These Learning Languages resources are all based on the new curriculum document. The achievement objectives and key competencies have been adapted from there.
Below, are links to the languages unit planners (unit-plan templates) for eachof the levels 1-8. Simply delete those achievement objectives not needed and fill in the Specific Learning Outcomes.
* * * * * * * All resources are free * * * * * * *
All of the education resources provided, especially the completed unit-plans, have a focus on Moriori and Rekohu, and all use the new curriculum document.
The links in the following drop-down list will take you directly to an online version of the unit plan template. Use your browsers back button to return to here. (You will find a link on the template page to download an MSWord version of each template).
your needs or used as they are. For the MSWORD version of each template, select from the following drop-down list and click "go." This wll bring up the Open or Save As dialog box. Select save as.
Below are the completed unit plans that are focused on Moriori topics or Rekohu.
What is learning languages about?
Languages are forms of human communication and
are inseparably linked to the social and cultural
contexts in which they are used. Language and
culture play a key role in shaping our personal,
group, national, and human identities. Every
language has its own distinctive features and its
own intrinsic value.
Te reo Màori is unique to New Zealand and is a
source of our nation’s self-knowledge and identity.
New Zealand Sign Language (NZSL) is the language
of Deaf New Zealanders. Pacific languages are
spoken throughout New Zealand as well as in their
countries of origin. Classical languages provide
access to the origins of thought and civilisations.
Other world languages link us globally.
He taonga ngà reo katoa. All languages are to be
treasured.
Why study a language?
By learning an additional language and its
related culture, students come to appreciate
that languages and cultures are systems, which
are organised and used in particular ways to
achieve meaning. This learning increases their
understanding of their own language(s) and
culture(s). As they move between, and respond to,
different languages and different cultural practices,
they are challenged to consider their own identities
and preconceptions. Through these interactions,
they gain new ways of thinking about, questioning,
and interpreting the world and their place in it.
They acquire knowledge, skills, and attitudes that
equip them for living in a world of diverse peoples,
languages, and cultures.
By learning a language, students gain respect
for the power of language. They discover new
ways of learning, new ways of knowing, and more
about their own capabilities. By being able to
communicate in an additional language, they
gain access to broader fields of knowledge and so
extend their creative and critical literacies.
How is the learning area
structured?
Learning languages is structured around three
strands: language, culture, and communication.
The communication strand is paramount: the
learning that takes place in the language and
culture strands gives students the knowledge and
skills that they need in order to communicate.
In the language strand, students learn to identify,
explain, apply, and compare language features,
conventions and patterns and to understand
languages as systems. Students develop their
understandings and skills as they progress from
one curriculum level to the next, challenged by
increasing complexity and more demanding tasks,
and as they learn to rely less on structured support.
In the culture strand, students learn to recognise,
compare, apply, reflect on, and analyse cultural
features, conventions, and patterns and to
understand cultures as systems. As with the
language strand, cultural understandings and skills
are developed at each successive curriculum level,
the difference being in the degree of complexity,
the demands of the task, and the nature of the
support provided.
In the communication strand, students learn to
recognise and respond to different linguistic and
cultural clues by comparing, interpreting, and
negotiating meaning. Increasingly, they use their
knowledge of language and culture to understand
and convey meaning effectively, confidently, and
responsibly in a range of contexts. To do this,
they use the receptive skills of listening, reading,
and viewing and the productive skills of speaking,
writing, and presenting or performing.