Our Aotearoa Calendar

Overview

In this final lesson of Remembering Aotearoa Together, students bring together their learning about celebrations and commemorations in Aotearoa and around the world. Working in pairs, they create and present an inclusive calendar entry, using reliable information and explaining how an event contributes to shared identity.

Learning intentions

• WALT create an informative calendar entry about an important celebration or commemoration.
• WALT explain why the day matters and how people mark it respectfully.
• WALT use information from at least two sources.
• WALT present clearly and respond thoughtfully to a question.

Success criteria

• I can include the date or season, purpose, people involved and respectful ways of participating.
• I can use information from at least two sources and distinguish facts from my preferences.
• I can present clearly within about 60 seconds and answer a question.
• I can show respect for different cultures, faiths, experiences and viewpoints.

Curriculum links

• Social Sciences — Civics and Society: diverse celebrations and observances in New Zealand.
• Social Sciences — New Zealand days of commemoration: similarities, differences and how commemorations contribute to shared identity.
• English — reading, informative writing, multimodal composition and oral presentation.
• Learning Languages — purposeful use of te reo Māori and intercultural communication.

The lesson develops the refreshed curriculum capabilities and competencies of thinking; using language, symbols and texts; managing self; relating to others; and participating and contributing.

Lesson structure (45 minutes)

1. 0–5 min · Reconnect and model. Display the class calendar and open the hook and model-entry slides. Revisit events studied in Lessons 1–3, then model a short calendar entry, thinking aloud: “This is a fact because… This is my preference because…” Students identify the date or season, purpose, people involved and ways the event is marked.

2. 5–10 min · Choose and plan. Explain that each pair will choose one event from the unit or a teacher-approved whānau or community event. Distribute the inclusive calendar-entry planning template and show the success criteria on the planning and success-criteria slides. Students choose a format—poster, mini-book, audio guide or digital slide—and record at least two approved sources.

3. 10–25 min · Create with conferencing. Students draft their calendar entry in pairs. They include the event’s name, date or season, purpose, people involved, how it is marked, and respectful ways others could participate or learn. Encourage accurate te reo Māori names and pronunciation guidance where appropriate. Confer with pairs, checking accuracy, respectful language, source use and whether more than one perspective is represented.

4. 25–30 min · Peer-check and rehearse. Pairs exchange drafts and use the peer-check section to give one specific warm comment and one useful suggestion. Students revise, decide who will say each part, and practise a clear 60-second presentation. Remind presenters to face the audience, speak audibly and explain unfamiliar words.

5. 30–40 min · Present and respond. Invite pairs to present, or play their recordings while the class views a gallery of products, using the presentation audience prompts. After each presentation, one audience member gives a warm feedback comment and another asks a respectful question. Presenters respond using evidence from their sources. If time is limited, present selected entries live and share the remaining products as a recorded gallery.

6. 40–45 min · Reflect and evaluate. Display the reflection and closing slides and ask students to complete: “I used to think… now I think…” They identify one new understanding about celebrations, commemorations or shared identity, and one way they showed respect or used evidence. Collect products, source notes, peer feedback and reflections for the portfolio.

Resources

• Class calendar and events from Lessons 1–3
• the Our Aotearoa Calendar lesson deck
• the inclusive calendar-entry planning and peer-check worksheet
• Teacher-approved books, websites and information sheets
• Tablets or recording devices
• Projector, headphones and speakers
• Paper, card, pencils, coloured pens and art materials
• Te reo Māori pronunciation support approved by the teacher or a trusted source
• Final rubric for accuracy, purpose, respectful inclusion, sources and clarity

Assessment

• During planning and conferencing, check that pairs can explain their event’s purpose, identify at least two sources and distinguish facts from personal preferences.
• Use the final rubric to assess accuracy, explanation of how the event is marked, respectful inclusion, use of sources and presentation clarity. Note whose voices and perspectives are represented.
• Review peer feedback and the “I used to think… now I think…” reflection as evidence of learning. Moderate judgements with another teacher where possible and retain work in student portfolios.

Differentiation

• Provide the planning template, a model text, word bank, visual examples and sentence starters such as “This day is important because…” and “People mark it by…”.
• Support pairs through co-writing, teacher scribing, speech-to-text, audio presentation, drawing, oral rehearsal and a reduced amount of written text. Offer dyslexia-friendly templates with clear sans-serif font, generous spacing, short instructions and uncluttered pages.
• Pre-select accessible sources and read key information aloud for students who need support. Allow students to work with a trusted partner, rehearse privately and use headphones or a recording instead of presenting live.
• Invite students ready for greater challenge to add a second perspective, explain how the event has changed over time, compare it with another commemoration, or propose an inclusive class commemoration with reasons.

Extension

• Add a second perspective, such as how different people or generations experience the event.
• Explain one change in the event over time using evidence.
• Design a proposal for an inclusive class commemoration and justify the date, purpose and ways of participating.