Refreshing the Curriculum

Aotearoa Histories

Staff Only Day 3 June 2022

 Unuhia te pō, te pō whiri mārama
From the confusion comes understanding

Tomokia te ao, te ao whatu tāngata

From the understanding comes unity

Karakia Tātai ki runga, tātai ki raro, tātai aho

rau
We are interwoven, we are interconnected

Haumi ē, hui ē, tāiki ē!

We are interwoven, we are interconnected, together as one!
Whakatauki
 ● 8:30am: Aotearoa histories
● 10:00am: Morning tea
● 10:20am: PB4L
Agenda ● 12:00pm: Lunch
● 12:30pm: Quality Practice
Framework Review
● 1:00pm: Team time
Let’s Warm Up

● Te reo pronunciation of our kura names

● Te Taumutu Rūnanga website
● School log-in: Te Kura o Te Tauawa /
Halswellroopu
Learning Intentions
By the end of this session you will:

● become familiar with the Aotearoa NZ Histories curriculum

● look at how the Understands, Knows and Dos intertwine
● gain an understanding of how the 5 phases of learning and
progressions work.
● explore the Aotearoa histories videos and create a timeline.
Refreshing the Curriculum - What’s changing?

Goal: The NZC is being refreshed so it honours Te Tiriti, is inclusive,

clear and easy to use.
Let’s Start Thinking About …

Aotearoa NZ Histories
 www.menti.com
Let’s Explore The
● Use the code
Curriculum Document
62 62 74 7
Understand Know Do
The Understand, Know, Do framing and progression model.

Three separate strands, Understand the big ideas, Know rich contexts for exploring the big
ideas and Do practices that bring rigour to learning, all plait together to ensure that we are
teaching the learning that matters.
Understand - Big Ideas
4 big ideas that underpin the learning in the
Aotearoa NZ histories

Each big idea has a Whakatauki - not a

literal translation but captures the essence
of what is to be accomplished through that
big idea.

Students should be working and developing

a progressive understanding of the big
ideas as they move through the histories
Page 2
curriculum.
Do - Inquiry Practices
The inquiry practices outlined are the
practices of working as a historian.

You use the ‘do’ to explore the ‘know

contexts’ and developing the
understanding of the big ideas.’

There are three ‘do’ inquiry practices

As the children progress through the

curriculum, their ability to ‘do’ the practice
Page 3
of history should be progressing as well.
Know - Contexts
The Know contexts are the parts of
the curriculum that bring the big ideas
alive and they also give children the
opportunity to practice the Do parts of
the curriculum.

The 4 key contexts - all schools

everywhere will cover these in their
programmes

This is where space for rohe and local

history can be included in teaching Page 3
and learning
Know - Contexts
The Know part of provides the
structure for the curriculum. The
big ideas, ‘Understand’ and the
inquiry practices ‘Do’ are at the
heart of the curriculum.

These are what you are trying to

do and the Know part fills them
out.

Page 3
Know - Taking a Closer Look - Page 10-11
Whakapapa me te whanaungatanga - Culture & Identity
 How the three components of the curriculum work

4 big ideas

4 national Not separate, they intertwine to

contexts support the learning in the
plus rohe classroom - plait weaves together
and local so rope becomes real
contexts

3 inquiry practices
 5 Phases of Learning (Progressions)
In Aotearoa histories only
4 phases are shown

● Years 1 - 3
● Years 4 - 6
● Years 7 - 8
● Years 9 - 10

● Years 11 - 13 (NCEA)
Each Learning Phase has a Progress Outcome

● Years 1 - 3 look at page 4-5

● Years 4 - 6 look at page 8-9
● Years 7 - 8 look at page 16-17

This page shows an overview of

everything that needs to be covered
somewhere in years 1-3 and the
progress outcomes to be achieved by
the end of year 3.

When and how this is delivered in those years is up to each school.

Understand Progressions

The understands don’t

change. What changes
is the knowledge (the
knows) that student
bring to that
understanding. It’s the
depth of the
understandings that
grow as children explore
the knows .
Page 34-35
Know Progressions

Progressions of the Knows

in the context of Culture
and Identity.

Ideas are expanding and

getting more sophisticated.

Page 36-37
Do Progressions

I can language

Describes what you expect

to see at each phase.

Page 44-45
 In groups we are going to
explore the Aotearoa History
Show videos and create a visual
Podcasts/Videos timeline to share.

What happened when?

Exploring Aotearoa NZ histories Whose histories are being
and people shared?
What influenced decisions and
actions of the past?
Resources to Support - Zac
Resources to Support - Zac

https://nz.accessit.online/HLS01/#!dashboard
Do you feel more familiar with the

Aotearoa NZ histories?

www.menti.com

Enter code: 3933 9662

PB4L