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INT101 1 CURRICULUM LEVEL


Introduction This resource has been written for you to read and work through with your student. To support you in working with your student, teaching notes have been written in shaded boxes on some pages. Celebrations and festivals All over the world, people celebrate for lots of reasons. Most celebrations are for family and friends, but some involve towns or countries, or they may even be celebrated across the entire world. This unit of work is designed to allow students to explore the celebrations and festivals that they are familiar with, and to learn about new ones. Students will be encouraged to value diversity through the celebrations that are found in our different cultures and heritages.

This unit will encourage development in the following key competencies: Thinking • making sense of information and experiences • finding, using and presenting information. Using language, symbols and texts • understanding and using diagrams, words and pictures • presenting information using words, pictures, diagrams and designs. Managing self • working to complete the unit on celebrations • making plans to complete the unit • being organised each day to learn. Relating to others • cooperating • organising a celebration to involve others.

2 Copyright © Te Aho o Te Kura Pounamu


Participating and contributing • working with others to organise a celebration.

Learning outcome By the end of this unit you will be able to talk and write about why and how people celebrate.

Main curriculum areas Social Studies • Understanding how the past is important to people. • Understanding how the cultures of people in NZ are expressed in their daily lives. The Arts • Welcome to Dance.

Materials you will need: • • • • •

pencil and pen coloured pencils, crayons or markers art materials: glue, scissors, tape, decorative items two balloons a photo or picture showing your family, or another family, celebrating.

Resources included with this unit: • CD-ROM with a story, ‘Ben and his Bike’ • Toolbox item: Conducting an interview • Toolbox item: Same and different.

Your teacher may send you: • Celebrations workbook • Ready to Read book ‘The King’s Birthday’, or some other books about celebrations • XAR 218 Creative Gifts and Decorations – cards, bookmarks, notebook covers, calendars, envelopes, tree decorations, napkin rings, wrapped parcels, personalised containers, festive wreath, decorated eggs • one or more school journals.

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Celebrations Yummy food, playful party games, colourful decorations, lively music and your favourite people all in one place – yahoo, it’s celebration time! Celebrations are special because you do things that are different from an ordinary day. Celebrations are festive special times that you might celebrate with your family, everyone in your town, or even with people across the whole country. You can celebrate ... • getting older on your birthday • welcoming a new baby sister or brother at a baby shower • winning the championships with a parade and speeches • adults getting married. A celebration, such as a wedding, could take months to plan, or it could be as simple as using a special plate for dinner one night because you finally got all your spelling words right. It could be a birthday with just your best friends, parents, brothers and sisters, or it could be the day off with everyone else in New Zealand celebrating Waitangi Day. Celebrations might have traditional activities like Easter egg hunts or a song everyone knows like ‘Happy Birthday’. There might be balloons, streamers and a banner, dancing, cake and finger foods, maybe even fireworks. But most importantly, celebrations are always fun! In this unit you will be learning about: 1. how celebrations can be for different reasons 2. the many different ways of celebrating 3. the special food, clothes, music, gift-giving and decorations that can be part of celebrations 4. how celebrations are usually social events 5. how celebrations are part of our culture and how they show what we think is important in our society.

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Learning Intention I am learning: • that people celebrate for many different reasons • that people celebrate in many different ways.

Success Criteria I will show my learning by: • talking and writing about why people celebrate • talking and writing about how people celebrate. Activity 1

‘Ben and his Bike’ – Part 1 Listen to Chapter One of ‘Ben and his bike’ on the CD-ROM that came with this booklet. Discuss with your student. • How did Ben’s family celebrate? • What other ways might Ben’s family have celebrated? • In your family, what have you done, or what could you do, to celebrate learning a new skill? • What might your family have done to celebrate you learning how to ride your bike? • Who would have shared the celebration with you? On page two in your workbook, list all the different reasons why you might have a celebration in your family. You could choose from the following: • getting older • celebrating the day of a marriage and the anniversary every year afterwards • honouring family and friends when they pass away • recognising when Granddad and Grandma retire from work • moving to a new house • welcoming a new baby • graduating from school • losing your first tooth • a first haircut • the end of summer • a religious holiday • another important occasion.

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Activity 2

Celebration music Listen to some celebration music, or sing or play some music and songs that you know. Discuss with your student: • What words would you use to describe each song. E.g. happy, loud, fast. • How does the music make you feel? • What kind of movements can you do to the music? • What celebrations might each piece be appropriate for? • What other celebration songs or pieces of music do you know or have heard? • Do you have any family celebrations that have special music? Talk about them. Activity 3

Birthday celebrations Read one or more of the stories about birthday celebrations in the School Journals. As you read them, discuss with your student: • what the celebration is about • the events that happen at the celebration • any behaviours that occur at the celebration e.g. dancing, speaking, reading, singing • any special items that are part of the celebrations e.g. food, clothes, decorations, music, gifts, games. Select one of the birthday stories to focus on with your student. Record on page four in the workbook the main features of the celebration in words, pictures or diagrams. Read ‘The King’s Birthday’, or one of the celebration books that your teacher has sent you, with your student. Discuss with your student: • the main features of the celebration as with the stories about birthday celebrations in the School Journals.

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Record on page three in the workbook the main features of ‘The Kings Birthday’.


Use Toolbox item: Same and different to help you compare the two birthday celebrations. Discuss with your student the two birthday celebrations they have recorded. Ask questions like: • What is the same about the birthday celebrations? • What is different about the two birthday celebrations? Record one or two statements in the workbork about the things that were similar and different about the birthday celebrations. An example could be that both birthdays had special food. Compare one of the birthday stories you have read about with your birthday or a birthday in your family. Think about: • the sequence of events • what happened e.g. music, dancing • the special things at the birthday e.g. food, decorations. Use the template on page five of the workbook to record what was the same and what was different about the birthday. Party games Most birthday parties include organised games to play. Below are two games that are fun to play. Play the games with some others in your family. Balloon Volleyball Materials: • string or masking tape • balloon. How to play 1. Divide a room in your house in half with a length of string or a strip of masking tape on the floor. 2. Half of the players stand on one side and half stand on the other side. These are the two teams. 3. Blow up a balloon to use as a ball. 4. Use your hands and other parts of your body to bat the balloon from your side of the net to the other. If the balloon touches the floor on the other side, your team gets a point. If the other team gets the balloon to touch the floor on your side, they get a point. The first team to 10 points wins.

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Googly Balloon Volleyball This game is played the same way as balloon volleyball but before tying the end of the balloon, you must put a marble through the neck. This will make the balloon move in unexpected ways. Play Googly Volleyball with your team or by yourself to see how long you can keep the balloon in the air. Find other games that are played at birthday parties. Choose some you want to play. Discuss the games played with your student. Use the following questions to focus the discussion. • What was your favourite game? Why? • What was fun about the games? • Was there anything that was not fun? Why? • Would a birthday party be as fun without games? Why? On page six of the workbook, record details about one of the games played. Write a sentence about how it would make a birthday celebration more fun.

Learning Intention • I am learning about how people celebrated in the past.

Success Criteria I will show my learning by talking and writing about: • ways people celebrated in the past • the differences between celebrations in the past and those in the present. Activity 4

Celebrations then and now Look through your family photo album, and talk about your family celebrations. Ask your mother, father and grandparents about how they used to celebrate special days in the past.

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Here are some possible questions that you could ask them. • What was different then compared to how they celebrate now? • Did they spend more or less time cooking? • If they gave gifts, what kinds of gifts were they? • Did they wear traditional costumes or their best clothes? • Did they have dancing or group games at their celebrations? • What other things besides pictures do they keep to help them remember special events? Read Toolbox item: Conducting an interview to your student to help them carry out the interview. If you have access to an audio or video recorder, it would be useful to record the interview so the student can listen to it again. Talk about the interview. Focus on how the celebrations have changed over time. What is the same or different about the celebrations in the past and those today? Choose a particular type of celebration and create a presentation about some of the ways it has changed. You could do this by: • using a family photo or one from a book that shows the celebration and adding captions to it • drawing the celebration yourself and adding captions • creating a presentation on the computer • using an audio or video recording to explain the celebration and how it has changed. Make sure your presentation includes: • what the special event is • what day it took place • who was involved in it • what was happening • one or more things that are different about how the celebration was carried out in the past compared to what might happen now.

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Activity 5

Celebration cards For many celebrations, cards are exchanged. Sometimes, just cards are given, rather than any type of gift. Talk about the reasons why cards might be needed e.g. for invitations, for letting people know where and when the celebration is, as thank you letters, for giving directions on how to get there. For this activity, you are going to make a greeting card. Decide why you are making the card. You can choose one of the following Te Reo sayings to put inside your card or you can write your own. Birthdays Ngā mihi rā i tō rā whānau, e te tau Happy Birthday, love

Births Nau mai, e hine, ki te ao tūroa Welcome to your new baby girl

Ngā mihi nui i tō rā whānau Wishing you many happy returns of the day

Nau mai, e tama, ki te ao tūroa Welcome to your new baby boy

Christmas, New Year and Easter Ngā mihi o te wā me te aroha nui, nā (ingoa) Happy Christmas, lots of love, from (name)

Congratulations Ngā mihi nui me te aroha nui Congratulations and best wishes

Ngā mihi o te Tau Hou ki a koutou katoa Wishing you all a very happy New Year Weddings and engagements Ngā mihi rā mō ngā rā kei mua i te aroaro All the best for the future

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General Messages Me te aroha With love

Kia pai te haere Best wishes for a happy trip

Kei konā te whakaaro Thinking of you

Taku aroha nui mōu / Taku aroha nui ki a koe Love you heaps

Kia piki te ora ki a koe/kōrua/koutou Get well soon

Kia rā pai tēnei mōu Have a wonderful day

Tēnā rawa atu koe Many thanks

Ngā mihi nui With best wishes

Ka pai Ngā mihi Ka pai kē Well done Making the greeting card You will look at different types of greeting cards and make one of your own. When it is finished, you can post it off to a friend or family member or you can put it in the workbook on page seven. You need a collection of used greeting cards, pen, paper, and card. When do you send cards? Talk about the different kinds of cards in the picture. If possible, visit a shop to look at other sorts of cards.

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There are usually only a few words on a card. Often they are in verse or use funny sayings. Here are some birthday messages.

Read other messages. Which ones do you like? Choose two cards from your collection. Talk about each card. When would you give the card? Look at the pictures.

What are they? Where are they on the card?

Look at the colour.

What are the main colours? Is the paper coloured?

Look at the shape of the lettering.

Is it fancy, plain, large, small, coloured?

Look at the number of words.

How many are on the front? Inside?

Read the message.

Is it in rhyme? Funny? Serious?

Is there anything special about the card? Is it in a shape other than a rectangle? Does it have cut-outs, pop-ups, turning wheels, glitter or a badge? Anything else? Did you like the card?

Why? Did you like the pictures, colour, lettering, message or other things?

Make a card for a friend, your teacher or someone in your family. Think of the words you want to say. Write them clearly.

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Here are some ideas to help you. A concertina card.

A shape card.

A gate card where the outside edges meet in the middle.

Paste on a collage of cut-out pictures or photos.

Put a pressed flower or a piece of lace on the front.

Cut shapes out of front.

A pop-up card. • Fold the card in the middle.

• Cut out pop-up shape with tabs. Fold down the middle.

• Write words and decorate the front of the card.

• Paste cut-out shape so that the middle folds of the card and the shape match. Make a card and send it to your Te Kura teacher. When it is finished, you can post it off to a friend or family member or you can put it in the workbook on page seven.


Activity 6

‘Ben and his bike’ – Part 2 Celebrations are social events where families, friends, and neighbours all get together to celebrate an event. Families might travel long distances to be together for a reunion, or neighbourhoods plan to join together for a fair. Celebrations are good times for new people to join into the festivities too. Listen to Chapter Two of ‘Ben and his bike’. Talk about what has happened in the story. Some focus questions to talk about with your student are: • What is the event that is being celebrated? • How do you know this? • What special things are happening? Talk with your student about the last celebration that they attended. Include the following types of questions in your discussion. • How did you know when and where the celebration would take place? Was it through an advertisement, a leaflet, or perhaps an invitation? • What are some of the things that you need to know if you are going to a celebration? E.g. where, when, what it is. Look at the invitation below and identify the event. Use the 5Ws to identify all the information on the poster. Emily’s 10th birthday • Who was the event for? Sat, 18th Sept • Where was it held? 20 Egmont Street image of • When was it? by 4th of September invitation • What happened at the event? • Why was this day significant? Would you have had enough information to go to this event? Why? Why not? What else would you have needed to know?

Glenn

Select a celebration that you have gone to or that you would like to go to. You may want to look back at your list from Activity 1 for ideas. Create your own invitation for this celebration.

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Learning Intention • I am learning to write a recount.

Success Criteria I will show my learning by: • including the features of a recount in my writing • writing a recount of a celebration that I have been part of. Activity 7

Writing a recount When we tell someone or write about something that has happened, we call it a recount. It can be about an experience or an event. A recount starts off by explaining: • when the event happened • who was there • where it happened. This is called setting the scene. WHEN?

WHO?

WHERE?

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The middle bit of a recount tells us the events as they happened: • what happened • why it happened. WHAT?

WHY?

The end of the recount tells us how the teller thinks or feels about what has happened: • how the event made a person think or feel. FEELS

This lets the reader know how the story finishes and is called the conclusion.

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Read the following example of a recount and talk about its features. My Birthday On the 17th of February it was my birthday. I was turning six. Mum and Dad got my birthday party ready. They put the balloons out and tables and presents. Five of my best friends came as well as the ABN AMRO crew. I got lots of presents in colourful wrapping paper. I put some music on and Maddy and I did a show for all the people that were there. I put Wiggles music on. At the party we played games and had a treasure hunt. I had a Mickey Mouse cake and a Nemo party. All the kids had party food and the adults had pizza. It was at the park beside the pool. It was sunny and all the adults played with my cricket set. I enjoyed my party at the park. Mary (7 years) Note: The ABN AMRO crew are a yacht crew that won the Volvo Ocean Race in 2005–2006. This used to be called the Whitbread Round the World Race, and is a very prestigious and demanding yacht race. The competitors sail from Spain to Ireland, racing 39,000 nautical miles. Look at examples of recounts in other books and discuss with your student. Use the recount planning template on page eight of the student workbook to help the student plan the recount. As you help your student to plan their recount, encourage them to talk about their ideas and record them in a suitable way on paper. Focus on getting the events in a logical order and following the structure of a recount: • opening sentence • including who, when, and why at the beginning to set the scene • including what happened and why in the middle • finishing the recount with a personal comment. Write the recount and glue it into the workbook. Provide as much support with the writing as needed. When they are finished, talk them through what they have successfully completed using the criteria on the recount evaluation page in the workbook.

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Learning Intention I am learning how people in NZ express their cultures in their celebrations.

Success Criteria I will show my learning by: • making decorations for festivals from different cultures and talking about what they mean. Activity 8

‘Ben and his bike’ – Part 3 Listen to Chapter Three of ‘Ben and his bike’. Talk about what Ben experienced. Some key focus questions to talk about with your student could be: • What was the celebration that Ben experienced? • What did Ben see, hear, smell or taste? • How do you think these things help us to remember festivities? • What do you think Ben was feeling at the celebration? Go to the website www.diwalifestival.org/diwali-poems.html and read the poem ‘Diwali’ by Suprina Balasubrumanian, age 11, about the Festival of Lights that the boys saw on their night travels. Notice how the young author captures the smells, sights, sounds and feeling of this exciting celebration from India. On page twelve in the workbook, write about what Suprina saw, heard, smelt, did, and about how you think Suprina might have felt at the Diwali festival.

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Activity 9

Making paper lanterns In the story ‘Ben and his bike’, Ben, Tom and JT fly by a Chinese New Year celebration. This holiday welcomes in the New Year according to the lunar, or moon, calendar. At Chinese New Year, there are big family gatherings, gift-giving, foods for the coming of spring and brightly coloured decorations to help bring good luck for the New Year. Discuss with your student. • What other decorations do they know about? • Why might decorations be used at celebrations? • What decorations have they seen? It would be helpful to show them pictures of different decorations. Making a Chinese New Year lantern You will need: • construction paper • scissors • tape • stapler • ruler • pencil • glue, glitter, sequins – if desired to decorate your lantern.

2.5cm drawn line

Fold edge, cut here

what to do 1. Use your ruler to measure and cut 1.5 centimetres off the shorter end of your paper. Set aside to use as the handle. 2. Fold your paper in half lengthwise. 3. Draw a line along the length of the longer end of the paper, 2.5 centimetres from its edge. The line should be opposite the folded edge – it will be the line where you stop cutting. 4. Measure and mark lines 2.5 cm apart that run from the folded edge to the ‘stop cutting’ line. (See photo.) 5. Cut on the marked lines up to the ‘stop cutting’ line. 6. Unfold the paper.

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7. Re-crease the paper in the opposite direction. This will hide any pencil marks. 8. Match the long ends of the paper together on the lantern and use tape to hold it in place. 9. Staple the handle to the top of the lantern. (See second photo.) Make as many lanterns as you wish for your home, adding your own decoration. Be as creative as you like.

Explore other types of decorations and find out their history. What is important about them? Do they have a purpose? What country did they come from? Activity 10

Ways of celebrating Groups of people celebrate in lots of different ways. Talk about different ways of celebrating, or different kinds of celebrations. Celebrations may include some of the following: • sharing food • having a party • going to a parade, carnival or festival • dancing together • going to a fair, a gala, or something similar. Talk about your student’s experiences of celebrations. If possible, show them pictures or photos of celebrations that they have been to e.g. birthday party, family wedding. Have your student record, on page 13 in their workbook, examples of celebrations that they have experienced. Encourage the use of words, pictures, photos and drawing.

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Celebrations calendar Use a calendar to mark the celebrations that you might experience for the rest of the year. They might be weddings, birthdays, anniversaries, the New Year, the turn of the seasons or anything else that is worth celebrating for you. You can download and print free calendars from Internet sites or use one that you already have. Choose a symbol to place next to the description of each celebration on its calendar date. For example, a birthday cake for ‘Mum’s birthday,’ or maybe you celebrate the first day of a new season, like the ‘1st day of Spring’ .

Learning Intention I will plan a celebration that will include others.

Success Criteria I will show my learning by: • using some of the things I have learned about celebrations in my plan. Activity 11

Planning your own celebration It is now time for you to plan your own celebration. Talk about what celebrations are coming up that you could plan for. If there is not one soon, you could make one up. It could be anything at all – a special celebration for your parents or grandparents, or a teddy bear’s picnic. In the story of Winnie-the-Pooh, by A.A. Milne, Pooh Bear even celebrated an unbirthday – so be creative! This celebration will need to be organised with your family, so make sure everyone is happy about the event and what it is going to celebrate. Use the planning guide on page 14 in the workbook to help you plan how you can make this day fun for everyone. Keep adding to this planning guide as you think of more ideas.

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Colours Colours are used to symbolise certain celebrations. Red and green means Christmas, white is very important for weddings and silver is often seen at the New Year and for 25th wedding anniversaries. Choose at least two colours and use them to design a banner announcing the celebration you are planning. These colours can then be used on everything you make for your celebration. • What colours might go with your celebration? • What colours will you choose? • What will these colours need to go on? E.g. invitations, posters, decorations. Decorations Use the art leaflet XAR 218 Creative Gifts and Decorations sent by your teacher to help you with the items needed for the celebrations. There are ideas for cards, bookmarks, notebook covers, calendars, envelopes, tree decorations, napkin rings, wrapped parcels, personalised containers, festive wreaths, and decorated eggs. Choose which ones you would like to make to help celebrate your special day. Record them on the planning guide in the workbook. Games As part of your celebration you may want to include games. Below are two games that you may like to try out. There are many other games that you may also want to include. Duck, Duck, GOOSE! you will need: • at least 5 others to play. What to do 1. Have everyone sit in a circle except one who is designated the fox. The fox walks about the outside of the circle tapping each person on the shoulder or head saying ‘duck’ for each person. 2. At a point around the circle of the fox’s choosing, he shouts ‘Goose!’ and taps the next person. Then he runs as quickly as he can around the circle. The goose then has to chase the fox. If the fox reaches the gap in the circle left by the goose and sits down before he is tagged, he is safe and the goose becomes the new fox. If the goose manages to tag the fox before he sits down, the fox must try again, choosing a new goose.

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Buried Treasure you will need: • a small treasure in a bag ‒ it could be a lolly, a coin or a toy. What to do Hide the treasure somewhere in your house without anyone seeing where you hid it. Choose one person to look for it. As they look, you have to say hot when s/he is close to it, and when they are walking away from it say cold. They can be warm, warmer if they are in between and getting closer. After s/he has found it, it is that person’s turn to hide the treasure. Can you think of an adaptation for this game if more than one person wants to look for the treasure at the same time? Other games Other games that you may wish to include in your celebration could be: • Musical chairs • Tug of War • Simon Says. There are many other party games that you could play. Some party game websites for you to explore are included with the introductory letter. Remember to record the games you are going to play on your planning guide in the workbook. Recipes to try As part of your celebration you will need to provide food. Below are some suggested recipes you may like to try. There are many other celebration foods you could include. Talk about what foods might be suitable for the celebration you are having. Hedgehog treats Ingredients: • orange • pieces of fruit • marshmallows • tooth picks. What to do 1. Cut an orange in half and place each half on a tray, flat side down. 2. Place pieces of fruit, marshmallows and other foods on toothpicks. 3. Poke each toothpick into the orange.

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Fairy sandwiches Ingredients: • slices of bread • 100s and 1000s sprinkles • butter or margarine. What to do 1. Spread thin slices of bread with margarine. Cut slices into special shapes with cutters or by freehand. 2. Sprinkle with 100s and 1000s. Fruit kebabs Ingredients: • skewers • a variety of fruit • marshmallows (optional) • lemon juice. What to do 1. Cut a variety of different-coloured fruits into small cubes. 2. Sprinkle lemon juice over these pieces to stop them from browning. 3. Arrange the fruit pieces in attractive colour sequences on long skewers. Take photos of the foods you have made for the celebration. Glue some of the pictures into the workbook and record captions underneath them. Alternatively, you could make a digital presentation to email to your teacher.

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Activity 12

My celebration Once you have planned your celebration you will need to make sure you have done the following before the day: checked with your parents/supervisor that you have permission to have the celebration decided what the celebration is about written a list of the people you will invite made and sent out invitations that include the what, where, when, and why of the party made the decorations and food created a poster for the celebration (optional) arranged someone with a camera to take photos. Once you have completed all your preparations, enjoy the day and remember to have fun with your family and friends. Remember: • to take some pictures to share with your teacher • to help clean up at the end of the celebration. Activity 13

Presenting my celebration There are a number of ways that you can present your celebration. Choose a way that suits you best.

Here are some suggested ways. • In the workbook on the page for Activity 12, stick in or draw pictures that show the sorts of things you did at your celebration. Write captions to go with the pictures. • Make a decorated chart with photos and captions. • Create a digital presentation, such as a PowerPoint presentation, a digital story, or video. (This will need to be emailed to your teacher.) • Other – any other way you can think of to present your celebration. The presentation will need to aim to include the following: • who celebrated with you • a description of the food • a description of the decorations • the games you played • any other special activities included e.g. speech • some comments from the people who came. Return your work to your teacher for feedback.

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Self-evaluation Complete the following self-evaluation and evaluation with your supervisor. or to show your achievement. LEARNING INTENTION

I can write a recount about a family celebration that I have participated in that tells about how and why we celebrated. I can make decorations for festivals from different cultures and talk about what they mean. I can plan a celebration using some of the things I have learned about celebrations.

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NOT ATTEMPTED

ATTEMPTED

SUCCEEDED

DID VERY WELL

DID AN EXCELLENT JOB

TEACHER


Evaluation The activity that I enjoyed most in this booklet was because

The activity I enjoyed least in this booklet was because

The things I have done well are

One thing I would like my teacher to comment on is

Something new I learned

Supervisor’s comment:

Teacher comment:

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Choice Activity 13

Taking it further This is an optional activity for those students who are interested in learning more about a celebration. It may take up to a week to complete this activity. This activity is about learning more about a celebration on your own. It may be a celebration that you have heard of but do not know much about, or it could be learning about an entirely new celebration. Talk about the celebrations that you could be research. Some ideas are: • Diwali • Matariki • Thanksgiving • Chinese New Year • Hanukkah • Eid-Ul-Fitr • Cherry Blossom Festival in Japan • any other. Make use of books, pictures, websites and videos to show your student different types of celebrations that they could explore. Some possible focus questions for the investigation could be: • What is special about the celebration? • What is the celebration for? • What special activities do they have at the celebration? • Are there any special costumes, foods or decorations used? Develop other questions around their interest with your student. Choose from the list below a way to present your findings, or present them any other way that you would like. • A poster or chart. • A scrapbook. • A digital presentation e.g. PowerPoint. • An oral recording or a digital recording. • Another way of your choosing. Once you have completed your research into a celebration, attach it to the workbook and return it to your teacher. If a digital presentation has been created, email or post it (if it is saved onto a CD) to the teacher.


Integrated Primary Let's Celebrate