Possible Curriculum Contexts Curriculum Area Achievement Objectives: Possible Purposes: English: Listening, Integrate sources of information, First Reading Reading and Viewing processes and strategies confidently to To learn more about the events and identify, form and express key people in the lead up to the Show an increasing understanding of signing of the Treaty of Waitangi in how texts are shaped for different 1840. purposes and audiences. Show an increasing understanding of Subsequent Reading/s ideas within, across and beyond texts. To understand the rapport Show an increasing understanding of that the missionaries built how language features are used for with the Maori people effect within and across texts. To gain historical perspectives key British personnel and their respective motives when it came to the colonisation of New Zealand. To gain insights into the complexities faced by Maori and early British leaders/settlers. English: Speaking, Integrate sources of information, Writing Suggestions Writing and processes and strategies confidently to Write a newspaper article set Presenting identify, form and express ideas. in the 1830s about the issues Show an increasing understanding of Lord Glenelg faced and the how texts are shaped for different decisions he sought to make. purposes and audiences. Write a diary entry from a Select, develop and communicate ideas Maori perspective, on range of topics. missionary perspective, Use a of language features British leader’s perspective appropriately, showing an increasing (e.g. William Hobson), or a understanding of their effects. British settler’s perspective Re-tell the story by writing a script for a play and present it to an audience. Hold a formal debate: Maori and Missionary Leaders vs. British settlers. Social Sciences Understand that events have causes and Create a webquest or inquiry project effects. that allows students to delve deeper Understand how exploration and into the historical aspects that led to innovation create opportunities and the development of the Treaty, and challenges for people and places. its continuing impact on NZ today. The Arts Initiate and refine ideas with others to Get creative by allowing the students plan and develop drama. to respond to the story through (Visual Art) Explore and describe ways in drama or visual art. Music and dance which meanings can be communicated could also be explored as ways of and interpreted in their own and in responding personally to what has others’ work. been learnt. Required Standard: the end of Year 8…” “…by
Possible Curriculum Contexts Curriculum Area Achievement Objectives: Possible Purposes: English: Listening, Reading and Viewing Integrate sources of information, processes and strategies confidently to identify, form and express Show an increasing understanding of how texts are shaped for different purposes and audiences. Show an increasing understanding of ideas within, across and beyond texts. Show an increasing understanding of how language features are used for effect within and across texts. First Reading To learn more about the events and key people in the lead up to the signing of the Treaty of Waitangi in 1840. Subsequent Reading/s To understand the rapport that the missionaries built with the Maori people To gain historical perspectives key British personnel and their respective motives when it came to the colonisation of New Zealand. To gain insights into the complexities faced by Maori and early British leaders/settlers. English: Speaking, Writing and Presenting Integrate sources of information, processes and strategies confidently to identify, form and express ideas. Show an increasing understanding of how texts are shaped for different purposes and audiences. Select, develop and communicate ideas on range of topics. Use a of language features appropriately, showing an increasing understanding of their effects. Writing Suggestions Write a newspaper article set in the 1830s about the issues Lord Glenelg faced and the decisions he sought to make. Write a diary entry from a Maori perspective, missionary perspective, British leader’s perspective (e.g. William Hobson), or a British settler’s perspective Re-tell the story by writing a script for a play and present it to an audience. Hold a formal debate: Maori and Missionary Leaders vs. British settlers. Social Sciences Understand that events have causes and effects. Understand how exploration and innovation create opportunities and challenges for people and places. Create a webquest or inquiry project that allows students to delve deeper into the historical aspects that led to the development of the Treaty, and its continuing impact on NZ today. The Arts Initiate and refine ideas with others to plan and develop drama. (Visual Art) Explore and describe ways in which meanings can be communicated and interpreted in their own and in others’ work. Get creative by allowing the students to respond to the story through drama or visual art. Music and dance could also be explored as ways of responding personally to what has been learnt. Required Standard: “…by the end of Year 8…”