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Overview of level 4


Celebrations banner

Curriculum Links


  •  Community engagement - globalisation
  •  Future focused themes - citizenship


  •  Diversity, as found in our different cultures, languages, and heritages
  •  Respect for themselves, others, and human rights
  •  Community and participation for the common good

Conceptual understandings

  •  Celebrations reflect cultural practices which are important in all cultures
  •  Traditional celebrations can adapt and change when they take place in new contexts
  •  Asian celebrations influence aspects of New Zealand society

Achievement objective

 Level 4 – Understand how people pass on and sustain culture and heritage for different reasons and that this has consequences for people.

Key concepts

 Culture, interaction, identity, citizenship, time, change, tradition, whānau, community, migration, participation, remembrance, commemoration, ritual, protocol, heritage, ancestry, symbolism, diversity

Ka Hikitia

 In this unit, Ako is seen as an acknowledgment of the expertise all children bring when looking at culturally based celebrations.

 "Ako is grounded in the principle of reciprocity and also recognises that the learner and whānau cannot be separated. Culture Counts; knowing, respecting and valuing who students are, where they come from and building on what they bring with them."

 Ka Hikitia, P20

Overview of pedagogy used in terms of BES mechanisms

 Making connections to students' lives

 Storytelling by students about personal celebratory experiences

 Use of students and whānau as experts

 Using analogy to develop conceptual understanding

 Storytelling from local people who were involved

 Links between school and home

 Use of cultural universals

 E-pals http://www.epals.com/

 Aligning experiences to important outcomes

 Identify prior knowledge

 Uncover misconceptions

 Narrative resources chosen to specifically address known misconceptions

 Narrative able to be re-visited as many times as needed

 Multiple opportunities through a variety of learning experiences

 Whole class discussion, small group and individual work

 Being explicit about use of resources and experiences and why they are being used

 Developing and sustaining a learning community

 Encouraging student experts, telling their stories and leading discussion

 Developing the feeling of being a whānau/team as we create the exhibition

 All reading and discussing the same text means knowledge can be built on a shared experience

 Importance and emphasis placed on student and whānau experiences and stories

 Thinking books

 Designing experiences that interest learners

 Using primary sources

 Mix of texts with the telling of stories to give variety

 Community guests visit school

 Narrative has emotional appeal and cultural relevance

 Variety of experiences, from use of photographs to object handling and exhibition

 Variety of digital, pictorial and written resources


  Level 4 social inquiry overview.pdf  1 MB


The MOE exemplar provides a guideline of the standard of work expected at this level, and may also give an idea for a possible assessment task.


 Ideas for formative assessment can be seen throughout this unit of work.

 This project lends itself well to both self and peer assessment.

  •  What was the most interesting part of this learning?
  •  What was the most challenging part of this learning?
  •  What helped you?
  •  What was tricky?
  •  What would you change?
  •  Do you think the exhibition showed a strong link between culture and celebrations and identity? Why? How?
  •  Describe how you designed your objects display in the exhibition, so that it reflected the key concepts.
  •  Before I started this unit, I thought/knew.....now I think.......
  •  How did this change come about?

 In addition to the formative assessment suggestions, the children’s 'Thinking Books' will give a daily indication of current thinking and progress, as well as allowing teachers and students a focus for discussion and conferencing.

 The activities in the brainstorming section of the unit can be used as assessment tasks, repeated at any time through the unit to monitor changes in conceptual thinking, and to guide future teacher planning.


 Egan, K. (2003). Start with what the Student Knows or What the Student Can Imagine? Phi Delta Kappan, 84 (6) p443

 Freeman & Levstik, (1986) Recreating the past. Historical Fiction in the Social Studies Curriculum. Elementary School Journal, 88, pp329-337

 Lickteig, M.J. & Danielson, K.E.(1985) Using Storybooks to Acquaint Children with the Continent of Africa, Social Studies, 86 (6) p 248

 Levstik, L.S. (1989) Historical Narrative and the Young Reader. Theory into Practice, 28, pp114-119

 Bishop, R. (2001). Changing power relations in Education: Kaupapa Maori Messages for Mainstream Institutions. In C. McGee & D. Fraser (Eds). The Professional practice of teaching (2nd ed.) (pp201-219). Palmerston North: Dunmore Press

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