First Settlers & Early Identities Students will conduct a supported search for first settlers in their local historical cemetery and develop an inquiry into the lives of these families and their contribution to the development of a community over time. Students use a variety of both primary and secondary sources. Curriculum links Principles In English, students study, use, and enjoy language and literature communicated orally, Contents visually, or in writing. • High expectations 1 • Cultural diversity In the arts, students explore, refine, and • Learning to learn communicate ideas as they connect thinking, Foreword imagination, senses, and feelings4 to create • Community engagement Purpose and Scopew orks and respond to the w6 orks of others. Overview 7 Vision 8 • Coherence Principles 9 VInalues health and physic al educ ation , students 10 learn Key Competencies 12 Key Officialabout Languages their own well-being, and that of14 others and Learningsociety Ar, easin health-r elated and movement16 contexts. English 18 Competencies The Arts 20 In learningHealth andlanguages Physical Educ, studentsation learn to 22 • Thinking Learning Languages 24 communicMathematics2at e in andan Stadditionalatistics language, 26 • Using language symbolsde vandelopScienc their e capacity to learn further languages,28 and explSocialore Scienc differesent world views in relation30 to text Technology 32 theirEff oectivwn.e Pedagogy 34 The School Curriculum: Design and Review 37 • Managing self Key considerations 37 In mathematicsThe relationship andbetw eenstatis the Neticsw Zealand, students explore Curriculum and the school curriculum 37 • Relating to others relationshipsPrinciples in quantities, space, and dat37a and learnV alues,to expr key escompets theseencies, relationships and learning areas in ways37 that • Participating and contributinghelp Vtaluesh em to makLearninge sense of the world arAreaso38und them. Key competencies 38 Learning areas 38 Achievement objectives 39 Values AsInses sciencsment e, s tudents L3 expl orande how both39 4 the natural Learningphysic pathwaysal world and science itself w41ork so that The Education Act and the Curriculum 43 Requirtheementsy can for participatBoards of Truset eesas critical, informed,44 and • Explore with empathy the Years randesponsibl Curriculume Lecitizensvels in a society in 45which science Fold-out 3charts of achievement objectives by level values of others Glossaryplays and whakata significauki ant r ol e. Inside back cover • Learn to accept different kinds In the social sciences, students explore how of values – social & cultural societies work and how they themselves can participate and take action as critical, informed, • learn about the values on and responsible citizens. which NZs cultural & institutional traditions are In EnglishIn technol, studentsogy, students study, use, learn and to enjobe innoy vative languagedeveloper and slit ofer praturoductse communic and sysattemsed or andally , based. visualldiscy, erningor in writing. consumers who will make a difference in the world. In the arts, students explore, refine, and communicate ideas as they connect thinking, imagination, senses, and feelings to create works and respond to the works of others. In health and physical education, students learn 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. 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: Level Three and Four – Social Sciences Strand: Continuity and change Students learn about past events, experiences and actions and the changing ways in which these have been interpreted over time. Learning experiences help students to understand the past and the present and to imagine possible futures. Level 3 students gain knowledge skills and experience relating to the following concepts • Understand how people remember and record the past in different ways. Students can by tracing individual people, families, events, and significant local places, through primary sources such as cemetery and other memorial inscriptions, original letters, and photographs in museum collections, and online newspapers of the past and through secondary resources such as books, databases, understand ways in which people express a sense of belonging to particular places and environments. • Understand how early migrations to New Zealand have continuing significance for communities Students can • identify through primary sources available on headstone inscriptions, original letters, and photographs in museum holdings, and online newspapers what life was like for the first settlers and the various ways these first settlers through their occupations, and community services contributed to the development of their local community over time. • describe ways that their small community has changed over time. Level 4 students gain knowledge skills and experience relating to the following concepts • Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people Students can Trace individuals, local families, significant events, and the development of local places such as churches schools and cemeteries, through primary sources such as cemetery and other memorial inscriptions such as community plaques, school “roll of honour” boards, original letters, documents and photographs in museum collections, and online newspapers of the past and through secondary resources such as books, databases and investigate and understand why people pass on and sustain culture. Settings Context: Local communities set within a New Zealand context. Activities start with the local cemetery and allow students to explore memorials as primary resources within the early period of New Zealandʼs European settlement; that is from about the 1840s. Learning Areas: Level Three and Four - English Strand: Listening, Reading and Viewing Learning activities encourage students to integrate sources of information, processes, and strategies and to develop confidence to identify, form, and express ideas. • Processes and strategies: Students can o recognise and understand the connections between oral written, and visual language; o Integrate sources of information and prior knowledge with developing confidence to make sense of increasingly varied and complex texts. o Select and use a range of processing and comprehension strategies with growing understanding and confidence o Monitor, self evaluate, and describe progress with growing confidence, • Purposes and audiences: Students develop a broader understanding of how texts are shaped for different purposes and audiences. • Ideas: Students show a developing understanding of ideas within and across and beyond texts. o Students make meaning of increasingly more complex texts o Students make connections by starting to think about underlying ideas in and between texts. • Language features: o Shows an increasing knowledge of how text conventions can be used appropriately. • Structure: Students are introduced to and can demonstrate a developing understanding of text structures. o Identifies a range of text forms and recognises some of their characteristics and conventions. Strand: Speaking Writing and Presenting Learning activities encourage students to integrate sources of information, processes, and strategies and to develop confidence to identify, form, and express ideas. • Processes and strategies: Students can o Uses a developing understanding of the connections between oral written, and visual language when creating texts. o Creates a range of texts by integrating sources of information with growing confidence. o Seeks feedback and makes changes to texts to improve clarity meaning and effect. o Is reflective about production of own texts and self evaluates own progress • Purposes and audiences: Students show a developing understanding of how to shape texts for different purposes and audiences by careful choice of language content and form and by conveying personnel voice where appropriate. • Ideas: Students select, form, and communicate ideas with increased clarity and drawing on a range of resources. • Language features: o Uses oral, written and visual language features to create meaning and effect and to engage interest. • Structure: Organises texts using a range of appropriate structures and sequences ideas and information with increasing confidence. Teachers Notes: Background to this unit This unit is designed for teachers and their classes who are located close to a small historic cemetery and where close connections exist between the local community and the