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- Introduction to the Aotearoa New Zealand’s histories curriculum
Introduction to the Aotearoa New Zealand’s histories curriculum
Part of Aotearoa New Zealand's histories curriculum content for school librarians series
Video | 57 mins
Event recorded on Wednesday 27 July 2022
The Aotearoa New Zealand's histories curriculum will change how the histories of our country are taught in our schools. How will it impact school libraries? This webinar explores the new curriculum and how school librarians can support its implementation.
Transcript — Introduction to the Aotearoa New Zealand’s histories curriculum
Introduction and welcome
Maxine Ramsay: Kia ora koutou. Welcome everyone. We'll just give a few more moments for people to join us in the webinar today. It's great to see you all along. Hopefully, you can see and hear us okay. We'll just wait a few more seconds for people to join.
Great. It's great to have you with us today for this Services to Schools webinar.
Ko Maxine Ramsay tōku ingoa. I'm one of the Services to Schools facilitators based in Dunedin and I'll be your host for today.
Just before we begin, there's a few housekeeping things that we'd like to cover off. You'll all be familiar with the way webinars work, but just to remind you, as an attendee, you can use the chat function if you want to talk to other attendees or panellists, just double-click the drop-down box and make sure you're addressing the people you want to talk to.
We have a Q and A section in the webinar that you're welcome to post questions into and you can upvote the questions if you need to, which means if somebody's posed a question that you want to promote or agree with and you also want to ask, just tick the upvote. We'll be saving those questions for our follow-up Q and A next week so please do enter those if you wish to today.
Also if you are having any technical difficulties, please raise your hand and we'll do the best we can to support you with that. If you need to leave the webinar, use the ‘leave’ button at the bottom right-hand side of your screen and you can rejoin us at any stage using the link we emailed to you.
After today's webinar, you'll receive an email which will include a link to our SurveyMonkey, which is another opportunity to post some questions that we will use as a basis for next week's Q and A session. There'll also be a registration link for the Q and A Zoom next week and some follow-up notes from today which will include all of the links that we're using in this webinar.
So you don't have to take lots of notes, we will send you links but you are welcome to take notes as you wish today.
I'll now start with karakia.
[Powerpoint slide: Karakia tīmatanga
Whakataka te hau ki te uru.
Whakataka te hau ki te tonga.
Kia mākinakina ki uta.
Kia mātaratara ki tai.
E hī ake ana te atakura.
He tio, he huka, he hau hū.
Tīhei mauri ora!
Cease the winds from the west.
Cease the winds from the south.
Let the breeze blow over the land.
Let the breeze blow over the ocean.
Let the red-tipped dawn come with a sharpened air.
A touch of frost, a promise of a glorious day.
Karakia credit: Ruki Tobin (Ngāpuhi, Ngāti Kahu), Kaihautu (Director Ratonga Maori) Te Puna Mātauranga o Aotearoa.
Background image credit: Photo by prunkova. Pixabay. License to use.]
Maxine Ramsay: Joining me in today's webinar are presenters Cathy Kennedy from Christchurch and Amanda Bond from Auckland. Cathy and Amanda are both facilitators from our Services to Schools Capability team and it's great to have them along.
[PowerPoint slide: In today's webinar:
The journey
Content and structure
Supporting resources
Your collection
Next steps.]
Maxine Ramsay: During today's webinar, we're going to start with an overview of the histories curriculum before we delve a little deeper into some of the ways you can support this through your school library collection. The information we're sharing today is intended as a starting point which you can build on through your own learning, conversations with others and the work you do in your school library.
In particular, today we'll be focusing on the journey of this curriculum, the content and structure of the document, a closer look at supporting resources, suggestions of some ways to approach your school library collection, and finally looking at actions you can take back at school as you start to make a plan for what you're going to do next. And now it's my pleasure to hand over to Cathy Kennedy, thanks Cathy.
The journey for an Aotearoa New Zealand's histories curriculum
Cathy Kennedy: Kia ora Maxine. Tēnā koutou katoa. E ngā mana. E ngā reo. E ngā hau e whā. Tēnā koutou katoa.
As Maxine said, I'm Cathy Kennedy and I'm one of the facilitators based in Christchurch. I'm just going to share my screen, bear with me while we get that all up and running.
[PowerPoint slide: Images showing the cover and some pages of the Aotearoa New Zealand's histories curriculum document (pdf).]
Cathy Kennedy: So, for the first part of this webinar, I'm going to take you through an overview of the Aotearoa New Zealand’s histories document. We'll look briefly at the journey of that document and how we got here, a look at the structure and content of the document and then finally, I’ll finish off my section before Amanda takes over, with how it might look in action in the classroom.
[PowerPoint slide: Aotearoa New Zealand's histories. Me tiro whakamuri, kia whakmua. If we want to shape Aotearoa New Zealand's future, start with our past.
Includes a quote from Theodore Roosevelt and another whakatauki mentioned in the transcript below.
Image: Whina Cooper walking with her mokopuna, three-year-old Irene Cooper, taken as they set off to Wellington from the Far North on the hīkoi, the land march, in 1975. Credit: Michael Tubberty, New Zealand Herald. All rights reserved. Used with permission.]
Cathy Kennedy: First of all, how did this document arrive here — what sort of journey did we take? I think it's pretty widely accepted that understanding our past can help us, as a human society, make better sense of our present and then prepare us for our future.
Many a famous person can be quoted on this and here's a quote from Theodore Roosevelt:
The more you know about the past, the better prepared you are for the future.
And for me this whakatauki really says it beautifully:
Kia whakatōmuri te haere whakamua.
I walk backwards into the future with my eyes fixed on the past.
So it was in this context that for a number of years, there's been calls for our history, our own New Zealand history, to be taught compulsory in our schools. Our current curriculum document is very broad and gives us a framework and it gives schools autonomy to choose a lot of the topics that they'd like to teach within the learning areas. It comes as a surprise to many people that our own New Zealand history was often being missed. So there was some inconsistency about whether New Zealand’s histories were being taught in schools or not.
[PowerPoint slide: Quotes from Christian Denninson and Graeme Ball.
Image: Organisers of the petition seeking NZ Wars national commemoration day, from left, Rahui Papa, Tai Jones (in cloak), Waimarama Anderson, Leah Bell, Rhiannon Magee and Mariana Papa. Credit: New Zealand Herald. All rights reserved.]
Cathy Kennedy: Over the years, there were many voices calling for some change to this and many of those voices came from our youth, our rangatahi. This quote here sums up what those voices were telling us, this is from Christian Dennison, one of the Youth MPs, and he said:
A lot of racism comes from ignorance, ignorance comes from mis-education or lack of education, and we found if we incorporated into the curriculum Māori history, we'd be able to get rid of a lot of these false past narratives.
— Christian Dennison
Now, this photo that you can see on the screen is a group of Ōtorohanga College students and they, in 2015, took a petition to parliament to have a day of commemoration for the New Zealand Wars, and for the New Zealand Wars to be taught in all New Zealand schools. Another example of the voices calling for change was Graeme Ball from the New Zealand History Teachers Association. He says it very succinctly:
Whether you're born here or whether you're a new New Zealander, it's important to have an understanding of our shared past.
— Graeme Ball
And he'd like all New Zealanders to have an ‘opportunity to make informed judgments about what's happening today, where things have their roots in the past’.
So all these voices were heard finally by the government, and in 2019 and it was announced that New Zealand history would indeed be taught in all New Zealand schools by 2022. That's been delayed by a year to 2023 due to COVID and all the things that schools are dealing with at the moment.
[PowerPoint slide: And the work then began.
People:
education leaders
community groups
iwi
historians
teachers
students and more.
Groups:
reference groups
peer review
curriculum writing groups
interagency groups
supporting resources working group
independent advisory group
public consultation
testing and consultation in schools.
Image credit: Teamwork by Sapann Design. Shutterstock. All rights reserved. Used with permission.]
Cathy Kennedy: So the work was done by a number of different people: education leaders, community groups, iwi, historians, academics, teachers of course and students.
It was done by a number of different groups: reference groups, [curriculum] writing groups, inter-agency groups, [supporting resources groups, independent advisory group]. There was, of course, peer review, there was public consultation — some of you might remember the time of public consultation and may even have made some submissions. And of course, there was testing and consultation in schools. Now if you want to know a little bit more about who was involved in that process and how that process unfolded to get to this document, there's a very good piece from the Ministry of Education — this outlines the actual people who were involved in all those groups as well: Process for creating Te Takanga o Te Wā and Aotearoa New Zealand’s histories content.
Curriculum refresh
[PowerPoint slide: ANZHC — Part of the wider curriculum refresh
The New Zealand Curriculum is being refreshed to make sure every child experiences success in their learning, and that their progress and achievement is responded to and celebrated.
To create this future, the goals for The New Zealand Curriculum refresh and for teaching and learning are to:
Honour our mutual obligations to and through Te Tiriti o Waitangi
Create curriculum that is inclusive so that all ākonga see themselves and succeed in their learning
Make sure The New Zealand Curriculum is clear about the learning that matters
Make sure The New Zealand Curriculum is easy to use for teachers.]
Cathy Kennedy: Now, this work on the Aotearoa histories curriculum document, it was actually taking place as part of a much wider piece of work and that's the curriculum refresh. So all learning areas of our curriculum are going to be refreshed, so nothing will go untouched. And these are the 4 key goals for that refresh:
it was in order to honour our obligations to the Treaty of Waitangi
to ensure that the curriculum is inclusive for all our ākonga, or all students can see themselves in the learning that takes place
to ensure that the New Zealand curriculum is clear and it does state clearly the learning that's important or the learning that matters, and
to make it easier for teachers — to give them some more guidance about the learning that matters.
Once again, if you want to know more about that wider curriculum refresh, there's 2 articles you might like to read: ‘Refreshing the New Zealand Curriculum’ and ‘What is the NCEA Change Programme?’ Alongside this curriculum refresh is quite some major change to our NCEA programme, and those are both really useful articles to take a look at and be aware of:
So this is where we've landed so far today. We have 2 curriculum documents: we have Te Marautanga o Aotearoa, and we have The New Zealand Curriculum. So Te Marautanga o Aotearoa for Māori medium schools and The New Zealand Curriculum for English medium schools. Now those documents are unchanged, they haven't been thrown out, nothing changes for those documents but rather, the refresh is adding some information or more documents to those learning areas.
The Aotearoa New Zealand's histories curriculum was the first ‘cab off the rank’ and is now completed and good to go but also that document sits inside the social sciences learning area and the social sciences refresh is now currently in draft and that is something you can have a look at. You can simply search the internet and you'll find the draft curriculum. That will also show you how the Aotearoa histories sits inside the social sciences draft.
Now how do schools make sense of all those documents? That's through the school's local curriculum.
[PowerPoint slide: Your school's local curriculum
Quotes from the local curriculum on TKI:
The New Zealand Curriculum is a clear statement of what's important in education.
Your local curriculum is the way you bring the New Zealand Curriculum to life in your school.]
Cathy Kennedy: The National Curriculum, as stated in this quote from the Ministry of Education is a ‘clear statement of what's important in education’ — almost the pointers to what we want to happen in our schools, but the local curriculum brings it alive. It gives schools some autonomy to take that statement for learning and make it relevant and engaging for the learners in their community.
This quote by a principal, I think, puts it rather nicely and it says, ‘I see the (national) curriculum as the bones and what schools have to do is put the meat and the muscles around them and get the heart pumping’.
Now the reason I mentioned this local curriculum today is because it's very important for you, as library teams, that you understand what is in your school's local curriculum or indeed, where your school is on the local curriculum journey. All schools will be in different places, some will be starting on this journey, some will have it in place and in fact, all schools will be coming back to their local curriculum as the refresh unfolds. I think it's really important for you, as library staff, to be in on those conversations. Make sure you're aware of the document, and take part and collaborate with teachers as it develops because you can't resource something that you don't know about.
Curriculum structure and content
Cathy Kennedy: Okay, so that's a little look at the journey and how we got here very, very briefly. So now we're going to have a little look at the content and the structure of the Aotearoa New Zealand's histories curriculum document (pdf).
Now, if you have the document in front of you, that's great, you can follow along. On each slide, we have got the page numbers of the part of the document we're referring to. If you don't have the document that's absolutely not a problem at all. All the information you need will be up on the screen here that I'll show you and you can go and have a deeper look at the document later on. So let's have a peek inside.
Understand, Know, Do
[PowerPoint slide: Screenshot of page 2 of Aotearoa New Zealand's histories curriculum document (pdf). Three elements to ANZHC — Understand, Know, Do graphic.]
Cathy Kennedy: The Aotearoa New Zealand's histories document is based around 3 elements: it's Understand, Know and Do. It’s important to note that these 3 elements don't sit separately, and they aren't a sequence, they weave together to create the learning that you see in the classroom. None of these 3 can exist on their own, they have to be woven together to create the learning. Now you will hear a lot about Understand, Know and Do because the whole curriculum refresh is being based around this structure.
The other thing to point out about this document is it's for years 1 to 10. For the year 11, 12 and 13 years — that's NCEA years — the teaching of New Zealand history isn't compulsory in those years, although the histories, our histories may continue into those years in some schools. The social sciences document, of course, which includes history, goes right up to year 13.
Understand
Let’s have a look at each of those 3 elements. Understand are the big ideas, the big ideas that underpin the learning and for this curriculum there are 4 big ideas:
[PowerPoint slide: Understand — the big ideas of Aotearoa New Zealand's histories.
Māori history is the foundational and continuous history of Aotearoa New Zealand.
Colonisation and settlement have been central to Aotearoa New Zealand’s history for the past 200 years.
The course of Aotearoa New Zealand’s histories has been shaped by the use of power.
Relationships and connections between people and across boundaries have shaped the course of Aotearoa New Zealand’s histories.]
Cathy Kennedy: Firstly, that Māori history is the foundational and the continuous history of Aotearoa New Zealand. The idea that Māori have been settling here, telling stories here, and shaping these lands for centuries and will continue to do so.
Secondly, that colonisation and settlement have been central to Aotearoa and New Zealand’s history for the past 200 years and this has contributed to a diverse population of many languages and many cultures.
The course of Aotearoa New Zealand’s histories has been shaped by the use of power. This can both improve the lives of people and communities, but it's also led to injustices and conflict.
And finally, that relationships and connections between people and across boundaries have shaped the course of Aotearoa New Zealand’s histories. That's the local or national connections that we've made through trade, voyaging and conflict that's shaped our nation.
So these 4 big ideas don't change throughout all the years through years 1 to 10 of the curriculum. They remain in place but, of course, the understanding that students bring to these big ideas becomes deeper and broader. You'll see these same 4 big ideas throughout all the learning years.
Know
How do we unpack and broaden and deepen these big ideas? That's through the Know context. These are the contexts or the topics, the events, the places, the people that students learn about or engage in to unpack and learn about those big ideas. There are 4 contexts stated in the curriculum.
[PowerPoint slide: Know — National, rohe and local contexts.
Image credit: Māori women weaving flax outside the Geyser Hotel, Whakarewarewa. Ref: 1596-517 Auckland Libraries Heritage Collections. No known copyright restrictions.
Whakapapa me te whanaungatanga | Culture and identity: How the past shapes who we are today — our familial links and bonds, our networks and connections.
Tino rangatiratanga me te kāwananatanga | Government and organisation: The history of authority and control and the contests over them. At the heart of these contests are the authorities guaranteed by the Treaty of Waitangi.
Tūrangawaewae me te kaitiakitanga | Place and environment: The relationships of individual, groups and communities with the land, water and resources. The history of contests over them and their control, use and protection.
Kōwhiringa ohaoha me te whai orange | Economic activity: The choices people made to meet their needs and wants, how they made a living individually and collectively.]
Cathy Kennedy: First, ‘Culture and identity’, which is how the past shapes who we are, who I am, who are my family links, my bonds, my connections.
Secondly, ‘Government and organisation’ — looking at the history of power and control and, of course, the contests that have happened over that power and control.
Thirdly, ‘Place and environment’ — the relationships of people with the land, our natural resources and the control, the use and the protection of those resources.
Finally, the fourth context is ‘Economic activity’ — how have people made their living in the past both individually and collectively.
Now those 4 contexts do change through the years of the curriculum. As an example, here we have the ‘Culture and identity’ context.
[PowerPoint slide: Screenshot of page 36 of Aotearoa New Zealand's histories curriculum document (pdf). Know — Whakapapa me te whanaungatanga | Culture and identity.]
Cathy Kennedy: I know you can't read all those words on the screen, but the sheer volume of text gives you some idea that in the early years they are very simple ideas, right through to much more complex learning in years 9 and 10.
Let's look in detail at 2 examples. First, one from years 1 to 3:
People in our area have come from a variety of places and some retain connections to those places.
Cathy Kennedy: I'm going to show you how that looks shortly in the classroom.
Right up to something way more complex:
[Pull-quote from PowerPoint:
At different times, various groups have been marginalised in Aotearoa New Zealand. These groups have sought to remedy injustices associated with immigration policies and practices.]
Cathy Kennedy: Yes, it's ‘Culture and identity’ but the understanding that some groups have been marginalised, there have been injustices, is a much more complex idea to look at for years 9 and 10.
When schools are thinking about what topics or what events they will look at — because this is where schools have been given that autonomy to do that — the document gives some ideas of what schools can think about.
[PowerPoint slide: Know — Selecting meaningful topics — rohe and local contexts.
Image credit: Stone monument to Kai Tahu, on the site of Kaiapohia Pa, commemorating those who died in attacks by Te Rauparaha and his northern followers, ca 1910 by William A Price. Ref: 1/2-001846-G Alexander Turnbull Library.
How will the topic help students explore the big ideas?
How will the topic draw on stories, examples and perspectives so that students learn about the history of their local area and of Aotearoa New Zealand.
How will the topic draw on stories from iwi and hapū about their history in the rohe?
How will the topic support student-led inquiry into the history of Aotearoa New Zealand, the rohe and the local area?
In what ways is the topic important to the rohe or local area now?
How will this topic support students to apply their learning to new and more complex contexts?]
Cathy Kennedy: Firstly, how will the topic help students explore the big ideas? Which of the 4 big ideas will this topic further that deeper understanding?
Will the topic draw on stories and examples and perspectives so students can learn about the history from their local area and Aotearoa New Zealand?
Will the topic you choose draw on stories from iwi and hapū and their history in your region, in your rohe or your region?
Will the topic support student-led inquiries? So, can they inquire into that topic independently and look at stories from their own region and their local area?
Is the topic important to your rohe and your local area now? Is it still relevant so learning about that past has some relevance to our present and our future?
And finally, will this topic support and can apply to their learning as they move through into more complex contexts later on in their learning years?
So those are just some guidelines to help schools think about what topics or events or contexts they will look at.
Do
Finally, the third element is the Do element. These are the inquiry practices or the activities that enable students to start thinking critically about the past and unpacking those topics or those events that you've decided to look at. We have 3 inquiry practices in the curriculum:
[PowerPoint slide: Do — Inquiry practices — thinking critically about the past and interpreting stories about it.
Image credit: Anti Springbok tour demonstrators overturn a car, Auckland, New Zealand, September 1981 by Auckland Star staff photographer. Ref: EP-Ethics-Demonstrations-1981 Springbok tour-04 Alexander Turnbull Library.
Identifying and exploring historical relationships: Understand the past by sequencing events and changes, identify historical relationships between them and how long ago they happened. Depending on who is telling the story, the same story can be told in different ways.
Identifying sources and perspectives: Draw on a broad base of historical sources, in varied forms in order get a full and layered understanding of the past. This includes paying deliberate attention to mātaruranga Māori sources and approaches. When drawing evidence from sources, it is important to consider authorship and purpose and to identify voices that are missing.
Interpreting past decisions, experiences and actions: Interpretations of people's past experiences, decisions and actions need to take account of the attitudes and values of the time, people's predicaments and points of view. By using these interpretations and reflecting on our own values, we can make evidence-based ethical judgments about the past.]
Cathy Kennedy: First, ‘Identifying and exploring historical relationships’. This is looking at sequencing events and, very importantly, understanding that depending on who is telling the story, the same story can be told in different ways.
Secondly, ‘Identifying sources and perspectives’. This one will resonate with many of you, I think, in school libraries. This is ensuring that students are drawing from a broad range of historical sources in many formats. Also paying attention to mātauranga Māori sources. When they are looking at these sources, considering authorship and purpose and to identify the voices that are missing.
Finally, ‘Interpreting past decisions, experiences and actions’. This is looking at history in the context of the attitudes and the values of the time so you can understand the predicaments that people found themselves in, telling us about the decisions they made and their points of view.
Let's have a closer look at the Do element. Again, this does change and become more complex. These inquiry practices obviously become more complex as children move through their learning years at school.
Inquiry practices
[PowerPoint slide: Screenshot of page 45 of Aotearoa New Zealand's histories curriculum document (pdf). Do — Three inquiry practices.]
Cathy Kennedy: These inquiry practices become more complex as children move through their learning years at school.
Let’s look in detail at a couple from each end of the learning years. In years 1 to 3, they would be able to say:
I can retell a story from the past and talk about how other people might tell it differently.
Very simple.
[Pull-quote from PowerPoint:
I can construct a narrative of cause and effect that shows relationships between events. By comparing examples over time, I can identify continuity or changes in the relationships. I can recognise that others might interpret these relations differently.]
Cathy Kennedy: Whereas in years 9 and 10, they will be looking at much more complex ideas: looking at cause and effect, relationships between events and changes over time and comparing changes over time — so much more complex inquiry practices.
That’s a look at those 3 elements separately.
[PowerPoint slide: Screenshot of page 4 of Aotearoa New Zealand's histories curriculum document (pdf). Progress outcome by the end of year 3.]
Cathy Kennedy: But the document also, for each group of year levels, brings those 3 elements woven together. These are the progressions in the document.
Here we have the progress outcomes for year 3. It's all the same information that we've just looked at but now we're looking at just the year 1 to 3 Understand, Know and Do. This is a clear indication that teachers in schools are being required to cover this learning by the end of year 3.
Bringing it all together in the classroom
[PowerPoint slide: Image: Teacher and pupils working at desk together at the elementary school. Credit: Shutterstock. All rights reserved. Used with permission.]
Cathy Kennedy: So how does this actually all look in the classroom? That's a lot of information, a lot of contexts, a lot of inquiry practices.
What might you see in the classroom, or what might you see happening in your library as children engage in a learning topic?
Here’s an example of a topic that you'll already see in lots of schools: ‘Me and my community’.
[PowerPoint slide: Circle image of a diverse community with title: ‘Me and my community — years 1–3’. The circle has 3 levels around the image: Know — culture and heritage, Do — inquiry practices and Understand — big ideas. Outside the circle is: Vision, principles, values and key competencies | School's local curriculum.
Image credit: A crowd watches a dance performance at the International Cultural Festival, Auckland, 2015 by NZME/Jason Dorday. Ref: NZH-1081152 The New Zealand Herald. All rights reserved.
Social sciences: Aotearoa New Zealand's histories — Know: ‘Culture and heritage’
People in our area have come from a variety of places and some retain connections with those places.
Culture and heritage: People express their culture in their daily lives.
Government and organisation: People belong to groups and have roles and responsibilities.
Health and PE: Healthy communities. Rights and responsibilities.
The arts: Music, dance, drama and visual art.
English: Reading, listening, viewing. Writing, speaking, presenting.]
Cathy Kennedy: This clearly has a component from the New Zealand's histories curriculum from the ‘Culture and heritage’ context — learning about people in your area who have come from a variety of places, and sharing where we have all come from in our class or our community. But, in addition to that, there will be learning objectives that will come in from the social sciences curriculum that will go beyond just Aotearoa New Zealand's histories.
In addition to that, teachers might bring into this topic aspects from the health and PE curriculum around healthy communities and rights and responsibilities. Parts of the arts curriculum might come in here — teachers might decide to express where we all come from with music, dance, drama or visual art. And of course, not much can happen in the classroom without the English learning area in action with reading, listening, viewing, writing, speaking and presenting.
So, in actual fact, if you walked into a classroom and watched this topic in action, you might not immediately see Aotearoa New Zealand’s histories, but it's being integrated into the learning.
Now, of course, all around that is the inquiry practices will be happening to make all that learning happen, and it will be extending the big ideas. You'll see the vision, principles, the values and the key competencies in action from the New Zealand curriculum document, and you'll see guidance from the school's local curriculum.
When you see that learning in the classroom, it's actually being underpinned by quite a complex number of documents.
So another example — this one is looking at the Chinese miners, the immigrants in the Otago Gold Rush.
[PowerPoint slide: Circle image of Chinese miners from 1860 standing on a river bank. Heading over image: Chinese miners of the Otago Gold Rush. The circle has 3 levels around the image: Know — all contexts, Do — inquiry practices and Understand — big ideas. Outside the circle is: Vision, principles, values and key competencies | School's local curriculum.
Image credit: Miners at Orepuki. Photographer unknown. Ref: RI.P33.93.442 Te Hikoi Museum. Public domain.
Culture and identity: The stories of groups of people from different periods in our history convey their reasons for and experiences of migration.
Government and organisation: Governments have selectively supported or excluded people through processes associated with voting rights, access to education, health and welfare provision, reflecting prevailing public attitudes of the time.
Place and environment: People adapted their technologies and tools to the new environment of Aotearoa New Zealand.
Economic activity: There were complicated economic relationships between iwi and early newcomers as newcomers sought resources.]
Cathy Kennedy: Now, this topic very clearly sits in Aotearoa New Zealand’s history. And if you walked into a classroom and saw this one in action you'd go, ‘Oh yes, I can see the Aotearoa New Zealand’s histories in action here.’
This topic potentially could take in all of the Know contexts quite easily. They cover the ‘Culture and identity’ context, ‘Place and environment’, ‘Government and organisation’ and ‘Economic activity’ as you unpack information about this group of people in the Otago Gold Rush.
Again, that would be happening using the inquiry practices. It would be furthering the big ideas that underpin the curriculum and, of course, we have the New Zealand curriculum in place underpinning all of that and the school's local curriculum.
That's just another example of what it might look like in a classroom. That topic is relevant for learners who are in Otago but, of course, for learners in Auckland, there will be a completely different group of people that they might look at, a different group of immigrants that they may look at in their local area.
[PowerPoint slide: Screenshot of page 7 of Aotearoa New Zealand's histories curriculum document (pdf). Years 1–3 of the Know strand ‘Key knowledge’.]
Cathy Kennedy: Now, one last thing from me before I hand over to Amanda very shortly — these pages in the curriculum, which gives some ideas of key questions and learning experiences. I want to point out that the key knowledge down the side, those are the Know contexts directly from the document and that's what all schools will be doing.
But these key questions and learning experiences are actually just suggestions. You may do some of these — teachers may definitely take these key questions and explore these learning experiences, but your school may not. There are different ways that you could unpack each of those contexts and again, this is where it comes back to collaborating with your teachers, knowing how your school is going to deliver this curriculum document and understanding your school's local curriculum.
[PowerPoint slide: Screenshot of the home page of the Aotearoa New Zealand's histories website.]
Cathy Kennedy: Finally, if you want to know more about the Aotearoa New Zealand’s histories, go to the website. Search and you'll find it. This will cover the journey to arriving at this document. It has the document itself — an online version and a PDF that you can download. There’s an absolute treasure trove of resources. So I’d encourage you to spend some time having a look around this website — it will be incredibly helpful. Your teachers will be using this website a great deal.
I'm going to hand over to Amanda. I'm going to stop sharing my screen. And just as Amanda's getting herself ready to share her screen, just a reminder — if you have any questions on any of the content that I've just mentioned, please pop it in the Q and A. We're not going to answer those questions today, but we'll answer those in the Q and A webinar next week. Thanks, everybody. Over to you, Amanda.
Amanda Bond: Thank you, Cathy. I was just going to say exactly the same thing — a reminder to use the Q and A and we will be monitoring those and definitely working on those with you next week.
[PowerPoint slide: Webinar agenda showing completed sections of:
The journey
Content and structure.
And showing next sections to be discussed:
Supporting resources
Your collection
Next steps.]
Supporting resources
Amanda Bond: Kia ora koutou. Ko Amanda Bond tōku ingoa. Now that we've had a look at the curriculum, we can focus on the role of the school library and its implementation. As school librarians, a major part of our work is in providing resources to support the teaching and learning that happens in our schools.
[PowerPoint slide: Photo showing 4 teachers in a school library looking at a computer screen.
Image credit: Eketahuna computing class by People's Network. Flickr. Some rights reserved: CC BY-NC 2.0.]
Amanda Bond: Just as the strands Understand, Know and Do weave together in the curriculum, so too the school librarian works with the classroom teacher to help our students learn. An important part of our work in the school library is to seek out opportunities to discuss what resources are needed with our teaching colleagues.
This year, as the histories curriculum went from draft to implementation, classroom teachers were encouraged to begin this work by looking at what they were already teaching as part of their history lessons.
Start with your collection
Today, we want to encourage you to start with your collection and look at what you have right now.
[PowerPoint slide: Your school library collection — balanced, inclusive, acknowledge your school community and mātauranga Māori.
Image: Graphic showing books on shelf for print collection and students using computers for the digital section. Credit: National Library Services to Schools. All rights reserved.]
Amanda Bond: All library collections include print and digital aspects. Our collections should be balanced, inclusive, acknowledge our school community and mātauranga Māori.
We will show you some ways to take a fresh look at your collections in the light of this curriculum document, asking what resources do I have now and are they a good fit for the curriculum progression stage for our students. Our goal is not to give you an endless list of possible resources, but to show how to look at resources to see that they match with the Know part of the curriculum.
Cathy showed you a couple of ways teachers may want to teach the curriculum with a broad focus. She used the examples of ‘Me and my community’, which involved the histories curriculum as well as social sciences, health and PE, the arts and English. And the other topic she looked at was the Otago Gold Rush, which could cover many of the Know strands of the histories curriculum. Over the next few slides, for the sake of simplicity, I will take a very focused and narrow approach to how to evaluate resources to see that they match the curriculum content at year-level progressions.
[PowerPoint slide: Screenshot of pages 38–39 Aotearoa New Zealand's histories curriculum document (pdf, 507KB). Know — Tino rangatiratanga me te kāwananatanga | Government and organisation.]
Using a strand to evaluate your resources
Amanda Bond: To show you how to do this, we'll take a close look at one strand of the curriculum, the Know strand of ‘Tino rangatiratanga me te kāwananatanga — Government and organisation’. As you can see in this overview of the strand, as the year levels progress the content deepens. We will look at each one more closely in a moment.
On some slides, as Cathy has mentioned, there are page numbers relating to the hard copy of the curriculum, and if you've got it with you, you may want to use a highlighter or add sticky notes to remind you of ideas.
We chose this strand because it includes learning about the Treaty of Waitangi, a topic many schools already cover. In fact, Genaro Oliveira and Matt Kennedy in their research paper, ‘Learning in and From Primary Schools: Teaching Aotearoa New Zealand's Histories at Years 1 to 6’, comment about possible ‘Treaty fatigue’ as it is covered so often. The good news is that more than 75% of teachers in their study felt confident delivering lessons about the Treaty.
Learning in and From Primary Schools: Teaching Aotearoa New Zealand's Histories at Years 1 to 6
[PowerPoint slide: Know — Tino rangatiratanga me te kāwananatanga | Government and organisation. Graphic showing some resources for the different year levels for the Know strand of ‘Government and organization’.
Years 1–3:
Artwork: Reconstruction of the first signing of the Treaty of Waitangi attributed to Oriwa Tahupōtiki Haddon. Ref: A-114-038 Alexander Turnbull Library.
William's Waitangi Day by David Ling
The Treaty House by Leanne Orams
Years 4–6:
The Treaty by Mere Whaanga
Te Tiriti o Waitangi by Ross Kalman, Mark Derby and Toby Morris
The Voyages of Te Tiriti o Waitangi (YouTube video) from He Tohu
Years 7–8:
NZHistory website
Awesome Aotearoa by Margaret Mahy
The Aotearoa History Show (YouTube video) created by Radio New Zealand
Years 9–10:
Our Treaty by Ruth Naumann
‘Not one more acre’ Te Kupenga online web page.]
Amanda Bond: We will see how this familiar topic has been developed in the curriculum and what implications there are for libraries and librarians resourcing it. To create these examples, I used print and digital resources. For the print resources, I used books from our National Library Schools Lending Collection. As the students move through the school, the knowledge progressions deepen and the resources change to accommodate the content and growing ability of students to access information from these resources.
[PowerPoint slide: Content from pages 6 and 7 of Aotearoa New Zealand's histories curriculum document (pdf). Years 1–3 of the Know strand ‘Tino rangatiratanga me te kāwanatanga | Government and organisation’. Bullet points as described in the transcript summarising the Treaty of Waitangi content.]
Amanda Bond: Let's start with our youngest students. In years 1 to 3, in the Know strand of ‘Government and organisation’, our younger tamariki will come to know about:
the signing of Te Tiriti
what happened on that day
who was there, and
why it is a national holiday.
[**PowerPoint slide:** Two images showing 2 paintings of the Treaty signing and 2 book covers described in the transcript below.]
Amanda Bond: These students are emerging readers and so the resources we select will take this into account. Images are a great way to engage student curiosity. The image on the top left of the slide is a painting thought to be by artist Oriwa Haddan, Ngāti Ruanui. He lived from 1898 to 1958. Haddon's painting shows a different perspective to the image beneath it, and it is thought to be a more accurate view of the signing of the Treaty when reading Colenso's account of the day.
You can find this image, and the one below it, on our Services to School's teaching and learning pages in the Te Kupenga collection. Haddon's painting is in the article, ‘Another view of Waitangi’. The image underneath it, in the bottom left-hand corner, is by Marcus King and the painting is called, The Signing of the Treaty of Waitangi, February, 1840. This is an imagined version of the signing of the Treaty. You can find this image, as I said before, in the Te Kupenga collection. This article is called, ‘Signing the Treaty.’ Both images have information about them on the Te Kupenga web pages and teachers could read about them and just gather their own understanding. And then they could develop an activity. such as ‘I see, I think, I wonder’ to leave students to explore what happened on that day and who was there.
William's Waitangi Day — by David Ling, illustrated by Nikki Slade Robinson, published by Duck Creek Press in 2018 — is a picture book. In it, the main character William is new to New Zealand and his classmates all have their own answer to his question, ‘What is Waitangi Day, why is it a national holiday?’ William's Waitangi Day
The Treaty House — by Leanne Orams, Reed Publishing, 2007 — is a good book for giving an understanding of the national significance of the Treaty. In it, the Treaty House is personified and tells its story from when it was first built to modern day. The Treaty House
The resources I have chosen here focus on the content areas of: signing the Treaty, what happened on the day, who was there, and why it is a national holiday.
[PowerPoint slide: Content from pages 12 and 13 of Aotearoa New Zealand's histories curriculum document (pdf). Years 4–6 of the Know strand ‘Government and organisation’. Bullet points as described in the transcript summarising the Treaty of Waitangi content.]
Amanda Bond: As we continue to progress through the year levels, and the ‘Government and organisation’ strand, it expands for the year 4 to 6 students. While there are other aspects of this Know strand, we will focus only on the part that relates to Te Tiriti for the sake of simplicity.
At years 4 to 6, the children will know:
Te Tiriti was signed in different places
there were 2 versions, and
there were different understandings about the word ‘authority’.
[**PowerPoint slide:** Two book covers and a screenshot of part of the YouTube video described below.]
Amanda Bond: The Treaty — by Mere Whaanga, Scholastic 2003 — shows the Treaty was written in 2 languages and was signed in different places. The Treaty
Te Tiriti o Waitangi — by Ross Kalman, Mark Derby and Toby Morris, published by the Ministry of Education in 2018 — is a comic book or graphic novel and gives clear information about the 2 versions, the signing in different places, and understandings about the words ‘sovereignty’ and ‘authority’. Te Tiriti o Waitangi
A YouTube video, The Voyages of Te Tiriti o Waitangi from He Tohu, is just over 3 minutes and shows the places where the Treaty was signed. All of these are appropriate for year level and curriculum content. The Voyages of Te Tiriti o Waitangi
[PowerPoint slide: Content from pages 20 and 21 of Aotearoa New Zealand's histories curriculum document (pdf, 507KB). Years 7–8 of the Know strand ‘Government and organisation’. Bullet points as described in the transcript summarising the Treaty of Waitangi content.]
Amanda Bond: As you can see again, we've progressed up the year levels and the ‘Government and organisation’ strand has deepened for years 7 to 8. We will focus on the part that relates to Te Tiriti. These students will know:
what led to the Declaration of Independence and Te Tiriti, and
how national and international events informed the Crown's thinking and actions.
[**PowerPoint slide:** One book cover and 2 screenshots, one of a webpage and the other part of the YouTube video described below.]
Amanda Bond: Awesome Aotearoa — by Margaret Mahy, AUT Media, 2009 — covers many aspects of New Zealand history. The chapter on the Treaty of Waitangi gives a good overview of national and international events happening around the time the Treaty was signed. Its colloquial style and humour may well appeal to this age group. Awesome Aotearoa
NZHistory website has many articles to choose from. With scaffolding and guidance, it would be a good resource for exploring what led to the Declaration of Independence and Te Tiriti, and how national and international events informed the Crown's thinking. NZHistory website
The Aotearoa History Show created by Radio New Zealand is on YouTube. It covers the national and international events including:
frustration over Pākeha behaviour at Russell
the foundation of the United Tribes of New Zealand and their Declaration of Independence, and
it outlines the different European factions — the French, Wakefield and the New Zealand Company, the British Colonial Office, missionaries and British Humanitarian Movements — all involved in New Zealand at the time.
The Aotearoa History Show (YouTube video, 19:09)
Again, I'm selecting resources for year level and the specific content of the Know strand for the curriculum.
[PowerPoint slide: Content from pages 28 and 29 of Aotearoa New Zealand's histories curriculum document (pdf) Years 9–10 of the Know strand ‘Government and organisation’. Bullet points as described in the transcript summarising the Treaty of Waitangi content.]
Amanda Bond: Finally, for the older students we see that we will look again just at the Treaty content even though there's more to this Know strand. At this stage, the students will know:
the Crown has established a colonial state
Māori are working to affirm tino rangatiratanga
what the Waitangi Tribunal is
its investigations, settlements and Treaty engagement.
[**PowerPoint slide:** Two book covers and 3 screenshots of webpages as described below.]
Amanda Bond: Waitangi Day — The New Zealand Story: What It Is and Why It Matters — by Philippa Werry, published by New Holland in 2015 — reviews the historic events behind the signing of the Treaty of Waitangi, and charts the celebrations, tensions and protests in the years that followed. Waitangi Day — The New Zealand Story: What It Is and Why It Matters
Our Treaty — by Ruth Naumann, New House Publishers, 2002 — considers the importance of the Treaty of Waitangi in New Zealand history, describing the historical events which took place before and after it was signed, and the social and cultural changes which resulted from contact between Māori and Pākeha. It examines the developments which occurred during the 20th century and search for social justice and human rights for Māori, specifically with the establishment of the Waitangi Tribunal. Our Treaty
This webpage, ‘Not one more acre’, is from the Te Kupenga collection on the teaching and learning resources pages of Services to Schools, National Library website. It is about the land claims and is relevant for Māori working to affirm tino rangatiratanga. ‘Not one more acre’
Te Ara — The Encyclopedia of New Zealand has stories on the Waitangi Tribunal and, of course, the Waitangi Tribunal website, all provide information on:
what the Tribunal is
what are its investigations
the settlements that have been created, and
Treaty engagement.
Te Ara — The Encyclopedia of New Zealand
There are more resources available in this year level due to the seniority of the students — that they are getting on through the school years — and the content they cover.
[**PowerPoint slide:** Repeat of the earlier slide — Know — Tino rangatiratanga me te kāwananatanga | Government and organisation. Graphic showing some resources for the different year levels for the Know strand of ‘Government and organization’.]
Your collection
Amanda Bond: So, as you can see, the same Know strand covers different knowledge about the Treaty of Waitangi depending on the year level and it also requires different resources.
As I said at the start, the point of these slides is not to give an exhaustive list of possible resources but to show how we need to select them for year level and curriculum content.
Of course, as you select resources, you will take into account authorship, purpose and, most importantly, whose voices may be missing. Use the histories curriculum and your school's local curriculum to understand the content for the year levels of students using your library. Discuss with teachers and curriculum leads their topics and approaches. Then assess what you have in your library now, see the possible gaps and think about how to develop your collection to meet the learning and teaching needs of your community.
[PowerPoint slide: Diverse and inclusive resources. Graphic listing different kinds of resources (print or digital, primary sources or secondary sources) and different types (examples listed below), showing that all are linked and useful for inquiry.
Books — picture books, fiction, non-fiction…
Images — photographs, art, cartoons…
Audio visual — interviews, websites, social media, blogs, music, video…
Ephemera — posters, advertising, flyers…
Objects — artefacts, models…
Journals — newspapers, magazines…
People and places — buildings, whanau, community helpers…]
Resources for purpose
Amanda Bond: As you know, resources come in many, many formats and some will be more important for particular purposes during an inquiry. For this webinar, I selected print and digital resources. Of course, other resources such as places, people in your community, and artefacts, and all the ones you see on your screen right now, can all contribute to the teaching and learning of this curriculum.
[**PowerPoint slide:** Screenshot of the curiosity card Hikoi (TMCC13) showing the front image and the reverse side with questions and links.]
Amanda Bond: Our National Library curiosity cards are an example of print, digital, primary, secondary, images, objects, people, places, tools and guides all coming together. The curiosity cards can be found in the Tuia Mātauranga section [easier to find in the Teaching and learning resources section] of our Services to Schools website. They are available as downloadable PDFs, and many schools have hard copies which were sent out a few years ago. When using them from the website, there are links to DigitalNZ stories for every card, and these stories have additional resources and content relating to the topic of the card. These cards also include questions, which can be used to spark curiosity and inquiry. The example shown on this slide is a photo of the 1975 hikoi known as the Māori Land March in Hamilton led by Tame Iti and Whina Cooper and will be useful for years 9–10 in the ‘Government and organisation’ strand.
National Library curiosity cards
Teaching and learning resources
[**PowerPoint slide:** Image showing piles of the book: _Te Kupenga: 101 Stories of Aotearoa from the Turnbull_.]
Amanda Bond: This slide shows the cover of the book Te Kupenga. Te Kupenga, the net, is short for Te Kupenga: 101 Stories of Aotearoa from the Turnbull. This book was produced as part of the centennial celebrations of the collections of the Alexander Turnbull Library. Thirty-nine people created mini-essays or stories based on items they selected from the Turnbull collections. Some of the stories are in te reo Pākeha and some in te reo Māori. The selected items include photographs, manuscripts, maps, music, digital media, drawings, paintings and books.
A copy has been sent to all heads of social sciences in your secondary schools and you can request it from the lending service if you want to see a hard copy.
National Library Services to Schools has taken stories from the book and added curated resources and created ‘Te Kupenga: Stories of Aotearoa New Zealand’ online and these can be used, as I have done in the slides, to enhance the histories curriculum. Each story is supported by links to other relevant items in the Alexander Turnbull Library collections and to curations of resources from Topic Explorer and Many Answers. We've included the links to these online resources in the follow-up notes which will be sent out after the webinar.
Te Kupenga: 101 Stories of Aotearoa from the Turnbull
Te Kupenga: Stories of Aotearoa New Zealand
[**PowerPoint slide:** Screenshot of National Library Services to Schools’ ‘Teaching and learning resources’ webpage.]
Amanda Bond: Just to show you, here's a screenshot showing the web page of the teaching and learning resources I've been mentioning a lot. You can see a link to Te Kupenga in the menu box on the right-hand side. If you're looking for digital resources for the teaching and learning of this curriculum, these pages are a great place to start. Later in this term, in week seven, we'll be running some Zoom meetings about our digital resources to support the Aotearoa New Zealand's histories curriculum.
Teaching and learning resources
[**PowerPoint slide:** Screenshot showing a National Library Services to Schools resources map template.]
Collection analysis tool
Amanda Bond: Our resources maps are another tool you can use to evaluate your collection. These are available on our website in the teaching and learning area in the topic inquiry exemplars and templates section. Don't worry, that link is in the follow-up notes [also below]. They're a useful way to identify what you have in your collection and where the gaps are. I like the way you can include digital, people, field trips, as well as books. You can remove some of the categories or change them to suit your purposes. They give you the opportunity to record the resources you have, and still need, for any topic.
Topic inquiry exemplars and templates
So in the print resources, check what you have in the library of course, but ask what else is available elsewhere in the school. For digital content, our teaching and learning resources pages will really help you locate high-quality curated digital content.
Then, what other resources could you access? Locally, you could try museums, historical societies, and don't forget people, community members and local iwi. And also, nationally, you have access to the Services to Schools lending collection. Our team of facilitators are happy to assist with this kind of work. After you've heard from your teachers about their focus and content, you could then create the resource map. That way, you can go back to them and show what is available and decide together how to move forward to create loans for the National Library or to find other ways to resource the curriculum areas that they are teaching.
[What you can borrow from our lending service]((/schools/lending-service/what-you-can-borrow)
Now that we've looked at resources and your collection, it's over to you Maxine to look at the next steps, and I will stop sharing my screen.
[PowerPoint slide: Webinar agenda showing completed sections of:
The journey
Content and structure
Supporting resources
Your collection
Next section to be discussed:
Next steps.]
Maxine Ramsay: Kia ora, thanks so much Amanda. I'll just share the screen.
So we've given you a lot of information during this webinar and we know that this will take some time for you to consider as you think about what your next steps will be. Please remember that you're not alone in your learning about the Aotearoa New Zealand's histories curriculum. Every school will be moving forward with this in different ways and be at different stages along the implementation journey. The main thing for you as school library staff is to be part of that journey and part of the conversations at your school.
Next steps
[PowerPoint slide: ANZHC — how can you be ready?
Learn
Assess
Collect
Organise
Share.
Image: Graphic with images and words in 5 boxes. Credit: National Library Services to Schools. All rights reserved.]
Maxine Ramsay: So what are you going to do next to be ready for this curriculum? Over the coming weeks and months, there will be a number of different ways you can start to prepare yourself and your school library to be ready for this curriculum.
Learn. Learn as much as you can, engage in professional reading and learning. Participate in planning, collaborate with school staff and be part of the conversations. Find out as much as you can about what's happening in your school.
Assess your current collection, both in the library and throughout the school. Find out what resources you already have, which year levels they will work for, and consider the range of both print and digital formats you have.
Identify and seek out resources to add to your collection, talk with teachers about any gaps there might be and any suggestions they have for buying, so that you can incorporate these into your collection development plan.
Look at your collection and observe how students and teachers access resources. Think about different ways you might highlight specific parts of the collection to support the histories curriculum.
And, of course, share. Spread the word about your library collections and services. Remember, you are your best advocate, so go for it!
[PowerPoint slide: Professional development — including 4 logos representing the following organisations:
Services to Schools — National Library of New Zealand | Te Puna Mātauranga o Aotearoa
Association of Educators Beyond the Classroom | Te Pū Tiaki Mana Taonga
New Zealand History Teachers Association | Te Puna Mātauranga onga kaiwhakaako Hitori o Aotearoa
Aotearoa Social Studies Educators' Network | Te Kāhui Whakaako Tikanga-aā-iwi o Aotearoa.]
Maxine Ramsay: We've included here a small selection of different places that you might want to check out after this webinar. There's many others but we've just chosen a few because, otherwise, it can become a little bit overwhelming.
Services to Schools will be offering PD in the coming weeks and months. As Amanda mentioned, in week seven we'll be offering a Zoom meeting around our digital resources, and keep an eye on our Professional learning and support webpage where we will be adding further events as time goes on. Professional learning and support
The Association of Educators Beyond the Classroom has some useful resources that you can check out. Association of Educators Beyond the Classroom
The New Zealand History Teachers’ Association has been running webinars and will continue to do so. These are aimed mainly at secondary teaching staff, and can be really useful as a way to hear the conversations around what this curriculum might look like in the classroom, and of course the related discussion to that around resourcing that, and the potential resources that might be useful. New Zealand History Teachers’ Association webinars
The Aotearoa Social Studies Educators’ Network is another place to look if you want to find out more. The Aotearoa Social Studies Educators’ Network
And, as always, remember to talk with your history and social studies teachers about how you might be included in any PD opportunities which are happening in your school.
[PowerPoint slide: Need help, advice, or support?
0800 LIB LINE (0800 542 5463), Monday to Friday 8:00am to 5:00pm
Maxine Ramsay: Of course, we're always here to help and support you as you move forward. We can help with collection development advice and guidance, as well as support for using our lending service and much more. You can always call us on 0800 from 8 to 5 Monday to Friday.
So just a reminder, after today, you will receive an email with the SurveyMonkey link so that you can ask any further questions you might have. It's good to have a bit of time to reflect after today. Pop those questions into the SurveyMonkey by Friday this week. We have a fairly short turnaround time for that. And we will take those questions into account as we prepare the Q and A follow-up next week. There will also be a registration link to our follow-up Q and A session, which is scheduled for the same time next Wednesday. and we'll respond to your questions in that session and share some of the ways that we can support you in your work. Please note that the Q and A Zoom meeting won't be recorded, so it will be just a live event.
Thanks so much for joining us today. We hope you're buzzing with lots of ideas about going forward and I'll now close our session with karakia.
[Powerpoint slide: Karakia whakamutanga
Kia irihia te kete kōrero ki te tāhuhu o te whare.
Kia wātea ngā taumaha o tēnei hui.
Kia waerea ngā tapu o tēnei wānanga.
Tūturu, whakamaua, kia tina! Tina!
Haumie, hui e, tāiki e!
Let us place our collective dialogue to the ridge post of our house of oratory
To lighten our spirits from the weight of this meeting,
To clear the sacredness of this wānanga.
Let us be authentic in our combined union as peers.
Let us join in unison, in alliance!
Karakia credit: Ruki Tobin (Ngāpuhi, Ngāti Kahu), Kaihautu (Director Ratonga Maori) Te Puna Mātauranga o Aotearoa.
Background image credit: Photo by abstract-studio. Pixabay. License to use.]
Maxine Ramsay: My thanks to my co-presenters today, Cathy and Amanda. Thanks so much for joining us, and we look forward to seeing you next week.
[Powerpoint slide: Thank you for attending!
Services to Schools introduction to the Aotearoa New Zealand's histories curriculum, 27 July 2022.
Services to Schools website: www.natlib.govt.nz/schools
Service to Schools on Twitter: @L2_S2S
Image: Curiosity card — Waka hourua (TMCC2) — showing the front of the card. Credit: The waka hourua (double-hulled canoe) Te Aurere in Tūranganui-a-Kiwa / Poverty Bay, 2009 by NZME/Nicola Topping. Ref: NZH-1052714 The New Zealand Herald. All rights reserved. Used with permission.]
Any errors with the transcript, let us know and we will fix them. Email us at digital-services@dia.govt.nz
Who this webinar is for
School librarians
Library assistants
Teachers with library responsibility
Anyone providing school library services to students and staff
What we'll cover
Learn how your school library can support teaching and learning within the new Aotearoa New Zealand's histories curriculum. In this webinar, we'll show you:
what the new Aotearoa New Zealand's histories curriculum document contains
how the curriculum is structured
some ways to look at your own school library resources to see how to cater for the teaching and learning needs of your school.
Follow-up Q and A meeting
Sign up for our follow-up Q and A Zoom meeting on Wednesday 3 August, 3:30pm to 4:30pm.
After the Introduction to Aotearoa New Zealand's histories curriculum webinar, you'll receive a survey to gather your questions that we'll try and answer at this meeting.
Please make sure you respond to the survey by 3:30pm Friday 29 July so we can prepare and answer your questions at the meeting.
Getting ready for this webinar
Get ready to Zoom!
After you register, you'll receive a Zoom link. For more information about joining a Zoom webinar as an attendee, visit joining and participating in a webinar (attendee).
You may also want to join the meeting a few minutes early (from 3:15pm) to check your tech — make sure your microphone, speakers and webcam are ready to go.
Bring a copy of the curriculum and your local curriculum plan
Bring a copy of the curriculum and your school's local curriculum plan so that you can annotate them, form questions and draft ideas to work on after the webinar.
Find out more and register
Registrations are closed.
For more information about this webinar, email Amanda Bond at amanda.bond@dia.govt.nz.
Weaving with Aroha by Penelope Coleman, 2021. Ref: Photo 21-1220 Tauranga City Libraries. Some rights reserved: CC BY 4.0. Image cropped.