(March 2010)  The group of French teachers at the South Auckland CSD developed this resource, working together in the months since the CSD.   It re-works the popular topic ‘Les Jeunes’ (young people) commonly taught at Year 12 level.   Sometimes this unit is called Relationships or Teenage Problems or similar. The group has used the English Unit Planning Template provided at the Curriculum Support Days as a framework, and built a unit around that.   This makes the links to different aspects of the curriculum really clear. Authors: Sue Pommarede, Marie-Laure Muringer, Jean-Luc Courteaud, Trish Pietersen, Gabi Angevi, Jagode Grant, Hanan Bahr

(July 2009) This resource has been offered to PPTA, to share with teachers throughout the country.   It was developed as a result of work done at a Curriculum Support Day workshop.   The group of Japanese teachers at the Hamilton CSD took the English Unit Planning Template, downloadable from this website (index.php/resources/curriculum-support/curric-resources/cat_view/147-curriculum-resources/163-learning-areas--subjects/153-english,)and modified it for Japanese. Author:  Rachael Elliott and Hamilton Japanese teaching colleagues

(May 2009)  (Curriculum levels 1-2)This is an introductory unit that could be used for a beginning Latin class. It helps students to develop the Key Competency of Thinking, as they reflect critically and creatively on connections between the family and society, Latin words and words in other languages. It is a crucial unit for capturing students’ initial curiosity to learn Latin and to enquire into its relevance.  Author:  Margaret Atkinson

(updated July 2009)  Curriculum Levels 5 & 6.  The changing world of clothing and fashion generally captures the interest of students and teachers alike. This unit invites student input, can easily be taught in an authentic context, and allows for opportunities where students can develop the key competencies as part of their learning. Teachers will have exisiting materials they can adapt to suit their own situation.  Author/s: Stephanie Griffiths (author), Sarah Perkins (comments)

(updated July 2009)  Note: the Word version is provided so that teachers can download it and make their own changes, however it will not read correctly unless you have the appropriate software for Japanese script.   Curriculum Levels 5 & 6.The changing world of clothing and fashion generally captures the interest of students and teachers alike. This unit invites student input, can easily be taught in an authentic context, and allows for opportunities where students can develop the key competencies as part of their learning. Teachers will have exisiting materials they can adapt to suit their own situation.  Author/s: Stephanie Griffiths (author), Sarah Perkins (comments)

(May 2009)  In the Learning Languages Guidelines for Teaching and Learning, it states that ‘All language teachers need to know about Teaching as Inquiry, Ellis’ principles, and the concept of intercultural communicative language’.Teaching as Inquiry (NZC, p35)  Professor Rod Ellis’ 10 principles for successful instructed second language learning – see appendix (refer to NZC Generic Framework for Learning Languages (LL) wallchart (item11282), http://nzcurriculum.tki.org.nz/NZC-resource-bank/Learning-languages/Key-resources)   Intercultural Language Learning (iCLT) principles (interim findings from Newton et al – links to be supplied when final version published)  The following questions within the Teaching as Inquiry Framework, show the sorts of questions we could ask ourselves when we’re adapting exisiting unit plans or creating materials in line with the New Zealand Curriculum (2007).   Authors: Sarah Perkins and colleagues

(May 2009) (Curriculum levels 1-4)  This exemplifies a unit of work at the heart of the NZC Learning Languages Essence statement: “Learning a new language provides a means of communicating with people from another culture and exploring one’s own personal world. … Learning a new language extends students’ linguistic and cultural understanding and their ability to interact appropriately with other speakers.”    The unit:Focuses on authentic exploration of cultural artefacts (housing) as well as linguistic conventions (e.g. the need to use formal titles and language forms with older persons) within its setting; Can be adapted and used with “Sí” from the Learning Languages series, any beginning Spanish textbook and taught with teacher-created resources; Is task-based; the need to communicate in Spanish is embedded within each task. Explicitly addresses the Key Competencies: Thinking – e.g. creative use of Spanish and applying it to communicate; Using language, symbols and texts – e.g. learning to use new language and experimenting with different forms of text types (speaking, reading….) to express their thoughts; Managing self - enabling students to become capable learners and evaluators of their own learning; Relating to others – by using Spanish, students interact within the class and with the wider Spanish-speaking world.  Authors:  Gunhild Litwin (comments) Beverly Hurtado (author)

(May 2009)  This unit of work involves some effective pedagogy that encourages reflective thought and action, facilitates shared learning and makes connections to prior learning and experience. It exemplifies a unit of work at the heart of the NZC Learning Languages statement: ‘Learning a new language provides a means of communicating with people from another culture and exploring one’s own personal world… Learning a new language extends students’ linguistic and cultural understanding and their ability to interact appropriately with other speakers’ (NZC p.24).  Author: Aliimuamua Nofoitumua Fuimaono Uelese-Lalau

(May 2009)  (Curriculum Level 3-4)  This unit of work focuses on cultural arts in the area of ethnic dance.  It reflects New Zealand’s cultural diversity and values the traditions and histories of any Pasifika people.  It is an enjoyable unit that builds on vocabulary and structures around the theme of ‘Samoan dance’ and it can be performed on stage or at any cultural celebrations of the schools, organisations or communities. It is also based on two Principles which are Inclusion and Community engagement. It is a non-racist, and non-discriminatory unit, as it ensures that students’ identities, languages, abilities, and talents are recognised and affirmed.  Through learning a Samoan dance, students’ learning needs are also addressed, by focusing on their reading, writing, and interacting in singing and dancing.  Author: Aliimuamua Nofoitumua Fuimaono Uelese-Lalau

(May 2009)   This is a typical unit of work focussing on one grammar-focused topic.  It is teacher-driven and textbook-based.  Many teachers will have units like this.The documentation follows a format familiar to most teachers and serves mainly to comply with school requirements at the beginning and to provide a step by step book-based programme.  In commenting on this unit we can show by example how aspects of the Learning Languages statement (NZC pp.24-25) can be incorporated into existing units, and what changes need to be made in the thinking and pedagogy to enable a variety of meaningful and communicative learning experiences.  Authors:  Gunhild Litwin (comments), Sue Pomarede (author)

(May 2009)  Focussing Inquiry: What do my students want to learn?  How do I know? How well are my students able to communicate in [selected language]?  How are intercultural  learning experiences reflected in my students’ learning?    Teaching Inquiry: How do my students self evaluate and peer assess? How am I incorporating Pesenting/Performing?  What varieties of second language input do my students experience e.g. DVD, youtube clip, cartoon, magazine? Teaching experiences: How could I encourage reflective thought, making connections and action?  How will I give my students freedom to think and learn from mistakes?     How do I help my students to transfer their learning and skills for meaningful production?  Author:  Laytee George

(April 2009)    This unit focuses on the use of language for authentic purposes by watching a movie, responding to that movie, stating likes and dislikes, voicing opinions and creating a review;  shows good use of textbook as preparation for the core task of reviewing a movie; is rich in formulaic expressions  (Refer to Ellis principle 1 on wall chart).    Authors: :  Lesley Parris (comments), Sarah Collins (author).