Aroha (love, sympathy, empathy)    Kàwanatanga (governance)    Mana (prestige, authority, power)      Mauri (the life force)   Ranginui ràua ko Papa-tù-à-nuku (Rangi and Papa)        Te Tiriti o Waitangi (the Treaty of Waitangi)       

Te whenua (the land)       Tino rangatiratanga  (self- determination)

Bastion Point Land marches      Màori media     The representation of  Màori in the media   The foreshore and seabed   The Waitangi Tribunal and Treaty settlements     Environmental issues     Natural resources     Significant events, past and present     Significant people, past and present      Social cohesion and social justice in Aotearoa

Students should be able to;….

8.1 communicate about certainty and uncertainty, possibility and probability;

8.2 develop an argument or point of view, with reasons;

8.3_recount a series of events to inform, persuade, or entertain;

8.4 communicate the same information in different ways in different contexts;

8.5 respond to selected and adapted Màori language texts about te reo Màori and tikanga Màori (for example, from literature, film,  newspapers, magazines, television, video/DVD, and radio).

Whakarongo

Listening

• understand much of what other speakers of te reo Màori say about a range of topics;

• distinguish between facts, opinions, and hypotheses and recognise intentions to persuade and influence in different contexts.

Panui

Reading

• understand much of what is written by other users of te reo Màori about a range of topics;

• distinguish between facts, opinions, and hypotheses and recognise intentions to persuade and influence in different contexts.

Matakitaki

Viewing

• understand the ways in which artists, speakers, and writers combine visual and verbal  features to present ideas and information to achieve particular effects in a range of text types  and settings;

• understand and respond to visual features used to present information and ideas for particular effects in a range of text types and settings.

Korero

Speaking

• initiate and sustain conversations;

• give talks on a range of topics in a wide range of contexts;

• produce a wide range of spoken text types, formal and informal;

• adapt spoken texts to suit different audiences and purposes;

• use te reo Màori to entertain and to persuade as well as to inform.

Tuhituhi

Writing

• use resources to experiment with new language and to review writing for accuracy;

• write about a range of topics across a wide range of text types, selecting words and expressions that are appropriate for the purpose and intended audience;

• adapt written texts to suit different audiences and purposes;

• use te reo Màori to entertain and to persuade as well as to inform.

Whakaari

Presenting

• combine visual and verbal features to present ideas and information to achieve particular  effects in a range of text types and settings;

• use visual language in a range of text types for different audiences, purposes, and effects;

• create new visual texts to express their own information and ideas.

Specific Learning Outcomes

By the end of this unit, students will be able to:

Additional Curriculum areas

o Social Sciences   

o Learning Languages 

o Arts 

o Maths 

o Technology 

o English  

o Health and P.E.

o Sciences

Write the Achievement Objective (s) to be assessed:

Students will:

Specific Learning Outcomes

By the end of this unit, students will be able to:

Key Competencies focus:

(Select only those being focussed on)

o managing self

o relating to others

o participating and contributing

o thinking

o using language, symbols, and texts.

Teaching and Learning Activities

Resources

What resources will you need top teach the unit and what resources will the students need to engage in the learning?

Assessment Schedule

How will you assess the unit and the students learning?

Unit Evaluation

 How well did the unit work. What would you do differently next time did the students enjoy and engage with it?