What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
In a group you are going to be involved in a range of team games and activities with a focus on kotahitanga. You will then reflect on how kotahitanga was promoted by the application of your strategies and present this in a report.
Do
- Select at least TWO strategies that could help you to promote kotahitanga of your group. These strategies may need to be specific to your role in the group so that you can demonstrate your own understanding of the purpose to your kaiako.
- Participate in movement activities with a focus on teamwork. These movement activities could look like:
- te ao kori activities, eg kī-o-rahi, mau rākau, kapa haka, waka ama, tī rākau, ngā mahi poi, ngā mahi a te rēhia, and whai
- use of traditional equipment, eg honga, tama taiki, manu wāhine, kuku momo, pātiki, and tauronarona
- linking into the whenua and mana whenua, and local points of interest (hīkoi in groups, with respect for the tikanga of the significant sites for mana whenua).
- Apply the strategies with the goal of promoting kotahitanga.
- Reflect on the ways kotahitanga within your group was promoted through the application of your strategies. This could be done during the lesson or at the end of each activity, by recording a short clip.
Reflect
In your report:
- Discuss how kotahitanga has been considered in promoting movement through the application of strategies.
- Describe how kotahitanga was promoted in movement by your own application of at least TWO strategies.
- Discuss how and why kotahitanga was promoted by your own application of each strategy.
- Draw conclusions about the effectiveness of how kotahitanga was promoted through your application of strategies.
Remember to include specific examples from your own application of each strategy in your reflections.
In a group you are going to be involved in a range of team games and activities with a focus on kotahitanga. You will then reflect on how kotahitanga was promoted by the application of your strategies and present this in a report.
Do
- Select at least TWO strategies that could help you to promote kotahitanga of your group. These strategies may need to be specific to your role in the group so that you can demonstrate your own understanding of the purpose to your kaiako.
- Participate in movement activities with a focus on teamwork. These movement activities could look like:
- te ao kori activities, eg kī-o-rahi, mau rākau, kapa haka, waka ama, tī rākau, ngā mahi poi, ngā mahi a te rēhia, and whai
- use of traditional equipment, eg honga, tama taiki, manu wāhine, kuku momo, pātiki, and tauronarona
- linking into the whenua and mana whenua, and local points of interest (hīkoi in groups, with respect for the tikanga of the significant sites for mana whenua).
- Apply the strategies with the goal of promoting kotahitanga.
- Reflect on the ways kotahitanga within your group was promoted through the application of your strategies. This could be done during the lesson or at the end of each activity, by recording a short clip.
Reflect
In your report:
- Discuss how kotahitanga has been considered in promoting movement through the application of strategies.
- Describe how kotahitanga was promoted in movement by your own application of at least TWO strategies.
- Discuss how and why kotahitanga was promoted by your own application of each strategy.
- Draw conclusions about the effectiveness of how kotahitanga was promoted through your application of strategies.
Remember to include specific examples from your own application of each strategy in your reflections.
How to present your learning
Select an appropriate mode for presenting your reflection and evidence. For example, you may use a:
- video presentation of 3-4 minutes
- screencast of 3-4 minutes
- narrated digital slide show of 3-4 minutes
- written report of 750-800 words
- podcast/video recording interview of 3-4 minutes.
If you would like to present your work in a different way to the above options, negotiate and co-construct this with your kaiako.
Select an appropriate mode for presenting your reflection and evidence. For example, you may use a:
- video presentation of 3-4 minutes
- screencast of 3-4 minutes
- narrated digital slide show of 3-4 minutes
- written report of 750-800 words
- podcast/video recording interview of 3-4 minutes.
If you would like to present your work in a different way to the above options, negotiate and co-construct this with your kaiako.
Timeframe
Evidence can be collected over a number of weeks throughout the school year, during teaching and learning, following the direction of your kaiako.
Collating your final evidence of reflection should take around 4-6 hours, which can include time spent in and out of class.
Your kaiako will provide you with the details of submission deadlines, and may also provide you with checkpoints to help you stay on track.
Evidence can be collected over a number of weeks throughout the school year, during teaching and learning, following the direction of your kaiako.
Collating your final evidence of reflection should take around 4-6 hours, which can include time spent in and out of class.
Your kaiako will provide you with the details of submission deadlines, and may also provide you with checkpoints to help you stay on track.
Getting started
The name of this activity, ‘mā pango, mā whero, ka oti te mahi’, is a whakataukī and refers to different people, or groups of people, cooperating and combining efforts to achieve a common goal.
Begin by considering what kotahitanga means to you. How would you describe the feeling of working together towards a goal? How does it feel when a group isn’t working well together?
The name of this activity, ‘mā pango, mā whero, ka oti te mahi’, is a whakataukī and refers to different people, or groups of people, cooperating and combining efforts to achieve a common goal.
Begin by considering what kotahitanga means to you. How would you describe the feeling of working together towards a goal? How does it feel when a group isn’t working well together?
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
In a group you are going to be involved in a range of team games and activities with a focus on kotahitanga. You will then reflect on how kotahitanga was promoted by the application of your strategies and present this in a report.
Do
- Select at least TWO strategies that could help you to promote kotahitanga of your group. These strategies may need to be specific to your role in the group so that you can demonstrate your own understanding of the purpose to your kaiako.
- Participate in movement activities with a focus on teamwork. These movement activities could look like:
- te ao kori activities, eg kī-o-rahi, mau rākau, kapa haka, waka ama, tī rākau, ngā mahi poi, ngā mahi a te rēhia, and whai
- use of traditional equipment, eg honga, tama taiki, manu wāhine, kuku momo, pātiki, and tauronarona
- linking into the whenua and mana whenua, and local points of interest (hīkoi in groups, with respect for the tikanga of the significant sites for mana whenua).
- Apply the strategies with the goal of promoting kotahitanga.
- Reflect on the ways kotahitanga within your group was promoted through the application of your strategies. This could be done during the lesson or at the end of each activity, by recording a short clip.
Reflect
In your report:
- Discuss how kotahitanga has been considered in promoting movement through the application of strategies.
- Describe how kotahitanga was promoted in movement by your own application of at least TWO strategies.
- Discuss how and why kotahitanga was promoted by your own application of each strategy.
- Draw conclusions about the effectiveness of how kotahitanga was promoted through your application of strategies.
Remember to include specific examples from your own application of each strategy in your reflections.
In a group you are going to be involved in a range of team games and activities with a focus on kotahitanga. You will then reflect on how kotahitanga was promoted by the application of your strategies and present this in a report.
Do
- Select at least TWO strategies that could help you to promote kotahitanga of your group. These strategies may need to be specific to your role in the group so that you can demonstrate your own understanding of the purpose to your kaiako.
- Participate in movement activities with a focus on teamwork. These movement activities could look like:
- te ao kori activities, eg kī-o-rahi, mau rākau, kapa haka, waka ama, tī rākau, ngā mahi poi, ngā mahi a te rēhia, and whai
- use of traditional equipment, eg honga, tama taiki, manu wāhine, kuku momo, pātiki, and tauronarona
- linking into the whenua and mana whenua, and local points of interest (hīkoi in groups, with respect for the tikanga of the significant sites for mana whenua).
- Apply the strategies with the goal of promoting kotahitanga.
- Reflect on the ways kotahitanga within your group was promoted through the application of your strategies. This could be done during the lesson or at the end of each activity, by recording a short clip.
Reflect
In your report:
- Discuss how kotahitanga has been considered in promoting movement through the application of strategies.
- Describe how kotahitanga was promoted in movement by your own application of at least TWO strategies.
- Discuss how and why kotahitanga was promoted by your own application of each strategy.
- Draw conclusions about the effectiveness of how kotahitanga was promoted through your application of strategies.
Remember to include specific examples from your own application of each strategy in your reflections.
How to present your learning
Select an appropriate mode for presenting your reflection and evidence. For example, you may use a:
- video presentation of 3-4 minutes
- screencast of 3-4 minutes
- narrated digital slide show of 3-4 minutes
- written report of 750-800 words
- podcast/video recording interview of 3-4 minutes.
If you would like to present your work in a different way to the above options, negotiate and co-construct this with your kaiako.
Select an appropriate mode for presenting your reflection and evidence. For example, you may use a:
- video presentation of 3-4 minutes
- screencast of 3-4 minutes
- narrated digital slide show of 3-4 minutes
- written report of 750-800 words
- podcast/video recording interview of 3-4 minutes.
If you would like to present your work in a different way to the above options, negotiate and co-construct this with your kaiako.
Timeframe
Evidence can be collected over a number of weeks throughout the school year, during teaching and learning, following the direction of your kaiako.
Collating your final evidence of reflection should take around 4-6 hours, which can include time spent in and out of class.
Your kaiako will provide you with the details of submission deadlines, and may also provide you with checkpoints to help you stay on track.
Evidence can be collected over a number of weeks throughout the school year, during teaching and learning, following the direction of your kaiako.
Collating your final evidence of reflection should take around 4-6 hours, which can include time spent in and out of class.
Your kaiako will provide you with the details of submission deadlines, and may also provide you with checkpoints to help you stay on track.
Getting started
The name of this activity, ‘mā pango, mā whero, ka oti te mahi’, is a whakataukī and refers to different people, or groups of people, cooperating and combining efforts to achieve a common goal.
Begin by considering what kotahitanga means to you. How would you describe the feeling of working together towards a goal? How does it feel when a group isn’t working well together?
The name of this activity, ‘mā pango, mā whero, ka oti te mahi’, is a whakataukī and refers to different people, or groups of people, cooperating and combining efforts to achieve a common goal.
Begin by considering what kotahitanga means to you. How would you describe the feeling of working together towards a goal? How does it feel when a group isn’t working well together?