About the activities

The purpose of this project is to enable tauiwi Treaty educators around the country to share good practices by creating teaching guidelines for some of their teaching/learning activities, receiving feedback about them, and then making them available to all Treaty educators.  

A larger, but longer-term, goal is to develop a virtual community of reflective Treaty education practitioners.  Access to resources will hopefully attract  members to the community and provide a focus for the exchange of ideas.

The format for the activities is explained below:

Title of the activity

This section relates to the 9 categories:

  • General
  • Pre-European
  • Early European contact
  • British engagement
  • The Treaty
  • Colonisation
  • Today
  • Application
  • Other/process openings/closing

The options are icebreaker, energiser, brief overview (of topic), setting context (for topic), in depth (on topic), review.

Usual length of basic activity (if different for alternate version/s, that will be included in the description of variation

Primarily to assist facilitators when using the guides, but also those writing guides. Explicit purposes are the ones you share with the participants.

Primarily to assist facilitators when using the guides, but also those writing guides. Implicit purposes are ones that aren’t usually shared with participants.

This section includes any restrictions on size of the group.

This section identifies for whom this activity does or does not work well: demographic characteristics, level of prior knowledge, level of English, level of academic ability, occupational context, etc

The level of knowledge about the Treaty that the facilitator needs: low – activity includes all the necessary knowledge, medium – the facilitator would need to know more than the participants; high – a wide and/or deep range of knowledge is needed.

The level of knowledge about the Treaty that the facilitator needs: low – activity includes all the necessary knowledge, medium – the facilitator would need to know more than the participants; high – a wide and/or deep range of knowledge is needed.

Hand-outs, game pieces, OHTs, posters, CD/DVD, etc; it is assumed that participants will have pen/cils and facilitator will bring whiteboard markers/duster

Any equipment needed other than whiteboard (e.g., OHP, laptop/datashow); also any characteristics of the room other than space for everyone to sit (e.g., if chairs need to be moveable, tables, floor space for activities)

Different ways to use the basic activity, for example, in shorter or longer time frame, as  a different type

Any suggestions about ways to make delivery easier; points to be careful about

See possible responses in FAQs on the Treaty Educators website

Sources of information about the content of the activity

Who developed the the activity  (and why) and who else contributed