Kaiako: Lata Laing, Natalie Muller, Ruth Lemon, Terina Nin

Te Tau o ngā Tamariki: Year 1-2

Te Roanga o te Whakaako: 9 weeks– Wiki 1-Wiki 9, Wāhanga 2, 2014

LEARNING OUTCOMES

Teaching Purpose: To contextualise the historic, economic and social reasons that resulted in peoples of the British Isles migrating to Aotearoa, New Zealand.

Main Goal: Students will communicate the histories through a variety of media: drama (role play, hot seating); art; and digital stories.

Key Curriculum Literacy Social Sciences / Tikanga-ā-iwi

British IslesAn integrated plan: Unit 2, Level 1

Having established a firm Māori and Pacific base in Unit One, Unit Two will explore some of the stirrings from the other side of the globe at some of the same periods. This is a thematic exploration of some European peoples and their long and complex histories. In Unit Two we context students in an environment which is not geographically local, but is culturally, spiritually, emotionally, politically, socially, historically and economically local for the descendants of these migrants and Māori that live

in Aotearoa today.

AreasMarau Matua

Reading / Pānui; Writing / Tuhituhi; Oral language / Kōrero The Arts/Ngā Toi: Ngā Mahi ā Rēhia Drama, Visual Arts (latter focus is art exhibition)

Secondary Areas PE / Hākinakina: Jump rope; folk-dancingPāngarau: Number / Measurement (Time) Tau / Ine (Wā)Hangarau: Nature of Technology

Pūtaiao: Nature Of Science Understanding about science Investigating in science Communicating in science

Learning Context:

LiteracyTe Reo

Taumata 1

Writing - Level 1 Students will: Acquire and begin to use sources of information,

processes, and strategies to identify, form and express ideas.

INDICATORS:- the connections between oral, written, and

visual language- Creates texts using a range of strategies- Seeks feedback and makes changes to texts;- Is becoming reflective about the production of

own texts;- Begins to monitor, self-evaluate, and describe

progress.By using these processes and strategies when speaking, writing, or presenting, students will:PURPOSES AND AUDIENCES

Recognise how to shape texts for a purpose and an audience.

IDEAS Form and express ideas on a range of topics.

LANGUAGE FEATURES Use language features, showing some

recognition of their effects.STRUCTURE

Organise texts, using simple structures.INDICATORS:

- Uses knowledge of word and sentence order to communicate meaning in simple texts;

- Begins to sequence ideas and information;- Uses simple sentences with some variation in

beginnings;- May attempt compound and complex sentences.

Reading - Level 1 Students will:- Acquire and begin to use sources of information,

processes, and strategies to identify, form and express ideas.

INDICATORS:o selects and reads texts for enjoyment;o connections between oral, written, & visual

language;o associates sounds with letter clusters as well as

with individual letterso uses processing and some comprehension

strategies with some confidence;o is developing the ability to think critically about

texts;o begins to monitor, self-evaluate, and describe

progress.By using these processes and strategies when listening, reading, or viewing, students will:PURPOSES AND AUDIENCES

- Recognise that texts are shaped for different purposes and audiences.

INDICATORS:o identifies the purposes of simple texts;o evaluates the usefulness of simple texts.

IDEAS- Recognise and identify ideas within and across texts.

LANGUAGE FEATURES- Recognise and begin to understand how language

features are used for effect within and across texts.STRUCTURE

- Recognise and begin to understand text structures.INDICATORS:

o understands that the order and organisation of words, sentences, and images contribute to text meaning;

- recognises some text forms and some differences between them.

Social SciencesTikanga-ā-iwi

• Understand how belonging to groups is important for people.• Understand people have different roles & responsibilities as part of their participation in groups.• Understand how the past is important to people.• Understand how places in New Zealand are significant for individuals and groups.

• Understand how the cultures of people in New Zealand are expressed in their daily lives.

The ArtsNgā Mahi ā Rēhia

UC: Demonstrate an awareness that drama serves a variety of purposes in their lives and in their communities.- Share ideas about how and why their own and others’ visual art works are made and their purpose, value and context.PK: Explore the elements of role, focus, action, tension, time, and space through dramatic play.- Explore a variety of materials and tools and discover elements and selected principles.DI: Contribute and develop ideas in drama, using personal experience and imagination.- Investigate visual ideas in response to a variety of motivations, observation, and imagination.CI: Share drama through informal presentation & respond to ways in which drama tells stories & conveys ideas in their own/others’ work.- Share the ideas, feelings, and stories communicated by their own and others’ objects and images.

Health and PEHauora me te

Hākinakina

STRAND A: PERSONAL HEALTH AND PHYSICAL DEVELOPMENT Students will:A2 Regular physical activity: Participate in creative and regular physical activities and identify enjoyable experiences.A3 Safety management: Describe and use safe practices in a range of contexts and identify people who can help.A4 Personal identity: Describe themselves in relation to a range of contexts.STRAND B: MOVEMENT CONCEPTS AND MOTOR SKILLS Students will:B1 Movement skills; B3 Science and technology: - Develop a wide range of movement skills, using a variety of equipment and play environments.B2 Positive attitudes; B4 Challenges and social and cultural factors: Participate in a range of games and activities and identify the factors that make participation safe and enjoyable.STRAND C: RELATIONSHIPS WITH OTHER PEOPLE Students will:C2 Identity, sensitivity, and respect: Demonstrate respect through sharing and co-operation in groups.

TechnologyHangarau

NATURE OF TECHNOLOGY – Level 1 Students will:Characteristics of technology: Understand that technology is purposeful intervention through design.Characteristics of technological outcomes: Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

MathsPāngarau

GEOMETRY AND MEASUREMENT ACHIEVEMENT OBJECTIVES - Level 1Measurement: Order and compare objects or events by time by direct comparison and/or counting whole numbers of units.NUMBER AND ALGEBRA ACHIEVEMENT OBJECTIVES - Level 1Number Strategies: Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions.Patterns and Relationships: Generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many.- Create and continue sequential patterns.

SciencePūtaiao

NATURE OF SCIENCEUnderstanding about science: Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.Investigating in science: Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.Communicating in science: Build their language and develop their understandings of the many ways the natural world can be represented.

Writing Focus: Recount, narrative Audience: Class peers / School peers – Tuakana / TeinaWhānau and Internet

How will the writing be shared?

Published writing-

Language Features:- Adjectives, noun word family- Conjunctions (suborinating conjunctions –

then, after, first, last, later)

Whakatauki: Whakanuia te rerekētanga (Rāwiri series) Celebrate difference / Notice differences... me ngā ōritenga / and similarities. Nā Rangi tāua, nā Tū-ā-nuku e takoto nei

Ko ahau tēnei, ko mea a mea (Te Marautanga o Aotearoa) We all come from Rangi and Papa and we are all linked.

Resources:

National Library books

Youtube National anthemshttp://www.livebinders.com/play/play?id=1310110 (links are collated here)

Public library books (key texts only listed below)Historical Atlas of the Celtic World by Angus Konstam (2001)Life of the Ancient Celts by Hazel Richardson (2005)Everyday Life in the Ancient World editor Dr John Haywood (2003)Strange Histories: The Vikings by Peter Chrisp (2003)The Time Traveller’s Guide to Medieval England by Ian Mortimer (2008)DK Eyewitness: Tudor by Simon Adams (2004)Ireland: In Word and Image by Jay Ben Adlersberg (2013)Atlas of the Great Irish Famine (2012)

WK FOCUS / ARONGA TŪMAHI HEI TAUTOKO1-2 Social Sciences: Unit Introduction (50 mins)

Share timeline. Here is 2014. Here is the year you were born in (2007-9). Mark teacher’s birth years, then mark invention of telephone (1876), TV (1924), modern car (1885-internal combustion engine)… Now we are going to travel back in time – roll back… 100 years, 200… What about the movie Brave (1300s)? The Secret of Kells (900s)? Further than the numbers that we managed to write. We would need to have space for another 1,000 numbers. 600 BC.Share flipchart (Danube River/people pics through first 3 key periods) Quick overview of the Celts and their move to British Isles. Overview Romans’ invasion, and the Anglo-Saxons/Vikings. Each class to take 1 pack. Their challenge is to explore the pack and share back about their people/time period next week. We will travel using our time machine and the class may choose to share: a role play; a song; stories/writing; artwork…

Travelling in the time machineAs a group, sit ready to travel in the time machine. Play beginning of Suite Celta. Sharing class gets out of time machine and shares their work, then get back into the time machine. Play a little more of the harp music and the second class shares. Same routine for the 3rd class. Then using a flipchart / overview… Introduce the remaining time periods. Share out the packs. Classes to return ready to share as we travel in the time machine.After the second lot of sharing, share the flipchart overview for the Making of the UK…

Whole group – Rms 2, 4, 15

Timeline (check best way to display? Whare Tāpere? Is there space in the classroom?)Vivids

LaptopFlipchartCelt / Romans / Vikings packsCamera (x2)

LaptopOverview – Norman to TudorNorman / Medieval / Tudor packs.Camera (x2)

1-9 Integration of elements into morning calendar / routinesFor this term, utilise Irish, Scottish, Welsh and British national anthems instead of NZ anthem (just over 2 weeks on each anthem).Introduce Māori and English words to the Irish Prayer of Serenity as the karakia to start and end the day.Use Gaeligh greeting when calling the roll (“Hallo”, or “Madainn” / morning) and use “Ciamar A Tha Thu?” (Kimer a ha yu) ‘How are you?’ and “Tha gu math, tapadh leat” / ‘Fine, thanks’.Try numbers to 10 and integrate into countdowns and “Taringa whakarongo” game. 1 – aon / 2 – dà / 3 – trì / 4 – ceithir / 5 – còig / 6 – sia / 7 – seachd / 8 – ochd / 9 – naoi / 10 - deich

Youtube

Prayer of serenityBeginner’s Guide to Gaelic

Storyteller / library books / livebinderRhymes.org.uk (selected poems)

Reading to – Focus on selected Storyteller stories from British Isles and Irish / Scottish / British mythology.Big poem – explore nursery rhymes and their origins / place in history.

1-9 Computer labSitting by activboard. Demonstrate Iron Age Celts / BBC Kids History interactive sites… Find a buddy. 1 teacher in lab, to scribe students’ questions, as they arise. Or facts that they find. 1 teacher working with buddies to record their national food writing from our digital story last term.Share completed digital story. What is good? What could we do to improve?Demo – Kidpix. Open file – Open full-length portrait and use pencil and paintbrush tools to draw clothes on your body. Drawing Celtic clothes.First 2 sessions – guage the impact new students have on group dynamics. Possibly return to a split group: 1 group working in Rm 2 (focus visual arts/drama); 1 group working in the lab.Directions for the term:Book / series of images showing each child in period dress. Recorded commentary about their clothes and the time they come from.Buddy exploration of the interactive sites (focus – history and mythology) to practise / scaffold researching skills (barriers: need a mic port double adaptor / more headphones; also to check in with Liz re our monthly bandwidth)Filming and editing period role playsPhotographing freeze framesHot-seating interviews

Prep: Link to livebinders saved as shortcut on studentshare.

Full-length photos taken of each child.

1-5 Visual Art – Art exhibition 3 options:Linked with Science/Technology/Social Sciences work – thinking like an archaeologist. Draw/sketch/paint symbols that represent each of the time periods. Assemble like a sub-divided dig-site.Making a totem / pou whakaairo – Starting with a coffee filter globe, then having detailed sketches (using a variety of media – charcoal pencil, pastel, wet chalk) illustrating each period.Linked with ICT and above – Triptych of a child in 3 ages. Introduce the idea by viewing National Geographic’s 3 Cities. Assembling base. Planning / sketching / painting- http://craftworkcards.blogspot.co.nz/2014/02/botanica-tag-triptych.html - http://www.ehow.com/how_8374730_make-wood-triptych.html Possible barriers – complexity of preparing the hinges. Would the triptych be considered 3d (in terms of art exhibition)?

1-9 Supplementary ArtIntroduce Celtic knotwork using a range of printed examples. Each child will try to trace the path that has been made using a piece of string, to reinforce the key idea that the path is unbroken.Mother’s Day flowers (http://www.kinderart.com/seasons/mother2.shtml)To create a secondary piece incorporating our later time periods (art exhibition is in week 5). Alternatively, the ideas could be collated in sketching books and 1 symbol chosen to become a focus piece / painted with wet chalk.

1-9 PE / HākinakinaCross country – Celtic and Anglo-Saxon / Vikings believed trolls, gods and other supernatural beings could be found all around in the natural environment. After running the cross-country course in pairs, to take sketching books and sketch a part of the forest where they have found something that looks like a troll or god.(Otherwise, cross-country to follow Paul’s outline and to be done in fitness time for the first four weeks).Jump rope (Mon, Wed, Fri fitness week 5-9) – Exploring historical chants, as we learn how to jump rope. Following the Jump Rope for Heart manual, starting with Snakes on the ground (Are you a witch, or are you a fairy, or are you the wife of Michael McLeary?), individual forward swing skipping (Blue bells, cockleshells, Easy, ivy, over) and then group skipping using the longer ropes (Big Ben strikes one, Big Ben strikes two, Big Ben strikes three, Big Ben strikes four, Big Ben strikes five…)Folk dancing (Tues, Thurs fitness week 5-9) – London Bridge is Burning Down and Oranges and Lemons. Jac y Do (Welsh dance), basic Scottish Highland Fling and Sweet Kate (English dance).