Designing Kiwiana Squares

Overview

This is lesson 4 of 5 in Our Unique Aotearoa. Students explore how an image can represent Aotearoa New Zealand’s land, culture or people, then plan a symbolic quilt square through drawing, colour choices and a short explanation.

Learning intentions

• WALT identify an aspect of Aotearoa that is meaningful or representative.
• WALT use symbols, colours and patterns to communicate an idea.
• WALT plan a quilt square and explain what the design represents.
• WALT listen respectfully to different ideas about Aotearoa.

Success criteria

• I can choose an aspect of Aotearoa’s land, culture or people.
• I can draw a clear symbol or image for my quilt square.
• I can choose colours or materials that suit my idea.
• I can explain what my image means and why I chose it.

Curriculum links

• Social Sciences: understand how people remember, describe and represent places and communities.
• Social Sciences: understand how cultural practices and ideas help shape identity and belonging.
• Place and Environment: recognise features of Aotearoa’s natural and built environments.
• Key competencies: thinking; using language, symbols and texts; managing self; relating to others.

Lesson structure (30 minutes)

1. 0–4 minutes – Connect to previous learning Open with the hook and image slides. Ask: “What pictures, patterns or objects make you think of Aotearoa?” Invite children to share ideas with a partner, then take several responses. Remind students that people may have different connections to the same place.

2. 4–8 minutes – Explore symbols and meaning Show the examples on the symbol examples and discussion slide. Discuss possible subjects such as mountains, beaches, native birds, plants, waka, sporting objects, food, buildings, whānau or community activities. Emphasise that symbols should be represented respectfully and that students should not copy cultural designs without understanding their meaning.

3. 8–11 minutes – Model the planning process Think aloud while completing a sample section of the Kiwiana square design planner. Model choosing one subject, sketching a simple image, selecting two or three colours or materials, and completing the sentence: “My square represents ___ because ___.” Show how a strong design is simple enough to recognise.

4. 11–22 minutes – Independent design planning Distribute the Kiwiana square design planner and explain the four steps shown on the design instructions slide. Students choose one aspect of Aotearoa and sketch their square. They add colour ideas, possible materials and a sentence explaining the meaning of their design. Circulate, ask prompting questions and support children to refine broad ideas such as “New Zealand” into a specific image.

5. 22–26 minutes – Partner sharing Students share their plan with a partner using the prompts on the partner-sharing slide: “What does your square show?”, “What do your colours mean?” and “What do you like about your partner’s idea?” Partners offer one kind, specific suggestion, such as making the symbol larger or choosing a colour that helps the image stand out.

6. 26–30 minutes – Reflect and prepare for next lesson Invite three or four students to show their plans and explain their choices. Revisit the success criteria on the reflection slide. Students place completed planners in the collection tray; explain that in lesson 5 they will use their plans to create the finished Kiwiana squares.

Resources

• the Kiwiana design lesson slide deck
• the Kiwiana square design planner
• Pencils, erasers and coloured pencils or crayons
• Optional collage materials for students to select later
• A4 paper or card for teacher modelling
• Visual timer
• Collection tray for completed planners
• Word and picture bank: land, culture, people, symbol, pattern, represent

Assessment

• Observe whether students can select a specific aspect of Aotearoa and explain its connection to their design.
• Check planners for a recognisable sketch, thoughtful colour or material choices, and a completed meaning sentence.
• Listen to partner and class discussions for respectful listening and use of language about identity, place and culture.

Differentiation

• Support students by offering a picture bank, sentence frames such as “My square represents…” and a choice of three starting ideas. Use the visual instruction step cards to make each task step visible.
• Allow students to dictate their explanation to an adult or record it orally if writing is a barrier.
• Provide pre-drawn shapes or a larger planning space for students with fine-motor needs; offer thicker pencils and quiet working space where helpful.
• Extend confident students by combining two connected symbols, explaining how their colours create meaning, or considering whether their design represents land, culture, people or more than one of these.