ࡱ> dfcU@ -bjbj 36m -DDDDDDDX\'\'\'8'D'4XNS((((((3666dRRRRRRR$[Rl]bRED^733^7^7RDD(( S999^7D(D(R9^7R9$99FDDG( ( \=\'7pGAR\S0NS1G]b8](GXXDDDDGt]DmK9^7^7^7RRXX \'D9XXX\'Tag Free Kiwi Years 78 Focus area 3 This section of the Tag Free Kiwi programme contains one of the following focus areas for students at years 78 (ages 1112): Our community Graffiti what does it mean? Rock art Consequences Solving the problem Proud to be me Note: Research suggests that an effective programme should include learning experiences from each of the focus areas. Focus area 3: Rock art Contents TOC \o "2-2" \t "Heading 1,1"  Focus area 3: Rock art  PAGEREF _Toc382391384 \h 2 Curriculum links  PAGEREF _Toc382391385 \h 2 Resources  PAGEREF _Toc382391386 \h 2 Success criteria  PAGEREF _Toc382391387 \h 2 Learning experience 1: Symbols and pictures  PAGEREF _Toc382391388 \h 3 Activities  PAGEREF _Toc382391389 \h 3 Assessment  PAGEREF _Toc382391390 \h 4  Focus area 3: Rock art Curriculum links Key Competencies: Thinking; Using language, symbols and text; Participating and contributing Learning areas: Social Sciences; Art; English Resources Photopack: Rock Art (two photos, also available as PowerPoint slides photocopy photos for group work) - available from your Police School Community Officer Samples of stamps brought by teacher or students Success criteria Students will be able to: appreciate the value of Aotearoa New Zealands rock art compare Aotearoa New Zealands rock art with current graffiti demonstrate their own creative skills. Learning experience 1: Symbols and pictures Activities 1. Stamp Show students the Mori Rock Art Stamp from the photopack. Students answer the following questions. Ask: What do you think these drawings are? Who do you think might have made them? When do you think they were drawn? What could they have been drawn with? Why do you think that they were put on a stamp? Get students to research about Mori rock art, stressing its importance to New Zealand and why it is held in such high regard. 2. Etching Show students the etching from the photopack. Students answer the following questions. Ask: What do you think these drawings are? Who do you think might have made them? When do you think they were drawn? How have these marks been made? Do you think NZ Post would put this on a stamp? Why, or why not? 3. Using symbols and pictures Either Students create individual messages using only symbols and pictures. Then, working in pairs, students try to decipher each others messages. Messages can then be displayed on the wall. Students move around the display and try to decipher all the messages. Ask: How easy was it to work out what the messages said? Which messages were the easiest to work out? Why? What other means do we use to get our messages across? Or Working individually, students design their own postage stamps. Samples of stamps could be shown to them. Completed stamps could be displayed on the school website. Invite students to explain the significance of the design they have used. 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