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Overview of level 5

Curriculum links


Community engagement, cultural diversity, inclusion and future focused themes of citizenship, and globalisation.


During the course of this unit, opportunities exist to encourage the values of excellence and diversity. Pursuit of excellence is promoted through a range of activities that extend and challenge students in research and analysis.

Diversity is valued through exploring the celebrations of a range of cultures and people.

Achievement objective level 5:

Understand how cultural interaction impacts on cultures and societies.

Conceptual understandings:

Asian peoples in Aotearoa New Zealand bring celebrations and traditions with them when settling here that affect our cultural diversity through interaction.

Societies are influenced by their cultural diversity and by the way in which they celebrate national identity.

Key Concepts:

Cultural interaction, culture, identity, society, values, change, customs and traditions.


Identity, culture, and organisation; Place and environment; Continuity and change.
Through this unit, students will have opportunities to:

  • explore identity through celebrations
  • reflect on how moving to a new country impacts on the nature of celebrations
  • consider how celebrations from a personal level to a national level may continue yet change over time.

Key competencies


During the course of this unit, students are encouraged to engage in creative, critical, and metacognitive processes to develop conceptual understandings of the impact of cultural interaction. A range of thinking activities is included, and opportunities exist for students to reflect on the knowledge they are constructing, and the methods by which they are doing so. Intellectual curiosity is encouraged through students engaging in discussions that encourage in-depth thinking.

Using language, symbols, and texts:

Students use a variety of resources to gain knowledge of celebrations and cultural interaction. The use of ICT to access information is encouraged. Students are encouraged to present research findings in a range of formats, including those that utilise assistive technologies.

Managing self:

Students are encouraged to have a can-do attitude while completing a number of self-directed inquiry tasks. Opportunities exist for self assessment and reflecting on their completion of inquiry tasks, and reflecting on learning.

Relating to others:

The activities in this unit have a strong focus on constructing shared knowledge and understandings, with multiple opportunities for group work and class discussions. This encourages students to listen actively, recognise different points of view, negotiate, and share ideas.

Participating and contributing:

Opportunities exist in this unit to actively involve members of the Asian community, whether it be on a local, national, or global level.


There are opportunities for regular formative assessment throughout the unit with summative activities drawing aspects together that will indicate the learning of each student.

Overview of pedagogy

This unit follows a social inquiry process with links to:

  •  the New Zealand curriculum, particularly Key Competencies
  •  the Best Evidence Synthesis in Social Sciences (BES)
  •  Ka Hikitia.


  • Cubitt, S. et al (2000). Top Tools for Social Science Teachers. Pearson Education.
  • Whitehead, D. (2004). Top Tools for Teaching Thinking. Pearson Education.

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