The Peopling of our Nation The Pioneer Chinese Goldseekers Students begin with research a their local cemetery and go on to investigate the contribution of the pioneer Chinese community to the advancement of New Zealandʼs culture, heritage, and economy. Students use a variety of primary and secondary sources and draw conclusions about the significance of the contribution made by this small group of early migrants. Curriculum links Principles • High expectations 1 • Cultural diversity Contents • Learning to learn In English, students study, use, and enjoy • Community engagement language and literature communicated orally, Foreword 4 visually, or in writing. Purpose and Scope 6 • Coherence Overview 7 Vision In the arts, students8 explore, refine, and Principles 9 Values communic ate 10 ideas as they connect thinking, Key Competencies imagination, 12senses, and feelings to create In English, students study, use, and enjoy Key Official Languages works and respond14 to the works of others. Learning Areas 16 language and literature communicated orally, Competencies English 18 visually, or in writing. The Arts 20 Health and PhysicInal health Education and physical educ22 ation, students learn • Thinking Learning Languagesabout their own well-being,24 and that of others and Mathematics2 and Statistics In the arts26 , students explore, refine, and Science society, in health-rcelatommuniced 28andat moe ideasvement as theconty ecxts.onnect thinking, • Using language symbols andSocial text Scienc es 30 imagination, senses, and feelings to create Technology 32 • Managing self Effective PedagogyIn learning languagesw, sorkstudents and34 lrearnespond to to the works of others. The School Curriculum: Design and Review 37 communicate in an additional language, Key considerations 37 • Relating to others The relationshipdevel opbetw theireen the c apacityNew Zealand to l earn further languages, In health and physical education, students learn Curriculumand and expl theor schoole diff curriculumerent world vie37ws in relation to about their own well-being, and that of others and • Participating and contributingPrincipl estheir oLearningwn. 37 Areas Values, key competencies,society and learning, in health-r areas elat37 ed and movement contexts. Values 38 Key competencies 38 In mathematics and statistics, students explore Learning areas In learning L4 languages and, s38tudents 5 learn to Values Achievementr elationshipsobjectives in quantities, spac39 e, and data and communicate in an additional language, Assessmentl earn to express these relationships39 in ways that Learning pathwaysde velop their capacity to41 learn further languages, help them to make sense of the world around them. The Education Act andand the eCurriculumxplore diff erent world43 views in relation to • Explore with empathy the Requirements for Boards of Trustees 44 Years and Curriculumtheir Levels o wn. 45 values of others Fold-out charts3 of achievInement scienc objective, sestudents by level explore how both the natural Glossary and whakatauki Inside back cover physical world and science itself work so that • Learn to accept different kinds In mathematics and statistics, students explore relationshipsthey can participat in quantities,e as critic spacal, e,inf andormed, data and and of values – social & cultural learnresponsibl to expre escitizenss these in r elationshipsa society in which in ways scienc thate hplayselp th ae msignific to maantke sreolne.se of the world around them. • Learn about the values on In the social sciences, students explore how which NZs cultural & institutional In science, students explore how both the natural societies work and how they themselves can traditions are based physical world and science itself work so that they cparticipatan participate ande as tak critice actional, inf asormed, critical, and inf ormed, responsibland reesponsibl citizens ein citizens. a society in which science plays a significant role. In English, students study, use, and enjoy languageIn technol andogy liter, saturtudentse communic learn to atbeed inno orallvativy, e In the socialvisuall sciencdevelyes,oper or, sintudentss writing.of products explor ande ho sysw tems and societies work discanderning how the consumery themselsv whoes c anwill make a participate anddiff takereenc actione in asthe critic world.al, informed, In the arts,and students responsibl explore e,citizens. refine, and communicate ideas as they connect thinking, imagination, senses, and feelings to create works and respond to the worksIn oftechnol others.ogy, students learn to be innovative developers of products and systems and discerning consumers who will make a In health and physical education, students difflearnerenc e in the world. about their own well-being, and that of others and society, in health-related and movement contexts. In learning languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own. THE NEW ZEALAND CURRICULUM PAGE 17 In mathematics and statistics, students explore relationships in quantities, space, and data and learn to express these relationships in ways that help them to make sense of the world around them. THE NEW ZEALAND CURRICULUM PAGE 17 In science, students explore how both the natural physical world and science itself work so that they can participate as critical, informed, and responsible citizens in a society in which science plays a significant role. In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens. In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world. THE NEW ZEALAND CURRICULUM PAGE 17 Learning Areas: Social Sciences Level 4 students gain knowledge skills and experience relating to the following concepts Understand how people participate individually and collectively in response to community challenges. Students will: - Identify the challenges facing Chinese villagers in their homelands from the 1850s onwards. - Describe the responses to these challenges both by individuals and their communities. - Identify the challenges faced by the pioneer Chinese migrants once they were in New Zealand. - Describe some of the ways individual Chinese met these challenges. - Describe some of the ways that the Chinese migrants collectively responded to these challenges. Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people. Students will: - Describe some important aspects of Chinese migrant culture that made individuals stand out and appear different. - Describe some of the consequences of sustaining cultural identity for the pioneer Chinese migrants. Level 5 students gain knowledge skills and experience relating to the following concepts Understand why people move between places and the consequences of this for the people and the places. Students will: - Explain why Chinese migrants moved between places. - Describe how this move affected the Chinese migrants in New Zealand. - Describe the consequences of this migration for the migrants. - Describe the consequences of this migration for places. Understand how economic decisions impact on people, communities, and nations. Students will: - Describe the effect of economic conditions in China and peoples responses to those decisions. - Describe the effect of economic conditions in New Zealand for pioneer Chinese migrants and describe individual responses to those conditions. Understand how cultural interaction impacts on cultures and societies. Students will: - Outline some examples of the kinds of interaction that occurred between Chinese and European migrants. - Describe the effects of cultural interaction for the pioneer Chinese immigrants in New Zealand. - Outline some of the impacts of interaction for the pioneer Chinese migrants. - Outline some of the impacts of the Chinese migration on New Zealand Society. Learning Areas: Level Four Mathematics and Statistics Statistical investigation. Plan and conduct investigations using the statistical enquiry cycle: • Determining appropriate variables and data collection methods. • Gathering, sorting and displaying multivariate category, measurement, and time-series data to detect patterns variations, relationships and trends. • Comparing distributions visually. • Communicating findings using appropriate displays. Statistical literacy Students can evaluate statements made by others about the findings of statistical investigations. Level Five: Mathematics and Statistics Statistical investigation. Plan and conduct investigations using the statistical enquiry cycle: Students can, • Determine appropriate variables and measures. • Consider sources of variation. • Gather and cleaning data. • Using multiple displays and re-categorise data to find patterns, variations, relationships and trends in multivariate data sets. • Compare sample distributions using methods of centre spread and proportion. • Present a report on findings. Statistical literacy Students can valuate statistical investigations undertaken by others including data collection methods, choice of methods and validity of findings. Learning Areas: Level Four and Five - English Strand: Listening, Reading and Viewing Learning activities encourage students to integrate sources of information, processes, and strategies and to develop confidence