(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