Aotearoa New Zealand's histories curriculum cards

You can use these cards to begin planning for including Aotearoa New Zealand’s histories within social sciences. 

There are two parts to the process, which takes 2–3 hours – or you can split it over two sessions.

Coming soonANZh curriculum content cards supporting video

Part one: Getting an overview

  1. Look at pages 2–3 of the Aotearoa New Zealand’s histories content. Note the three elements of Aotearoa New Zealand’s histories: Understand, Know, and Do. 
  2. Understand: Read each big idea (cards 4–7) and discuss how it enriches 2–3 social sciences topics you’ve taught or know well.
  3. Know: Read each context (cards 8–11) and discuss its connection with your topics.
  4. Do: Read each inquiry practice (cards 12–14) and discuss how it supports students to think critically about the past and interpret stories about your topics.

Now that you’ve explored the Overview of Aotearoa NZ’s histories, discuss how the three elements weave together to enrich learning in your topics.

Part two: Planning with the progress outcomes

This part of the process will help you to start planning with Aotearoa NZ’s histories. Capture your ideas and decisions as you work through it (for example, who you’ll need to talk to, and what resources you’ll need).

  1. Select a phase of learning and a topic: Start planning for one phase of learning (years 1–3, 4–6, 7–8, or 9–10). Look at and discuss the progress outcome in Aotearoa NZ’s histories for that phase of learning (pages 4–5, 8–9, 16–17, or 24–25). Choose a meaningful and familiar social sciences topic, rich and broad enough to link to the big ideas and one or more of the contexts.
  2. Organise your cards: Gather all four big ideas (cards 4–7), and go through cards 15–50 to select the key knowledge and inquiry practice cards for your phase of learning. Put the other cards aside.
  3. Understand: Discuss how your topic can be used to broaden and deepen students’ understanding of the four big ideas. You might need to revisit your topic if you can’t link to all the big ideas.
  4. Know: Read the key knowledge statements and identify those relevant to your topic. Use these statements to explore and refine your topic. Discuss what resources you could use to support your own and students’ learning.
  5. Do: Read the inquiry practice statements and discuss how you’ll support students to develop these practices as they explore the topic. (All three practices will be involved, with different activities drawing on particular practices.)
  6. Discuss progress: For the phases above and below your phase of learning, select the key knowledge cards for the contexts you have chosen and all the inquiry practice cards. Discuss how students’ learning progresses across the phases – in depth of knowledge and sophistication of inquiry.
  7. Identify activities: Discuss activities that will build students’ understanding of the big ideas, knowledge of your topic, and use of the inquiry practices. Capture your ideas in your planning.