Celebrations Calendar

Overview

Today students learn about celebrated days in Aotearoa New Zealand by creating a visual class calendar. They will explore how different cultures and communities mark special times, and share their own knowledge and family traditions respectfully.

Learning intentions

• WALT identify that New Zealand has diverse communities that celebrate many different special days.
• WALT recognise that celebrations can include cultural, faith, seasonal, and unofficial events.
• WALT describe what we notice about a celebration using pictures, symbols, and brief words.
• WALT work together to decide where each celebration belongs on a class visual calendar.

Success criteria

• I can say (or show) one way a celebration is marked (food, colours, stories, activities, or symbols).
• I can share an idea about what a celebration is like and how people feel about it.
• I can place a celebration card on the calendar in the right season or month.
• I can listen respectfully while others share their ideas and experiences.

Curriculum links

• Social Sciences: Civics and Society — Other celebrated days (New Zealand): cultural and faith observances; seasonal and unofficial events; regional public holidays.
• Social Sciences: Civics and Society — recognising that New Zealand has a diverse population and many significant days are celebrated.
• Key competencies: Thinking (making choices and connections), Relating to others (listening and sharing), Participating and contributing (working as a class team).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and hook. Teacher shows 4–6 picture cards (e.g., lanterns, eggs, green leaves, costumes) and asks, “What special days do these belong to?” Students name anything they recognise and share one quick idea.

2. 5–15 min · Mini lesson: many celebrations. Teacher explains simply: “In New Zealand, different cultures, faiths, and families celebrate special days.” Show categories with visuals: cultural/faith, seasonal/unofficial, and (optional) regional holidays. Students turn-and-talk: “Which special days do you know from home, our community, or stories?”

3. 15–25 min · Class discussion: respectful sharing. Teacher models language frames: “I notice…”, “I think…”, “People in my whānau/community…” and reminds students to listen and not tease. Students practise with a partner using one sentence frame, then share one sentence with the class.

4. 25–40 min · Build the visual calendar (group task). Teacher introduces the class calendar poster on the wall (12 months or 4 seasons for Y0–2, depending on your class). Each group receives 4–5 celebration cards with prompts (image + symbol + 1–2 word description, written in child-friendly terms). Students choose where each card fits (by month or season) and place it on the calendar, then add the matching symbol or small label.

5. 40–52 min · Gallery share and teacher questioning. Teacher asks focused questions as groups stand by their section of the calendar: “What do you see that shows this is a special day?”, “How do people celebrate?”, “What might families do?” Students rotate briefly (or the teacher moves) and share one observation per group member.

6. 52–58 min · Create: add a “my family” sticker. Teacher gives each student a small blank sticker and prompts: “Draw or write one thing you do or enjoy during a special day.” Students add one personal detail and place it near the correct card/season if they can, or keep it for later on a class display.

7. 58–60 min · Exit check (quick). Teacher asks: “Name one celebration and one way people show it.” Students answer with thumbs (or a spoken sentence) while the teacher listens.

Resources

• Large class visual calendar poster (12 months or 4 seasons) with clear space for cards
• Celebration card set (images + symbols + brief description, suitable for young learners)
• Sticky notes or small magnets for moving cards
• Colouring materials: pencils, crayons, felt pens
• Symbol templates (e.g., lantern, leaf, ribbon, star, cross/temple/omissions kept general and respectful)
• Sentence starters on display: “I notice…”, “I think…”, “People in my whānau…”
• “My family” sticker sheets (blank + optional word bank: food, stories, music, colours, gifts, prayers)
• Visual category labels: cultural/faith; seasonal/unofficial; (optional) regional

Assessment

• Teacher observation checklist during group placement: Can students place cards by season/month and use picture/symbol clues?
• Formative questioning during gallery share: Can students describe one feature of the celebration (food/activity/feeling) and listen respectfully?
• Exit check at 60 minutes: Student names one celebration and one way people show it.

Differentiation

• Support: Provide more guidance with sentence starters and a smaller number of cards (e.g., 2–3 per group) for learners who need it.
• Support for emerging literacy: Allow “showing” with drawings and symbols instead of writing full words.
• Extension (for fast finishers): Ask “What else might people do?” or “What month/season is it? How do you know?”
• EAL/SEN: Use real images, gestures, and consistent categories; accept single-word answers; pair students strategically for language support.
• Culturally responsive approach: Encourage students to share only what they feel comfortable sharing, and remind the class that all traditions deserve respect.

Resources note for teacher

When choosing celebrations, include a balanced mix that reflects your local community where possible, such as cultural/faith observances (e.g., Diwali, Chinese New Year, Easter, Ramadan, Christmas) and seasonal/unofficial events (e.g., Halloween, Valentine’s Day, St Patrick’s Day), plus (where relevant) a regional anniversary holiday.