- a place to stand || Kaitiakitanga
– guardianship || Tino Rangitiratanga
- self-management, determination || Whanaungatanga
–relationships, connectedness. || Whakatauki
-stories, proverbs and communication || Change || Perspective || Manaakitanga
- generosity of spirit and respect//
//

Alternatives:
Taonga - a treasured thing
Ako - to learn,to study to teach

//
People make choices based on their understandings, and the actions they take as a result do make a difference || We are not passive observers of events, we can make and must make choices, and that by doing things so we can make a difference. || We live in a world of interacting systems in which the actions of any individual element affect others. || We tell stories to understand ourselves.//
//
Thoughts, opinions, and information about our world is exchanged by speech, writing, non verbal signs or images. || Change is the process of movement from one state to another. It is universal and inevitable. || What we know is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary. || Helping others without coercion or expectation

[at multistructural, relational, extended abstract learning outcomes] || Question 1:. Describe a place/ turangawaewae

Question 2:. Explain how a space became a place.

Question 3:Reflect on the importance of your “Turangawaewae” || Question 1:
Define kaitiakitanga or sustainability

Question 2:Explain the cause and effect of a sustainable action.

Question 3:Predict what might happen in the future if we do not make wise choices. || Question 1:
Define freedom

Question 2:
Compare and contrast freedom from with freedom to

Question 3:
Evaluate which you would rather have, freedom from or freedom to. || Question 1:Describe a connection

Question 2:
Explain the causes and consequences of a connection

Question 3:
Generalise about connections || Question 1:
Retell a story

Question 2:
Compare and contrast stories

Question 3:
Generalise about the message communicated || Question 1:#q1Describe a change

Question 2:Explain cause consequence of a change

Question 3:#q3Evaluate the effects of a change || Question 1:Describe a point of view

Question 2:Explain the cause and consequence of a point of view

Question 3:
Reflect on the influences on your point of view || Question 1:
Define respect

Question 2:
Explain the consequences of respect

Question 3:
Reflect on times when you have been shown and shown respect.

[HOT SOLO Learning verbs: Define, Describe, Sequence, Classify, Explain, Analyse, Analogy, Generalise, Evaluate, Reflect, Predict] || For example;
Learning verb, HOT map and self-assessment focus for term || || || || || || ||

ICTs

Thinking skills and strategies || For example;

ICT skills and strategies for term

Thinking skills and strategies for term || || || || || || ||

Managing self
Participating and contributing
Relating to others
Making meaning from Language Symbols and text || For example;
Identify a dimension from each KC to focus on for term || || || || || || ||

Excellence, by aiming high and persevering in the face of difficulties,
Innovation, inquiry, and curiosityby thinking critically, creatively and reflectively.
Diversityas found in our different cultures,
languages and heritages.
Community and participationfor the common good || For example;
Identify a value to reflect upon for term || || || || || || ||

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.

Dance Drama Sound Arts Visual Arts
[UAC, DPK, DI, CI] || For example;

Sculpture || For example;

Painting || For example;

Printmaking || For example;

Dance || For example;

Drama || For example;

Performance || For example;

Music Creating || For example;

Music Appreciation

In English, students study, use, and enjoy
language and literature communicated orally,
visually, or in writing. || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:
Narrative || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Reports || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Instructions || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Letters || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Layouts || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Explanations || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Poetry || For example;

Listening, Reading, Viewing: Comprehension
Researching
Gathering Information

Speaking, Writing, Presenting:Speeches

In health and physical education, students learn
about their own well-being, and that of others and
society, in health-related and movement contexts.
[PH and PD, MC and MS, ROP, HC and E] || For example;
Personal Health and Physical Development || For example;
Healthy Communities and environments || For example;
Healthy Communities and environments || For example;
Relationships with other people || For example;
Personal Health and Physical Development || For example;
Movement Concepts and Motor Skills || For example;
Relationships with other people || For example;
Healthy Communities and environments

Cultural Knowledge || For example;

Language Knowledge || For example;

Communication || For example;

Cultural Knowledge || For example;

Communication || For example;

Language Knowledge || For example;

Cultural Knowledge || For example;

Communication

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.
[N and A, G and M, S] || For example;

Number and Algebra:
Number strategies and knowledge
Equations and expressions
Patterns and relationships

Geometry and Measurement:Measurement
Shape
Position and orientation
Transformation

Statistics:
Statistical Investigation
Statistical Literacy
Probability || For example; || For example; || For example; || For example; || For example; || For example; || For example;

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.
[NOS, LW, PEB, PW, MW] || For example;
Planet Earth and Beyond || For example;
Living World || || For example;
Physical World || || For example;
Material World || For example;
Nature of Science || For example;
Living World

In the social sciences, students explore how societies work and how they themselves can participate and take action as critical, informed, and responsible citizens.
[ICO, PE, CC, EW] || For example;
Identity Culture and Organisation || For example;
Place and Environment || For example;
The Economic World || For example;
Identity Culture and Organisation || For example;
Identity Culture and Organisation || For example;
Continuity and Change || For example;
The Economic World || For example;
Identity Culture and Organisation

In technology, students learn to be innovative developers of products and systems and discerning consumers who will make a difference in the world.
[TP, TK, NT] || For example;
Technological Practice
Technological Knowledge
Nature of Technology || || || || || || ||

e.g. school camp, production, athletics sports, library week, ANZAC Day, Waitangi Day, Matariki || Waitangi Day
Easter || ANZAC Day
Matariki
Queen’s Birthday || || Labour Day || Waitangi Day
Easter || ANZAC Day
Matariki
Queen’s Birthday || || Labour Day