1. The context is: Special Places
Draft Planning - Term
The Big Ideas:
People make links and develop feelings for special places.
Beliefs, values and past experiences impact on our perceptions of why places are special.
People and places change over time.
Special places can influence people.
The context is: Special Places
Engagement, Relevance and Motivation
How do we start or continue the learning?
Revisit previous learning?
Curriculum Connections:
Social Sciences
English:
Listening, reading and viewing
Speaking, writing, and presenting
The Arts: Music – Sound Arts
Developing Practical Knowledge
Communicating and Interpreting
Vision:
Connected
Principles:
Treaty of Waitangi
Cultural Diversity
Inclusion
Learning to Learn
Community Engagement
Key Questions and Inquiry
What makes a place special?
Student led inquiry?
Teacher guided inquiry?
Key Learning: The students will learn how people perceive, represent, interpret and interact with special places(p.30 NZC).
Students develop their understanding and acceptance that different people may have different values from their own.
Students develop a respect for protocols attached to special places.
Key Concepts and understandings:
Everybody has a set of values.
There are different kinds of values such as cultural, aesthetic, and social.
Skills, attitudes and competencies:
Observing, listening, asking questions, forming opinions, explaining and justifying ideas, informing others.
Thinking, Participating, Using Languages, Symbols and Texts
Success Criteria and Assessment:
What does the learning look like?
Overarching Learning Intentions:
What do we want our kids to actually learn?