INQUIRY PLANNER
Concept
COURAGE
Date Term 1 2010
Level
Yrs 1-8
Why this concept? Our vision includes the statement “Our children will be kind,
courageous people of character…” We will explore 2 authentic contexts that will allow our children
to investigate the concept of courage and make personalized links to the various ways they can
display courage themselves.
Contexts for learning: Winter Olympics & ANZAC’s (Ngarimu VC)
Aim/s
By the end of this unit of work our children will have reflected on the concept of courage and
studied in depth how it is displayed by Winter Olympians and WW2 soldiers. They will recognize
the importance of developing many forms of personal courage in their everyday lives.
Learning Intentions
By the end of this inquiry students will understand, know and be able to:
Understand that/how…
Courage comes in many different forms
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Junior - Describe the ways that courage can be shown in simple classroom situations
Middle - Classify various courageous acts into physical, mental, personal courage
Senior - Justify the whether provided scenarios and/or descriptions show physical, mental
or personal courage
Know how…
To structure a newspaper article and a biography
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Junior - Co-construct a newspaper and biography during guided writing.
Middle - Write a simple newspaper article about a courageous Winter Olympian. Write a
simple biography about 2nd Lt. Ngarimu (VC)
Senior - Produce a detailed newspaper article that debates the level of courage displayed
by various Winter Olympians. Investigate 2nd Lt Ngarimu (VC) and write a detailed
biography that discusses in particular his courage in WW2.
Explains how…
2nd Lt. Te Moananui a Kiwa Ngarimu was awarded the VC
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Junior – Tell the story of how Ngarimu won the VC and why he was courageous.
Middle – Describe why Ngarimu won the VC and the circumstances of the award.
Senior – Discuss the reasons why Ngarimu was awarded the VC and the impact that his
decisions had on his troops and whanau at home.
Curriculum Links
Skills
Social Sciences
Writing – newspaper article,
biography. See separate writing
plan.
Reading – newspaper articles,
magazines, internet based
resources
Viewing – visual media both
moving and static
Will develop the ability to:
Key
Competencies
Assessment
Thinking – reflect on various
forms of courage, questioning,
making links.
Relating to Others – make
courageous decisions based on
empathy, respect, kindness &
understanding when dealing with
others.
Using Language, Symbols and
Texts – reading to learn,
developing ability to write planned
genre, ICT
Managing Self – set goals, plan
work and manage learning,
complete tasks on time,
perseverance.
Participating and Contributing –
contribute actively to set tasks,
seek advice externally, share
ideas and understandings with
others.


Ask a variety of questions
that will determine the
learning path to complete
the RLT.
Validate information by
using the “Triangulated
Validation” resources &
templates. (Juniors with
teacher)
When they can:
Juniors

Ask secondary level
questions in a group
situation.

Identify 3 information
sources.

Co-construct a newspaper
article and biography.
Middle

Record secondary level
questions.

Collaboratively complete
the Triangulated Validation
process.

Write a simple newspaper
article and biography.
Senior

Independently record
secondary level questions
utilizing all the 6W’s & 1H

Independently complete the
Triangulated Validation
process.

Write a detailed newspaper
article and biography.
Resources:
National Library Service – Tairawhiti Museum, Gail Te Kani – Newspapers – Magazine Articles – Internet based resources – “Nga Tama Toa” – Ngarimu Whanau; Nanny Kate
Walker, Papa Pine Ngarimu, Nanny Peg Heeney, NZ Army resources, Sky TV footage, Local Kaumatua and Whanau
E
V
A
Inquiry Learning Stage
Skills students may use at each stage
Teaching and Learning Direction
Applying Blooms Taxonomy
Includes catering for student needs, Key Competencies, ICT
Useful Verbs
Planning…

School/Teacher’s stage-deciding concept, unpacks
meaning and considers likely contexts for learning.

Locate appropriate resources

Develop Rich Learning Task and ensure it links to the
available resources and Blooms

Developing appropriate learning intentions and
activities.
Rich Learning Task
Set the Scene…
Focus Questions
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L
Share the unit overview with the children
Introduce the RLT
Activate the children’s prior knowledge through
brainstorming and discussions
Teachers model or scaffold fertile primary level
questions
Acquire…
 Define key words and phrases from RLT and primary
U
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A
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T
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Conference time with students
E
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Organize and create a
presentation/report/speech/article/poster/comic…etc
Present to audience
Respond to audience questions
Understanding
Distinguish, predict, restate,
translate, contrast, describe,
clarify, paraphrase, classify,
show, match
Applying
Solve, show, use, illustrate,
calculate, construct, complete,
examine, classify, carry out,
identify, predict
Analysing
Distinguish, examine,
compare, contrast, investigate,
categorize, identify, explain,
separate, organize
Utilise the information in a practical manner that will
solve a problem or need.
Communicate creatively the completion of the RLT
Use information where relevant to validate decisions,
solutions or choices
Incorporate the use of ICT, if appropriate
Celebrate Understanding…

Skills Focused
level questions
Learners formulate secondary level questions by
activating the seven servants, 6W’s & 1H
Choose appropriate information source, select and
validate.
Assess and review progress
Use…

Remembering
Tell, list, describe, relate,
locate, write, find, state, name,
identify
Presentation Modes / Set Up
Evaluating
Judge, select, choose, decide,
justify, debate, verify, argue,
assess, discuss, rate,
prioritize, determine
Creating
Invent, compose, predict,
construct, design, imagine,
improve, propose, devise,
formulate