Our Shared Calendar

Overview

In this first lesson of Remembering Aotearoa Together, students explore important events that people in Aotearoa New Zealand celebrate or remember. They build on their understanding of family and community celebrations by identifying dates, seasons, purposes and ways these events are marked, while practising respectful discussion of different beliefs and traditions.

Learning intentions

• WALT identify important events and dates celebrated or remembered in Aotearoa New Zealand.
• WALT match events with dates or seasons.
• WALT explain why people mark particular events.
• WALT talk respectfully about different beliefs and traditions.

Success criteria

• I can match at least four events with dates or seasons.
• I can describe one way each event is marked.
• I can explain why one event is important.
• I can use respectful language when discussing different beliefs and traditions.

Curriculum links

• Social Sciences — Civics and Society: New Zealand has a diverse population, leading to the celebration of many significant days.
• Social Sciences — Civics and Society: commemorations and celebrations contribute to a shared identity.
• Social Sciences — Civics and Society: compare how people celebrate or commemorate days, identifying similarities and differences.
• English — oral language, vocabulary and reading; Learning Languages — using and valuing te reo Māori greetings and names.

This lesson supports the key competencies of relating to others, participating and contributing, managing self, and communicating. It reflects the refreshed curriculum focus on knowledge, purposeful talk, cultural belonging and respectful participation.

Lesson structure (45 minutes)

1. 0–5 min · Hook: our calendar. Teacher displays the opening calendar image and a blank New Zealand calendar, then asks, “What days are important to people in our class?” Students think quietly, share with a partner, and volunteer a whānau celebration or remembrance day; students may pass if they prefer not to share.

2. 5–12 min · Build shared vocabulary. Teacher introduces and explains celebrate, remember, commemorate, event, date, season, tradition, whānau and maramataka, using the picture cues in the vocabulary slides. Model respectful phrases such as “Some people mark this by…” and “In my experience…”. Students repeat selected words, match spoken words to icons and practise one sentence with a partner using the Think Pair Share Poster.

3. 12–20 min · Teacher modelling. Teacher models a picture-and-word timeline with five events: Waitangi Day (6 February), Anzac Day (25 April), the King’s Birthday (first Monday in June), Matariki (June/July) and Labour Day (fourth Monday in October). Use the model timeline to think aloud: “Anzac Day is in April. People remember those who served in wars, and many attend ceremonies or wear red poppies.” Students help place each event in order and identify whether it is mainly celebrated, remembered or both.

4. 20–32 min · Pair card sort. Teacher places students in pairs, with one group of three, and distributes the calendar card-sort recording sheet and prepared colour-coded event, date/season, purpose and celebration cards. Students match the cards, check their choices with another pair, and record at least four matches. They then orally rehearse an explanation for one event using the frame: “_____ is marked on/in _____. People mark it because _____. One way it is marked is _____.” Teacher circulates, questions reasoning and records evidence on the three-point checklist.

5. 32–35 min · Share and refine. Teacher pauses the sort and revisits common uncertainties using the card-sort check slides, especially the difference between a fixed date and a date that changes each year. Students explain one match to their partner and respectfully revise any card placement after hearing another viewpoint.

6. 35–42 min · Create a shared calendar. Teacher displays the large blank calendar and invites pairs to place their matched event cards in the correct month or season, using the shared-calendar prompt. Students contribute one fact or respectful explanation for their event; the class notices similarities, such as gathering, food, symbols, ceremonies or time with whānau, and differences in beliefs and traditions.

7. 42–45 min · Exit and confidence check. Teacher distributes the exit-ticket section and asks students to complete: “One event is important because…”. Students add a drawing or key word if writing is difficult, then show thumbs up, sideways or down for confidence. Teacher collects responses and notes misconceptions, participation and accessibility needs.

Resources

• the Our Shared Calendar slide deck
• the calendar card-sort recording sheet
• Prepared bilingual Māori-English maramataka/calendar cards
• Event picture cards
• Date, season, purpose and celebration cards
• Large blank New Zealand calendar
• Projector or interactive display
• Sticky notes and pencils
• Teacher observation checklist and exit slips

Assessment

• During modelling and pair work, use a three-point checklist: identifies an event/date, explains its purpose, and speaks respectfully.
• Check card-sort accuracy and listen for accurate use of date, season, celebration, remembrance and commemoration vocabulary.
• Use the exit ticket to assess whether students can explain why one event is important; record misconceptions and students requiring follow-up.

Differentiation

• Provide colour-coded cards, icons, reduced choices, read-aloud or audio text, partner support and sentence frames. Accept oral responses, drawing or scribed responses where appropriate.
• Use dyslexia-friendly large sans-serif print, generous spacing, uncluttered pages and text-to-speech where available. Pre-teach names and pronounce Māori words carefully, including Matariki, maramataka and whānau.
• For EAL learners, pair visuals with key words, gestures and home-language discussion where possible. Do not require students to disclose personal religious or cultural practices.
• For students ready for extension, invite them to add a missing event to the calendar and justify its date or season, purpose and way of marking it. They should explain whether it contributes to a shared identity and why.