Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


Asia Knowledge Ministry of Education

Home navigation


Creating and sharing - level 2

Build and sustain a learning community by sharing authority, power and decision making with students and by encouraging inclusive and successful group work.

– Best Evidence Synthesis in Social Sciences - Community

Key competencies

Participating and contributing: Students share their knowledge with the school and wider community making decisions about how they will present their understandings. Students contribute to a group activity.

Building conceptual understandings

Students consolidate their understandings by teaching others and demonstrating in a public forum.

Image (right): 'Christmas Gujarati-style', sourced from Flickr

Formative assessment opportunity

Are students able to show some conceptual understanding in their presentations? Are they able to work together to develop something that can be shared as a community? Can they describe similarities and differences?

Activity

Using the festivals explored within the compare and contrast section of this unit, let each group create a physical or electronic photo album (using or Picasa, for example). Include illustrations by the children, (from kidpix for instance), and descriptions and writing about their festival.

Included in their presentations are links to the conceptual understandings they are developing:

a. Similarities between the three festivals. Discuss that the similarities may be:

  • because of the time of year
  • because families and food are always important for everyone
  • because people like to start afresh and it’s a celebration of life/commemoration of those who have passed.

b. Present differences, and discuss that the differences are representative of differing cultural identities. Differences may be:

  • based on different cultural traditions, that is,individual myths or legends, what food was available in the area
  • based on different superstitions or religious beliefs
  • based around dances and costumes that visually tell stories and show different identities.

Students can choose one aspect of their festival that they would like to present to a visiting group (perhaps from a local Asian community group, or the wider school community).

Some suggestions are:

  • Design and make miniature floats to represent the chosen celebrations, and have a mini parade (Vietnam).
  • Make a dragon, or a number of dragons, like puppets, with wire or string at the head and tail for movement. In Chinese tradition, there are dragons of the air, land and sea (China).
  • Make han-boks from found materials (Korea).
  • To conclude, let the children create a celebration that will showcase their learning. Present objects, presentations, photo albums and created objects. Have appropriate food if desired, dress up, play games.

Return to top



Site map


Footer: