A. Approach to learning design (1000 words). Explain how you are thinking about education for Pacific peoples and issues of race1 , power, and privilege in relation to learning design. Consider how your approach to learning design in Part B will be informed by: • The curriculum: the nature and purposes of your focus curriculum areas • The learners: your knowledge of the learners; including assessment information, ethnic and cultural backgrounds, racial dynamics of the class, school and community. • Relevant literature: including frameworks such as the elaborations for the Education for Pacific Peoples crossprogramme priority, Mahi Arotake 1 and 2, Te Hurihanganui, Pacific Education Action Plan, Tapasā, Te Waharoa, Ngā Paerewa | Standards 

 B. Learning design (2000 words). Create an inquiry question that integrates your selected curriculum areas. Design a four to five lesson sequence2 that would sit within the inquiry that: • is informed by your approach to learning design (Part A) • develops students’ curriculum-specific knowledge, understandings, and inquiry skills • includes the specific curriculum content, learning intentions, tasks and activities, success criteria intended for each lesson, as well as opportunities for formative assessment • includes differentiated, co-operative, and co-constructed approaches

 C. Next steps (500 words). Critically reflect on your next steps to strengthen your learning design, using relevant literature. Provide concrete, curriculum-specific examples of how you will: • use assessment information to modify the design across diverse school contexts, drawing on another scenario or class with which you are familiar • deepen your curriculum expertise, including your content and pedagogical knowledge to support the inquiry • enhance and apply your understandings of Pacific knowledges, experiences, values, and language/s • address the ongoing effects of colonialism and structural inequities through learning designs