Ingarihi- English

English education is about learning how to communicate in the mainstream language of English and acquiring understanding of its complexities, nuances and often, unusual rythyms.

 

 Ingarihi does not always make sense, particularly to anyone who comes to it from another language, but it is a universally recognised language spoken in nearly every country of the world.. By studying English, students learn to engage with and enjoy the English language for different purposes.

Writing and reading and visual langauge can be entertaining as English is a language that is constantly evolving. Words and expressions that were in vogue in 1791 may not be in use today and there is a whole suitcase full of words from both Moriori and Māori that did not exist in 1791, but have been given a contemporary twist to meet the context of today.

 

English education is the study, use, and enjoyment of the English language and its literature, communicated orally, visually, and in writing. Learning English encompasses learning the language, learning through the language, and learning about the language. By studying English, students learn to engage with and enjoy the English language for different purposes and in a variety of text forms. unit-plan-templates-english
Understanding and creating oral, written, and visual texts of increasing complexity is at the heart of English teaching and learning. By engaging in text-based learning activities, students become increasingly skilled and sophisticated speakers and listeners, writers and readers, and presenters and viewers.

Learning, in its many forms can and should be engaging, informative, useful and should create more questions than answers.

Akonga should be encouraged to immerse in English language, not at the cost of Re or Reo, but alongside those fundamental languages. English language acquisition is the key to success in our globalised, digitised, synthesised and indigenised world.

Language was important to tradtional Moriori, for part of their success in surviving on these windswept islands in the middle of nowhere, was their ability to communicate, with each other, between tribes, and with the Gods. Language was essential to their existence. It allowed them to explain and understand and it allowed them to communicate their likes and dislikes, rules and boundaries and needs and beliefs.

To set the many societal rules that Moriori had required a comprehensive language with a vocabulary that covered everything in their lives.

Accordingly, in today's world we need to be able to comunicate in the currency or language of our wider society in order to survive and thrive.

 

Why learn about English?

Ingarihi is essential learning for akonga if they are to be successful in the world they will eventually graduate into.  They will need to be able to understand the nuances, rules and patterns of this cumbersome langauge. They will need to be able to communicate with employers, employees, customers and clients.

Success in English is fundamental to success across the entire curriculum. All learning areas (with the exception of Te Reo and Languages) require students to receive, process, and present ideas or information using the English language as a medium.

Success in English gives students access to the knowledge and skills they need in order to participate fully in the social, cultural, political, and economic life of New Zealand and the wider world. To do this, they need to be effective oral, written, and visual communicators who are able to think deeply and critically.

Students who understand how the language works are equipped to make appropriate and systematic language choices in a range of contexts.

 

How is the learning are structured?

English is structured around two strands, each encompassing the oral, written, and visual forms of the language. The strands differentiate between the modes in which users are primarily:

  • making meaning of ideas or information they receive (listening, reading, and viewing), and
    creating meaning for themselves or others (speaking, writing, and presenting).

The achievement objectives within each strand suggest the progression of knowledge, skills, and understandings that most students move through as they become more effective oral, written, and visual communicators.

The objectives focus particularly on:

  • processes and strategies
    language purposes and audiences;
    ideas within language contexts;
    language features that enhance texts;
    the structure and organisation of texts.

Students need to practise the same sets of skills for making meaning and creating meaning at each level of the curriculum. This is reflected in the way that the achievement objectives are structured. As they progress, the students use their skills to engage with tasks and texts that are increasingly sophisticated and challenging, and they do this in increasing depth.

http://nzcurriculum.tki.org.nz

 

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education-resources unit plan submissionsThere are a number of ways in which you can submit your unit plans to us. We accept unit-plans and lesson-plans via email (thats the easiest way) but you can "share them with us" on Google, send them to us via dropbox (yours) or even physically post them to us (that last one is probably the least reliable method)

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  Check out the NEW Settlement Unit Here >>>>>
There are some interesting differences between the settlement of Rēkohu and the settlement of New Zealand. On Rēkohu, the Europeans arrived before the Māori, but after the Moriori. Have a look, its fascinating and students are genuinely intrigued by it. This is something completely new for them and gets them away from the 'same old stuff' that some teachers tend to teach for their Treaty topics. Don't forget; you can also download the fully workable MSWord or PDF version for each unit plan and unit-plan template, for FREE. That's right! No tricks and no gimmicks: absolutely 100% FREE.
Education-resources unit-plans

Education Resources unit-plans are formed around the Key Competencies and have a Moriori perspective embedded in each one