TERM 2 · WEEK 3
Voyage to Aotearoa New Zealand
Wayfinding · Navigation · Voyaging
ENGLISH
Voyage Word Builder: Consonant-le
01 · WorkshopLet’s investigate the words for Voyage to Aotearoa New Zealand. Look for what changes, then explain what you notice.
WHAT AM I LEARNING?
Recognise and spell common consonant-le endings in words connected to movement, preparation and the voyage theme.
Build and sort: paddle, handle, bundle, ripple, simple, little. Notice the consonant that comes before le in each word, then say the final syllable aloud.
Need help? See the steps
Start with the steps below. They show you what to look for and what to do.
- STEP 1Read or tap each word.
- STEP 2Look closely at the word part the mission is teaching.
- STEP 3Sort, build or compare the words.
- STEP 4Explain the pattern in your own words.
PRACTISE · Try the words
MATHS
Reading the Ocean: How Voyagers Found Their Way
02 · LibraryRead the Voyage to Aotearoa New Zealand information first. Talk the idea through, then answer one small question at a time.
WHAT AM I LEARNING?
Find information and evidence in a historical explanation about deliberate Pacific voyaging and natural navigation clues.
Which clue could help a navigator at night? If clouds hid the stars, what other clues could still help? Why might some seabirds suggest land is nearby? Find one detail that shows voyaging required knowledge and skill.
Need help? See the steps
Evidence is a clue from the text, picture or data that supports your thinking. An inference is an idea you work out from clues.
- STEP 1Read once to understand what it is mostly about.
- STEP 2Read the question again and find the part that helps.
- STEP 3Say your answer aloud using because, then check it against the text.
- STEP 4Record a useful clue from the source.
- STEP 5Explain what that clue tells you.
TEACH · Read this first
WAYFINDING ACROSS THE PACIFIC — The ancestors of Māori were Polynesian voyagers whose most likely homeland region was in East Polynesia. Māori traditions remember ancestral homelands through Hawaiki, and different iwi and hapū have their own traditions about ancestral waka and journeys. Voyaging across the Pacific was deliberate and skilful. Navigators did not use modern GPS or grid maps. At night they could use the rising and setting points of stars and planets. During the day the sun could help with direction. When the sky was overcast, navigators could read ocean swells and wind direction. Birds, cloud formations, wave patterns and other signs could also help experienced voyagers judge direction or recognise that land might be nearby. This knowledge was learned, remembered and passed on across generations.
CHECK THE TEXT · Find a clue
A clue from the text is called evidence.
ENGLISH
Plan the Voyage: Write Clear Navigation Instructions
03 · Creative StudioYOUR WRITING JOB: Use the learning map to write at least 5 ordered steps for a voyage towards Aotearoa New Zealand. Include a starting area linked to Hawaiki/East Polynesia, an end point, north/east/south/west language, and at least two natural wayfinding clues from the reading. This learning map is a classroom model, not an exact reconstruction of one historical voyage.
WHAT AM I LEARNING?
Write precise ordered directions using spatial language while distinguishing a classroom map model from historical navigation methods.
Use the learning map to write at least 5 ordered steps for a voyage towards Aotearoa New Zealand. Include a starting area linked to Hawaiki/East Polynesia, an end point, north/east/south/west language, and at least two natural wayfinding clues from the reading. This learning map is a classroom model, not an exact reconstruction of one historical voyage.
Need help? See the steps
Area is the space inside a flat shape. First get your ideas ready. Then build the writing one part at a time.
- STEP 1Introduce what you are writing about.
- STEP 2Give your first important idea.
- STEP 3Add another useful detail, reason or example.
- STEP 4Finish so the reader understands your message.
NEED TO GET YOUR IDEAS READY?
Choose any way that helps. These are optional — you can always do the whole mission on screen.
PRACTISE · Plan it one step at a time
SELF-CHECK · Check your work
This checklist helps you check your work. You do not have to tick every box to submit — the mission check looks at the work you created.
MATHS
Ocean Navigation: Grid References, Directions & Turns
04 · Maths LabWork through one maths question at a time. Your answers will be checked before the next mission unlocks.
WHAT AM I LEARNING?
Use alphanumeric grid references, compass directions and quarter/half turns in a voyage-themed maths model.
This grid is a maths model; Polynesian navigators did not navigate using modern grid-reference maps. 1) A waka starts at C4 and moves north 2 squares: where is it? 2) From B2 move east 3 squares: where are you? 3) Face north, quarter-turn clockwise: which direction now? 4) Face west, half-turn: which direction now?
Need help? See the steps
A grid reference identifies one square on a map. Read the letter first, then the number: C3 means column C, row 3.
- STEP 1Read the question and decide what you need to find.
- STEP 2Notice the important numbers and units.
- STEP 3Choose a strategy and work it out.
- STEP 4Type the answer, then check that it makes sense.
PRACTISE & SOLVE · One question at a time
Read → choose a strategy → work it out → check your answer. Correct answers stay correct if another question needs another go.
MATHS
Wayfinding Challenge: Plot a Voyage
05 · Mission DeckThis is your real-world Voyage to Aotearoa New Zealand challenge. Work out what the problem asks you to find or make.
WHAT AM I LEARNING?
Apply grid references, compass moves and evidence about natural navigation clues to plan and explain a classroom voyage route.
On the learning map, plan a route from a Hawaiki/East Polynesian starting area towards Aotearoa New Zealand. Include at least five movements, one quarter-turn and three wayfinding clues from the reading, such as stars, sun, ocean swells, birds, clouds or wave patterns. Explain how each clue could help. This grid is a maths model, not an exact historical route or a traditional navigation method.
Need help? See the steps
Evidence is a clue from the text, picture or data that supports your thinking. An inference is an idea you work out from clues. A grid reference identifies one square on a map. Read the letter first, then the number: C3 means column C, row 3. Area is the space inside a flat shape.
- STEP 1Read the whole challenge once.
- STEP 2Find the numbers, facts or rules you need.
- STEP 3Choose a useful strategy.
- STEP 4Show your solution clearly enough that someone else could follow it.
CREATE · What do I need to solve?
On the learning map, plan a route from a Hawaiki/East Polynesian starting area towards Aotearoa New Zealand. Include at least five movements, one quarter-turn and three wayfinding clues from the reading, such as stars, sun, ocean swells, birds, clouds or wave patterns. Explain how each clue could help. This grid is a maths model, not an exact historical route or a traditional navigation method.
Choose a way to show your thinking. There can be more than one good strategy.
Ways to think away from the screen
PEN & PAPER — show your working there if it helps.
SAY IT OUT LOUD — explain what you need to find.
TALK IT THROUGH — if someone is available, you can discuss your strategy.
Fleet Finder
06 · ArcadePlay the challenge and follow the instructions inside the game. Complete at least one challenge successfully to finish this Game Break.
ICONIC ARCADE · TERM 2 · WEEK 3
Fleet Finder
Single-player · touch friendly · progress saves on this deviceWeek 3 Check In
07 · ClubhouseThis part is about your own learning. There are no right or wrong feelings.
WHAT AM I LEARNING?
Reflect on the navigation, reading, writing and maths ideas used this week.
Choose: Mostly by myself / Some help / Another go. One thing I can explain now is… Try an example about stars, ocean swells, birds, clouds, directions or turns.
Need help? See the steps
Choose what feels true for you, then write one thing you understand better now.
- STEP 1Choose how the week felt.
- STEP 2Write one thing you understand better now.
How did this week feel?
There are no right or wrong answers. Choose what feels true for you.