Section outline

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying the key features of a united world and how the Olympic Games contribute to this concept
    • We are FOCUSING on understanding the significance of the opening ceremony and the uniqueness of this.
    • We are FOCUSING on understanding how mascots can represent a culture

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    Individuality Day - Kotahitanga

    Kotahitanga and The Olympics 

    Past, Present and Future - How we come together through competition

    Achievement Objectives

    Ngā mahinga ohaoha | Economic activity

    This context focuses on how people seek to meet their needs and wants and the constraints some face in doing so; how people make a living individually and collectively and the exchanges and interconnections that result from this; and people’s rights and responsibilities as producers, workers, and consumers. It considers different ways in which economies allocate scarce resources and the resulting national and global consequences for equity and for people’s wellbeing. 

    KNOW: Within Aotearoa New Zealand’s histories, iwi and hapū experimented with new economic opportunities to enhance their mana. In doing so, they built extensive trading networks domestically and with Australia.

    Students will be able to identify ways in which the Olympic Games promote a sense of unity among participating nations.


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying the key features of a united world and how the Olympic Games contribute to this concept
    Students can list key characteristics of a united world (e.g., peace, cooperation, respect for diversity).
    Students can explain how the Olympic Games promote some of these characteristics (e.g., athletes from different countries competing together, truce during the Games).


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to analyse the connections between the Olympic Games and the concept of a united world.
    • Students can develop a proposal or campaign idea related to the Olympics that fosters unity (e.g., designing a poster promoting cultural exchange between athletes, creating a class presentation on sportsmanship).
    • Students can plan the steps involved in their chosen project and identify resources needed.



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to create a plan so that we can promote a united world through the Olympic Games.

    • Students can develop a proposal or campaign idea related to the Olympics that fosters unity (e.g., designing a poster promoting cultural exchange between athletes, creating a class presentation on sportsmanship).

    • Students can plan the steps involved in their chosen project and identify resources needed.


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    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on our learning to evaluate the effectiveness of the Olympic Games in promoting a united world.

    • Students can discuss the strengths and limitations of the Olympic Games in fostering unity.

    • Students can form an opinion on the effectiveness of the Games in creating a more peaceful and cooperative world, supported by evidence from their learning.