point on their journey towards confidently and capably teaching Aotearoa New Zealand’s histories. Take a considered approach to this mahi and give it the time and attention needed to complete each part of the journey. • This guide focuses on the first two stages of the poutama. The second guide for Aotearoa New Zealand’s histories will focus on the next two stages. 4 Aotearoa New Zealand’s histories poutama Stage Four We are embedding and sustaining Aotearoa New Zealand’s histories, Stage Three as we: We are implementing • use it to review and refine Aotearoa New Zealand’s our local curriculum histories, as we: Stage Two • support ongoing professional growth of our people • use it to design our local We are developing curriculum • grow enduring and reciprocal relationships with hapū and iwi understandings and • support ongoing professional relationships, as we: growth of our people • reflect on our programme Stage One regularly and collaboratively to • collaborate with students, • grow awareness of national and ensure it continues to meet the parents, whānau, hapū, iwi, We are getting started, as we: local histories using a broad range needs and priorities of and communities to refresh of sources and perspectives our community • identify what we already know Activities: 1 2 3 our social sciences programme • offer students rich learning about Aotearoa New Zealand’s and implement Aotearoa New • develop our critical inquiry skills experiences across a range histories and who our experts are Zealand’s histories Activities: 1 2 5 of contexts Activities: 1 2 3 5 • reflect New Zealand’s bicultural • recognise the links between current • use learning progressions • improve knowledge of te reo heritage and use mātauranga contexts/events and the past and design assessment and mātauranga Māori Māori sources Activities: 2 systems to know and show Activities: 3 • include national and local content • grow productive and reciprocal the development of students’ • know and connect with local that is relevant to all members of partnerships for learning between learning and critical inquiry skills. our school community whānau, hapū, and iwi our school and whānau, hapū, 3 4 Activities: and iwi • use the resources we have • connect with community Activities: 3 4 available – people, cultural heritage organisations, and networks to help us explore • make use of Kāhui Ako / school local places. the historical significance networks to explore mutually of local places and people beneficial opportunities 1 3 4 5 Activities: Activities: 3 4 • understand the what, why, when, • take a closer look at the details of and how of including Aotearoa Aotearoa New Zealand’s histories New Zealand’s histories in the in the social sciences learning area. social sciences learning area. Activities: 5 Activities: 1 4 5 5 Aotearoa New Zealand’s histories in the curriculum Why is our history important? History is a continuous thread. Contemporary issues that influence our lives can often be linked to past events. People’s actions today shape history tomorrow. Aotearoa New Zealand’s histories sits in the social sciences learning area of the curriculum and contributes to its purpose – for students to understand “how societies work and how (students) can participate and take action as critical, informed and responsible citizens”. Young people who know about our national and local histories are able to succeed in today’s world. • When ākonga place themselves within the context of Aotearoa New Zealand’s histories, they gain a deeper sense of who they are and how they and their ancestors came to be here. • To give effect to Te Tiriti o Waitangi, students need to understand its history and the perspectives of the diverse people who keep the Treaty alive. • Learning about Aotearoa New Zealand’s histories helps students understand different perspectives and experiences, which grows empathy and builds connections between people. • The study of history helps ākonga develop critical thinking skills and become informed citizens. 6 “Our diversity is our strength, but only when we build connections to each other. We can move forward together, stronger when we understand the many paths our ancestors walked to bring us to today.” CHRIS HIPKINS, EDUCATION MINISTER 7 Aotearoa New Zealand’s histories in social sciences Currently there is little national guidance about the teaching also focus on the diverse histories of cultural groups and learning each school delivers in relation to Aotearoa throughout Aotearoa. New Zealand’s histories. There have been strong calls through There will be scope for schools to use local contexts for learning, the Education Conversation | Kōrero Mātauranga and wider which will include: public discussion to ensure that all ākonga in all schools learn how our histories have shaped our present day lives. • rohe and local contexts, as defined by whānau, hapū and iwi, with hapū, and iwi as the source of knowledge Our national curriculum is being updated to set the expectation • historical contexts that are relevant to local communities that Aotearoa New Zealand’s histories are part of national and local curriculum. The update will describe the concepts, contexts, • contexts chosen by students through inquiries into their and critical thinking skills that all schools need to embed into local area. teaching and learning. This involves: Visit the Ministry of Education website for further information about the release of curriculum changes • using an understand, know, do framework to highlight and professional support. the learning that every student should experience • foregrounding the most important learning in progress outcomes • outlining clear requirements for national content that all “The histories that make up a local young people need to know wherever they are learning curriculum should be meaningful to – with room for local content. children that go to that school, and The curriculum update will include a strong focus on they should reflect the events and understanding the unique bicultural nature of New Zealand stories that sit within that school.” society and recognising that Māori history is the foundational PAULINE CLEAVER, and continuous history of Aotearoa.
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