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10C1 Global Studies

Weekly outline

  • General

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  • 31 January - 6 February

  • 7 February - 13 February

    Kia ora...students and welcome to Global Studies. I hope you all had a wonderful break and are ready for your learning journey for this term. The Context is Connections: We will this idea is based on values, rights and responsibilities. However, on focus is on Human Rights whereby you will an opportunity to participate in NCEA. 

    Connections 1


    Success Criteria: I can/have...

    • Welcome everyone.
    • Discussing your fabulous summer holiday with the class
    • Introduction to Context: Connections
    • Expressing links to Human Rights and NCEA.

    Activities:

    1. A warm welcome back to school. Usng the wheel of fortune, you  will each have a turn to express what was fabulous during your summer holiday.
    2. Understanding what does the learning Context: Connections mean to you, our community and Globally. Use mind maps to brainstorm your ideas.
    3. Consider how Connections are linked to you, your cultural values, values of our school and values as a global citizen.Do you think you( or someone you know) n have been in a situation where you felt that you were humiliated, bullied, affected by the words or actions of someone else? How did you feel/ how did you react/ what was the impact of both the cause and your reaction?
    4. For this term you will be taken through a journey  of Human Rights violations that occurred globally, thus impacting on both the impacts onto victims, their reactions and the justice/ or lack of justice that took place, as a result.
    5. Create a venn diagram of values/ human rights violations and responsibilities. See and example on the white board
    6. See video on what are values, responsibilities and ethics. How should be become better global citizens:
Values help to crystallize any legal action, and play a very important role inthe development of society. Values ...
YouTube · SPPU eCDLIC · 28/12/2017
  • Write here

    • Homework:
    Write here...



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...concepts and definitions linked to Leadership and Human Rights
    • We are EXPLORING...ideas on human rights violations from around the world
    • We are EXPLORING...the United Declaration on Human Rights

  • 14 February - 20 February

    Kia ora...students and welcome to week 2.For this week I will discuss in detail the journey you will take in understanding with Connections. With this context we will adDress human values, eThics and responsibilities: how to people connect with each other or possibly have disconnected1 

    This is in alignment with your NCEA assessment idea!, ie Human Rights However, the teaching will focus on how COVID 19 resources like vaccines, masks, ventilators, hand sanitisers and other essential life supporting resources are not fairly distributed to people around the world and the impact this is having on humanity, economies and global relations.

    Human rights1

    Human Rights 2

    Success Criteria: I can/have...

    • understanding what is meant by connections  with links to human rights violations from around the world. 
    • List the many human rights problems that occurred in the past and continue to do so in many countries
    • Watch and understand the video on the Human Rights Declaration  of Human Rights.LINK THESE TO VIOLATIONS YOU ARE AWARE OFF. 

    Activities:

    1. Discuss and create a brainstorm of what is meant  Connections. To do this we must think of what binds us a s people, in relations.Think of trust models, values and ethics. Think of Human Rights violations that resulted in individuals, families, communities and nations that have been affected by injustices.
    2. Define Human rights and why do you think this is important. Watch the video on the United Nations human Rights Declaration. What are your views. 
    3. Write down what are your rights to Covid 19 resources( read article) 

      COVID-19 - Human Rights Commission/ 

    4. Discussion then research on the case of Covid 19 : its source/ brutal impacts and consequences.When we hear of Covid 19, as New Zealanders we are fortunate to have a government that has mostly eliminated Covid 19 form our communities. We also fortunate to have access to clean water, masks and hand sanitisers. There s a system of compliance here. However have you ever wondered what the nations are facing not only as a result of Covid fatalities but the human rights violations a a result of " NO EQUAL DISTRIBUTION OF RESOURCES" to ensure health and safety.
    5. Research India/ Brazil and South Africa and the consequences of COVID 19. Think of the following when you discuss/ write  your ideas. Economic disparities, power corruption, unequal distribution of resources, information and awareness.
    6. Research resources( data/ posters/ newspaper links that indicate people are discriminated accordingly.
    7. How are people substituting as a way to survive. Think of home made hand sanitisers , masks, black market sales and so on.Is this a violation itself? 

    Resources

    Apr 2, 2020 — COVID-19: UN human rights chief “distressed” over plight of India's internal migrants, welcomes measures to limit impact. French | Spanish.





    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...concepts and definitions linked to Leadership and Human Rights
    • We are EXPLORING...ideas on human rights violations from around the world
    • We are EXPLORING...the United Declaration on Human Rights

  • 21 February - 27 February

    Kia ora...students and welcome to week 4. The focus for this week is to work on your research file. Use the template ideas given below to support you. Also it is important that you resources are varied such as newspaper articles images/ statistics/political cartoons/ laws and polices/ video clips and many more. You must acknowledge the site of these resources in your Bibliography page.

    Human Rights 4

    Research


    Achievement Objectives: Human Rights: Understand how people define and seek human rights.

    Big Idea: connections linked to NCEA: HUMAN RIGHTS

    Learning Intentions: We are learning to (WALT)...

    • research in-depth ideas that relate to our specific topic
    • use the template to document your ideas
    • research your social organisation you wish to address
    • apply critical evaluations
    • use a variety of resources
    • include a bibliography page

    Success Criteria: I can/have...

    • researched and documented in-depth my research topic using structure and critical thinking

    Activities:

    1. Show me your planning document that should indicate your Topic idea, template and list of resources. 
    2. Refer to the  following template to help assist  with your research  file:Begin writing:  introduction/ key concepts/ location/ history of the problem/ reasons for this human injustice/ impacts of the problem socially, culturally, economically, emotional. politically, historically ,globally , locally/ consequences/ the aftermath and comparison/ the role of government/ role of international support/ important individuals that made a difference/ your chosen social organisation and their aims, objectives. success and challenges/ key recommendations  for the future/ lessons learnt/ conclusions/ bibliography
    3. use many resources to unpack your ideas such as new paper articles/ political cartoons/ images/ statistics/ maps/ posters iconic letters and documents.
    4. Write with a critical thinking mindset.
    5. Examples used in class this week include: Child labour in India and Poverty in Africa.
    6. Completion of research this week and uploaded in a file on desk top.

    Homework:

    Read on what is social action and ideas for your group to explore.

    Resources:

    Child Labour - Unicef NZ

    https://www.unicef.org.nz/around-the-world/child-labour

    Child Labour - International Labour Organization

    www.ilo.org › ILO home › Topics

    Child labour | Child protection from violence, exploitation and abuse ...

    https://www.unicef.org/protection/57929_child_labour.html

    Poverty — Our Africa

    www.our-africa.org/poverty

    While Poverty in Africa Has Declined, Number of Poor Has Increased

    www.worldbank.org/en/region/afr/publication/poverty-rising-africa-poverty-report

    Africa Hunger Facts, Africa Poverty Facts - World Hunger News

    https://www.worldhunger.org/africa-hunger-poverty-facts/


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...concepts and definitions linked to Leadership and Human Rights
    • We are EXPLORING...ideas on human rights violations from around the world
    • We are EXPLORING...the United Declaration on Human Rights
    • Folder icon
      NCEA Folder
      Students must
      Mark as done

  • 28 February - 6 March

    Kia ora...students and welcome to week 5. The focus for this week is to complete you research file. Use the template ideas given below to support you. Also it is important that you resources are varied such as newspaper articles images/ statistics/political cartoons/ laws and polices/ video clips and many more. You must acknowledge the site of these resources in your Bibliography page.

    Research 2


    Achievement Objectives: Human Rights: Understand how people define and seek human rights.

    Big Idea: Connections linked to NCEA: HUMAN RIGHTS

    Learning Intentions: We are learning to (WALT)...

    • research in-depth ideas that relate to our specific topic
    • use the template to document your ideas
    • research your social organisation you wish to address
    • apply critical evaluations
    • use a variety of resources
    • include a bibliography page

    Success Criteria: I can/have...

    • researched and documented in-depth my research topic using structure and critical thinking

    Activities:

    1. Refer to the  following template to help assist  with your research  file: introduction/ key concepts/ location/ history of the problem/ reasons for this human injustice/ impacts of the problem socially, culturally, economically, emotional. politically, historically ,globally , locally/ consequences/ the aftermath and comparison/ the role of government/ role of international support/ important individuals that made a difference/ your chosen social organisation and their aims, objectives. success and challenges/ key recommendations  for the future/ lessons learnt/ conclusions/ bibliography
    2. use many resources to unpack your ideas such as new paper articles/ political cartoons/ images/ statistics/ maps/ posters iconic letters and documents.
    3. Write with a critical thinking mindset.
    4. Examples used in class this week include: Child labour in India and Poverty in Africa.
    5. Completion of research this week and uploaded in a file on desk top.

    Homework:

    Read on what is social action and ideas for your group to explore.

    Resources:

    Child Labour - Unicef NZ

    https://www.unicef.org.nz/around-the-world/child-labour

    Child Labour - International Labour Organization

    www.ilo.org › ILO home › Topics

    Child labour | Child protection from violence, exploitation and abuse ...

    https://www.unicef.org/protection/57929_child_labour.html

    Poverty — Our Africa

    www.our-africa.org/poverty

    While Poverty in Africa Has Declined, Number of Poor Has Increased

    www.worldbank.org/en/region/afr/publication/poverty-rising-africa-poverty-report

    Africa Hunger Facts, Africa Poverty Facts - World Hunger News

    https://www.worldhunger.org/africa-hunger-poverty-facts/


  • 7 March - 13 March

    Kia ora students. Your focus is to begin planning ideas to carry out your social action activity , next week.You are working as a team whereby ideas are brainstormed together and materials and shared to bring in to school.

    social action

    social Action 2

    Achievement Objectives: Human Rights: Understand how people define and seek human rights.

    Big Idea: Connections

    Learning Intentions: We are learning to (WALT)...

    • work as a team and plan how we will implement our social action
    • ensure all resources are finalised for delivery of social action
    • contact all networks  and organisations that that would enable our message to be more heard and understood
    • document with evidence our experience taking note of both positives and challenges
    • understanding your personal involvement and the change you have made with your human rights issue

    Success Criteria: I can/have...

    • working on strategies how to deliver our social action as a team
    • documented the journey from planning to practice thus acknowledging positives and negatives

    Activities:

    1. Listen to teacher discussions on social actions carried out at MHJC over the years. Listen about teamwork strategies, connectivity to your audience, social skills and materials  used.
    2. See videos on whiteboard to inspire you.
    3. By working  as a team, : Create a collaborative  document that showcases the date , activities and resources you are planning to use/ Indicate all resources required to carry out your social action. These include websites/ posters/surveys/ interviews/ bracelets/ clothing/dress technology required.
    4. Create a time frame / plan on how and where you are carrying out your social action. MAKE SURE THE NECESSARY CONTACTS/ NETWORKS ARE AWARE OF YOUR DELIVERY. Get permission where required.
    5. Deliver your social action activity. Take pictures and document your journey and outcome
    6. Your message must be clear and an agent of change/ hope/ awareness and discovery in some cases.
    7. Think of your personal involvement in great detail. What was your contribution. Reflect on why did you choose this social action/ what are the benefits and fundamental impacts. Explain in detail who listened and supported you. Think of your challenges and journey of struggles here. What did you learn,
    8. How would you have done this better. Consider what you would have changed, to be more effective.
    9. Think of an alternative social action that would be just as effective.
    10. Make sure through photographs you document your personal involvement as well as team efforts.
    11. Must be completed this week!

    Homework:
    Read NCEA REOPT TEMPLATE!!



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

      • We are FOCUSING...on the consequences of Covid 19 and its impacts on Human Rights eg inadequate distribution of health care equipment, racism etc.
      • We are FOCUSING... identifying and researching a case study approach to Human Rights Violations from around the world
      • We are FOCUSING...Explain critically the impacts s and consequences of the violations we choose to research

  • 14 March - 20 March

    Kia ora students. Carry out your social action.

    social action

    social Action 2

    Achievement Objectives: Human Rights: Understand how people define and seek human rights.

    Big Idea: Connections

    Learning Intentions: We are learning to (WALT)...

    • work as a team and plan how we will implement our social action
    • ensure all resources are finalised for delivery of social action
    • contact all networks  and organisations that that would enable our message to be more heard and understood
    • document with evidence our experience taking note of both positives and challenges
    • understanding your personal involvement and the change you have made with your human rights issue

    Success Criteria: I can/have...

    • working on strategies how to deliver our social action as a team
    • documented the journey from planning to practice thus acknowledging positives and negatives

    Activities:

    1. Listen to teacher discussions on social actions carried out at MHJC over the years. Listen about teamwork strategies, connectivity to your audience, social skills and materials  used.
    2. See videos on whiteboard to inspire you.
    3. By working  as a team, : Create a collaborative  document that showcases the date , activities and resources you are planning to use/ Indicate all resources required to carry out your social action. These include websites/ posters/surveys/ interviews/ bracelets/ clothing/dress technology required.
    4. Create a time frame / plan on how and where you are carrying out your social action. MAKE SURE THE NECESSARY CONTACTS/ NETWORKS ARE AWARE OF YOUR DELIVERY. Get permission where required.
    5. Deliver your social action activity. Take pictures and document your journey and outcome
    6. Your message must be clear and an agent of change/ hope/ awareness and discovery in some cases.
    7. Think of your personal involvement in great detail. What was your contribution. Reflect on why did you choose this social action/ what are the benefits and fundamental impacts. Explain in detail who listened and supported you. Think of your challenges and journey of struggles here. What did you learn,
    8. How would you have done this better. Consider what you would have changed, to be more effective.
    9. Think of an alternative social action that would be just as effective.
    10. Make sure through photographs you document your personal involvement as well as team efforts.
    11. Must be completed this week!

    Homework:
    Read NCEA REOPT TEMPLATE!!



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

      • We are FOCUSING...on the consequences of Covid 19 and its impacts on Human Rights eg inadequate distribution of health care equipment, racism etc.
      • We are FOCUSING... identifying and researching a case study approach to Human Rights Violations from around the world
      • We are FOCUSING...Explain critically the impacts s and consequences of the violations we choose to research
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

      • We are PLANNING... to carry out a social action so that we can bring awareness to the issue
      • We are planning to demonstrate our social action to apply critical thinking in the solutions we come up with.

  • 21 March - 27 March

    Kia ora...students. This week your focus is to work on your report. Ideas that include your personal involvement with your social action is necessary to be documented/ analysed here.

    Change

    Achievement Objectives: Human Rights: Understand how people define and seek human rights.

    Big Idea: Connections

    Learning Intentions: We are learning to (WALT)...

    • Reflect on my personal involvement with my social  action and write a report
    • consider all positive and negative experiences during this journey
    • discuss your social  organisation
    • provide an alternative social action

    Success Criteria: I can/have...

    • began to write my report based on my social action as a team and my personal involvement

    Activities:

    1. Reflect on your data/ log book/ photographic evidence and other documentation that would help you write your report.
    2. This is an individual task and you must not correspond with your team. However you are allowed to share resources that will support you.
    3. Your report must include the following: 

      In your report:

      Write well using social science concepts and that directly related to your human rights issue.

      • provide background information about the issue. Remember to use your research file

      • describe the social action your group chose and its intended outcome

      • reflect on your involvement in the action, including:

      • what you did (personal involvement)

      • an evaluation of the effectiveness of the action.

        • Describe and discuss advantages/disadvantages of your social justice and human rights action.

        • Effectiveness in address issue/intended outcome

        • Describe and discuss advantages/disadvantages of alternative social justice and human rights actions (related to the issue) that you could have taken.

    Homework:
    Write here...



  • 28 March - 3 April

    Ukraine and Russia War. Creating Messages of peace, hope and tolerance.

    Wars

  • 4 April - 10 April


    Kia ora...students and welcome to week 10.. This week we will examine New Zealand Wars with reference to the Anzacs that fought in Gallipoli. Anzac day is commemorated on the 25th of April and I am hoping you will explore your leaning that will also contribute to the significance and memory of NZ soldiers that had fought in this war. 

    Also we will do a reflective cycle  of the terms learning.

    ANZAC DAY

    Success Criteria: I can/have...

    • Researched and examined the history and significance of Anzac Day.

    Activities:

                1) Watch the video on the Gallipoli war and express you views on this historical event. 

    2) Research the history of ANZAC DAY and create a powerpoint on the information you gather.Use the following template as a guide: Introduction/ reasons for soldiers from NZ and Australia supporting Britain/ Arrival into Gallipoli/ the war and aftermath/ your views.

    3) Research news paper articles from this time that highlights the war. What key information did you discover. Addd this information to your powerpoint.

    4) Create a time line of events using photographic material of the war. Choose at least 5 images and write a brief summary of what the photo entails. 

    5) Create a poppy and write a poem in dedication to the soldier that served New Zealand.

    6) By using key words that link with values, explain how ANZAC soldiers supported each other and got through together. eg: friendship... strong bonds with soldiers on Truce day where soldiers from opposing sides dropped their weapons and got together for a moment of brotherhood!

    7) Complete  the  ANZAC Day cross word finder in the folder.( Extension lesson)

    1. Resources:

      https://www.youtube.com/watch?v=DxTKqldkyik


      Anzac Day - Anzac Day | NZHistory, New Zealand history online

      https://nzhistory.govt.nz/war/anzac-day/introduction

      The ceremony - Anzac Day | NZHistory, New Zealand history online

      https://nzhistory.govt.nz/war/anzac-day/overview

      NZ Army - Anzac Day

      www.army.mil.nz › Culture & History

    Homework:
    Write here...


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Research the treaty of Waitangi and early immigration of Maori in New Zealand
    • We are EXPLORING...Discover new terminology on connections we make and immigration
    • We are EXPLORING...research war and conflict in New Zealand


  • 11 April - 17 April

    Kia ora...students. For this week you will research and examine how gender discrimination and religion may play a role in human rights violations. Special interest is given to the case of Malala.

    Achievement Objectives: Enter AO's here

    Big Idea: I RISE!!!

    Learning Intentions: We are learning to (WALT)...

    • to explore human rights violation by examining gender discrimination 
    • examining in detail the case of Malala and her uprising 

    Success Criteria: I can/have...

    • understood key examples of gender discrimination and its consequences
    • examined in detail the case of Malala and the consequences of her shooting.

    Activities:

    1. What is gender discrimination and why is this a violation.
    2. Research two newspaper articles that highlights women been violated by cultural laws or mal practices.
    3. Expalin how women have been violated in various ways in society. Consider the exprssions of discrimination in thier homes, work place and spcity at large. What are your views.
    4. See image of women's struggle and empowerment of the years. See images on the first women in the wolrd ( ie New Zealand) that were allowed to vote!Express what the world would look like if this mildstone moment did not occur.
    5. Research in detail the case study of Malala. Express your views on this historical incident. How has she used her traumatic event for the betterment of global society today.
    6. Watch documentary on Malala. Write important points as part of your research here.

    Reuurces:

    Malala's Story | Malala Fund

    https://www.malala.org/malalas-story
    give Malala every opportunity that a boy would have.

    Malala Yousafzai: Pakistan activist, 14, shot in Swat - BBC News

    www.bbc.co.uk/news/world-asia-19882799

    I Am Malala: The Girl Who Stood Up for Education and Was Shot by ...

    https://www.amazon.com/Am-Malala-Stood-Education-Taliban/dp/0316322407

    Homework:
    Write here...



  • 18 April - 24 April

  • 25 April - 1 May

  • 2 May - 8 May

    Kia ora...students and welcome to term 2.I hope you had a wonderful holiday and are ready to kick start this term. Our learning context  is Sustainability with links to environmental and developmental issues in NZ with comparisons to other countries. 

    swire 1


    Success Criteria: I can/have...

    • Brainstorm what is sustainability
    • Create a word bank and definition bank  that links with sustainability, the environment and development
    • To review The UN sustainable goals and link these to NZ 
    • Watch the Environmental documentary 2050, with discussions that follow

    Activities:

    1. Using mind-map or coogle .com, brainstorm words, ideas images that link with Sustainability. Ideas include problems, impacts and  solutions that are sustainable. eg Global warming-flooding- recycling
    2. Review and understand the 3 pillars of sustainability:sustainability
    A documentary concerning the problems in the environment we are ... This short documentary also includes some examples of what you can do to ...
    YouTube · Azanta Thakur · 12/05/2014
  • Connecting the image and video to human development and the consequences onto the environment eg population growth, housing increase and  demand on natural resources.
  • To work in a table team and review the case of New Zealand: brainstorm and list current environmental problems due to climatic conditions and or human activities.Support your idea with one new paper article as evidence.

    • Homework:
    Write here...


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

  • 9 May - 15 May

    Kia ora...students and welcome to term 2, week21. I hope everyone is feeling great and are ready to continue our learning UN Sustainable Goals. With this idea, we will focus on How these goals relate to Auckland.

    UN GOALS

    Success Criteria: I can/have...

    • an understanding of the UN sustainable goals
    • I have applied these to Auckland and surrounding regions
    • Recapped vocabulary that links with environmental issues and sustainability
    • an understanding of the map of New Zealand and Auckland .

    Activities:Use Padlet to document tasks. Video or chart to document project.

    1. Recap on vocabulary that links with environmental problems eg environmental, pollution, climate change, carbon emissions, seal level rise, acid rain, environmental protection, sustainability.
    2. Read and understand map of NZ. look for key cities. read and understand map of Auckland. Look for various land uses and residential areas.
    3. Read and interpret meaning to UN sustainable goals. how does any of these goals link to NZ and specifically to Auckland.
    4. Watch UN Sustainable Goals: 
    6. JP Bervoets, Vice President, Community Foundations of Canada, provides a high-level overview as to what the UN SDGs are and ...

      In September 2015 the United Nations made history - 193 member states unanimously adopted the Sustainable Development ...
    7. Watch video below. What are your views.
      The report also points out that, layered over all of this is climate change. It will not only have an impact on all of ...
      18/04/2019
    8. Discuss if there are any environmental problems that exist in NZ and specifically to Auckland. Who maybe responsible for these issues?
    9. 4 Week Project: Class divided into teams of 5. Each team to choose a region in Auckland or New Zealand . Research what environmental problem your chosen area is experiencing. At this stage you are discovering the location and possible problem. For your research Follow the template: Introduction, key City  and Council eg Auckland City or Wellington City council, definitions related to study, identify the problem: causes and reasons, who is responsible, what impacts occurred as a result, current measures  that address this issue eg Laws or policies, what actions have been take by the local community- how have they responded to the problem, What sustainable ideas do you propose to reduce or resolve  this issue.
    10. See White board on environmental issues that affc et Auckland: auckland 1

    Homework:
    Write here...



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...CONCEPTS AND DEFINITIONS that link with sustainability
    • We are EXPLORING...what are the 17 UN sustainable Goals and how these link with NZ
    • We are EXPLORING...the various environmental issues that are foundin NZ

  • 16 May - 22 May

    Kia ora...students and welcome to week 3For this week you will work on your project on UN Sustainable goals, applied to Auckland and other parts of NZ.

    map

    Auckland 1


    Success Criteria: I can/have...

    • researched 2 case studies on pollution in Auckland and written as report on these.
    • continuation  of project work: Identify one Environmental problem in NZ and propose a sustainable way to address this issues. 

    Activities:

    1. New Zealand  is regarded as 100% pure, especially as a branding when promoting tourism. Do you think this concept is justified or is far fetched  from the truth? Explain your answer
    2. When you are driven  around Auckland, what are your impressions of our environmental cleanliness? Is there any areas in particular that have a strong visual presence of pollution? Indicate the area and possible reasons for the environmental  damage .
    3. Research one article that highlights an environmental   problem to be found in the Auckland Region. Write a report based on this article  that shows the location( map), reasons for the pollution, impacts and concerns from the community. State your views as well.
    4. Research a second article that indicates a different  environmental  problem also found in Auckland. State your views on this issue. How could it have been prevented.
    5. What UN Sustainable Goals apply to your 2 articles/ environmental issues addressed.
    6. Continuation of project work on : Identifying one Environmental problem is Auckland or another part of NZ. Which council is responsible for addressing this concerns of your identifies problem. Propose One sustainable  approach top combat this issue. Follow template from last week.

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on identifying and discussing the various environmental issues that affect people, habitats and the economy
    • We are FOCUSING...on comparing the environmental issues to those that are found abroad. How do they compare with causes/ impacts and solutions
    • We are FOCUSING...on developing and adapting sustainable solutions/ recommendations to problems identified.

  • 23 May - 29 May

    Kia ora...students. For this week we will focus on ways in which the farming industry contribute to environmental problems in NZ. comparisons are also made to other countries.

    dairy 1


    Success Criteria: I can/have...

    • I have understood the aim and economic  benefits of the farming industry in NZ, in particular Dairy farming.
    • I have examined how farming methods have evolved over time and that allows for better production ie milk and crops.
    • I have examined how the misuse of farming practices had led to environmental damage.

    Activities:

    1. Define what is meant by primary industries, dairy farming, economic growth, trade, Fonterra, pesticides, 1080, methane.
    2. Show a variation of maps where farms are located in NZ eg diary Farms, sheep farms, orange and madrines farming etc. What is the link with climate and location of farming activities? 
    3. Read the following articles and write a summary on why is farming an important industry to NZ. 

      Agriculture industry in New Zealand - statistics & facts | Statista

    4. Find a News paper article that articulates the benefits of dairy farming in NZ.Write a summary on your discovery.

    5. Research what are the various technological  practices used in the faring industry that help support better production eg technological advancements/ insecticides/ pest controls etc.Compare how these maybe different to practices in Africa( third world countries).

    6. Discover ways in which farming has contributed to environmental effects. In particular look at  diary farming and the impacts of methane onto natural resources. Express and understanding of long term and short term effects.See video to support you:

    loss of soil to erosion · increased sediment in waterways · loss of soil structure due to pugging · increased nitrous oxide emissions from ...
    Science Learning Hub · 15/04/2021


  • What sustainable approach/ advise would you suggest to limit these harmful practices.Think of alternative practices as well as scientific ways to help reduce significant impacts like climate change. See videos below:

    Dairy farming can also contribute to crop production. When growing crops, many dairy farmers reuse the waste from other practices. After cooling milk, cleaning ...
    The Dairy Alliance · The Dairy Alliance · 10/04/2020

    The dairy sector is continually finding new ways to improve sustainability: increase energy efficiencies, reduce greenhouse gas emissions, reduce water, ...
    Global Dairy Platform · Global Dairy Platform · 14/05/2018

    According to the Center for Sustainable systems , Dairy has the second largest carbon footprint in U.S. agriculture after meat. The ...
    KRIS-TV · By: Elizabeth Ruiz · 24/10/2019

  • Document all of your findings on slideshow for this week



    • Homework:
    Write here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

  • 30 May - 5 June

    Kia ora...students. For this week we will focus on ways in which the farming industry contribute to environmental problems in NZ. comparisons are also made to other countries


    Success Criteria: I can/have...

    • I have understood the aim and economic  benefits of the farming industry in NZ, in particular Dairy farming.
    • I have examined how farming methods have evolved over time and that allows for better production ie milk and crops.
    • I have examined how the misuse of farming practices had led to environmental damage.

    Activities:

    1. Define what is meant by primary industries, dairy farming, economic growth, trade, Fonterra, pesticides, 1080, methane.
    2. Show a variation of maps where farms are located in NZ eg diary Farms, sheep farms, orange and madrines farming etc. What is the link with climate and location of farming activities? 
    3. Read the following articles and write a summary on why is farming an important industry to NZ. 

      Agriculture industry in New Zealand - statistics & facts | Statista

    4. Find a News paper article that articulates the benefits of dairy farming in NZ.Write a summary on your discovery.

    5. Research what are the various technological  practices used in the faring industry that help support better production eg technological advancements/ insecticides/ pest controls etc.Compare how these maybe different to practices in Africa( third world countries).

    6. Discover ways in which farming has contributed to environmental effects. In particular look at  diary farming and the impacts of methane onto natural resources. Express and understanding of long term and short term effects.See video to support you:

      loss of soil to erosion · increased sediment in waterways · loss of soil structure due to pugging · increased nitrous oxide emissions from ...
      Science Learning Hub · 15/04/2021


    7. What sustainable approach/ advise would you suggest to limit these harmful practices.Think of alternative practices as well as scientific ways to help reduce significant impacts like climate change. See videos below:

      Dairy farming can also contribute to crop production. When growing crops, many dairy farmers reuse the waste from other practices. After cooling milk, cleaning ...
      The Dairy Alliance · The Dairy Alliance · 10/04/2020

      The dairy sector is continually finding new ways to improve sustainability: increase energy efficiencies, reduce greenhouse gas emissions, reduce water, ...
      Global Dairy Platform · Global Dairy Platform · 14/05/2018

      According to the Center for Sustainable systems , Dairy has the second largest carbon footprint in U.S. agriculture after meat. The ...
      KRIS-TV · By: Elizabeth Ruiz · 24/10/2019

    8. Document all of your findings on slideshow for this week



    Homework:
    Write here...

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on identifying and discussing the various environmental issues that affect people, habitats and the economy
    • We are FOCUSING...on comparing the environmental issues to those that are found abroad. How do they compare with causes/ impacts and solutions
    • We are FOCUSING...on developing and adapting sustainable solutions/ recommendations to problems identified.


  • 6 June - 12 June

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING...on identifying and discussing the various environmental issues that affect people, habitats and the economy
    • We are FOCUSING...on comparing the environmental issues to those that are found abroad. How do they compare with causes/ impacts and solutions
    • We are FOCUSING...on developing and adapting sustainable solutions/ recommendations to problems identified.

  • 13 June - 19 June

    Presentations on Your chosen Environmental Problem in Auckland or other parts of NZ.

    You are to present your ideas through a visual medium that include a website, video, booklet or google slides.

    The information must be clear and communicated with confidence.

    You are graded on the quality of your information, research and writing as well as your creative design

    Teamwork is necessary, however you are graded based on your individual effort.

    See rubric  and template for more clarity

    visual

  • 20 June - 26 June

    Kia ora...For session 1 this  week we will engage with reading activities on the Treaty of Waitangi from the website: https://www.tepapa.govt.nz/discover-collections/read-watch-play/maori/treaty-waitangi.During session 2 you will look at NZ parliament time line from the website: https://www.parliament.nz/timeline/index.html.

    NZ

    Success Criteria: I can/have...

    • To understand the  history of the treaty of Watiangi and its relevance today in NZ,
    • To research and understand NZ parliament system,

    Activities:

    1. Read the website  ww.tepapa.govt.nz on Treaty of Waitangi to gain an in-depth understanding of this historical event.
    2. Video: 
      Find out more about how New Zealand's Parliament works with this in-depth introduction from the ...
      7/02/2019 · Uploaded by NZ Parliament
      Our system of government is a representative democracy. Each voter has a say in who represents them in ...
      27/06/2019 · Uploaded by NZ Parliament
    3. We will begin to research and examine New Zealand Government systems. Firstly have a look at the website on parliament timeline. Examine the changes of our parliamentary system that occurred over time.
    4. Research the following: What is the role of the Head of State, NZ governor general and the role  of the monarch in New Zealand.
    5. Research and write a short discussion on the role of parliament.How does parliament work. Read this website: https://www.parliament.nz/en/visit-and-learn/how-parliament-works/
    6. Discuss the role of the electoral system, the cabinet and the judiciary.Show a diagram as to how this works. Explain the role of the courts.
    7. Explain how the justice system works
    8. What is the role of local government. How do they take action in the community
    9. List the main political parties, its leaders and the aims.Political parties

    11. Homework:

    Write here...



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... to design a video or information booklet or presentation slideshow to showcase our research and sustainable solutions
    • We are planning to contact Auckland city Council and interview them on programs that are currently implemented to reduce the issues under study eg: traffic conjestion/ Air pollution.
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... to design a video or information booklet or presentation slideshow to showcase our research and sustainable solutions
    • We are planning to contact Auckland city Council and interview them on programs that are currently implemented to reduce the issues under study eg: traffic conjestion/ Air pollution.

  • 27 June - 3 July

    Kia ora...For this week we will continue to examine the role of government systems in New Zealand.

    NZ

    Success Criteria: I can/have...

    • To understand the  history of the treaty of Watiangi and its relevance today in NZ,
    • To research and understand NZ parliament system,

    Activities:

    1. Read the website  ww.tepapa.govt.nz on Treaty of Waitangi to gain an in-depth understanding of this historical event.
    2. Video: 
      Find out more about how New Zealand's Parliament works with this in-depth introduction from the ...
      7/02/2019 · Uploaded by NZ Parliament
      Our system of government is a representative democracy. Each voter has a say in who represents them in ...
      27/06/2019 · Uploaded by NZ Parliament
    3. We will begin to research and examine New Zealand Government systems. Firstly have a look at the website on parliament timeline. Examine the changes of our parliamentary system that occurred over time.
    4. Research the following: What is the role of the Head of State, NZ governor general and the role  of the monarch in New Zealand.
    5. Research and write a short discussion on the role of parliament.How does parliament work. Read this website: https://www.parliament.nz/en/visit-and-learn/how-parliament-works/
    6. Discuss the role of the electoral system, the cabinet and the judiciary.Show a diagram as to how this works. Explain the role of the courts.
    7. Explain how the justice system works
    8. What is the role of local government. How do they take action in the community
    9. List the main political parties, its leaders and the aims.Political parties

    11. Homework:

    Write here...





    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... to design a video or information booklet or presentation slideshow to showcase our research and sustainable solutions
    • We are planning to contact Auckland city Council and interview them on programs that are currently implemented to reduce the issues under study eg: traffic conjestion/ Air pollution.

  • 4 July - 10 July

    Kia ora...for this week we will practice interpretation of cartoons and memes, as well historical images,  that are necessary for term 4 CAT Paper.Also a PMI model will be used for the reflection of our terms learning.

    Success Criteria: I can/have...

    • Understood how to interpret cartoons, memes and historical images by  using guidelines for analysing these.

    Activities:

    1) Read notes and guidelines for interpretation of memes and political cartoons.

    What Is a Meme? Here's Everything You Need to Know ...



    2. By referring the political cartoons below: evaluate how has Donald Trump caused  human rights violations in the USA, with regards to the lockdown procedures and his medical advise to his nation. Do you support his acts of injustice or do you think he has made .

    1. Donald

      donald 2



      donald 4

      3) Interpretation of the following meme below: Find one on your own or create one that links to New Zealand( politics/ leaders/ sports)
    2. meme
    3. Interpretation of historical image: Think of Date or Era  of image captured/photographer/ what do you see/ discuss colours used/ symbolism of items  and people in image.See below for class discussions:city
    4. bridge




    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on challenges experienced during our learning journey, both in research discovery and delivery of information
    • WE are reflecting on the role city councils play with addressing environmental issues in NZ
    • We are reflecting on ethics( lack thereof) involved by those that are responsible for causing environmental issues in NZ

  • 11 July - 17 July

  • 18 July - 24 July

  • 25 July - 31 July

    Kia ora...students and welcome to term 3.I hope you had an incredible winter break and now ready to kick start our learning.  This term you will be engaged with project work, where you will work as a team of 3. Your Context is Sustainable Goal No 15: Life on Land- where I will teach you topics that include Deforestation, Poaching, desertification The framework will include the 4 stages of learning ie Exploration of your topic, Focus on research and writing, Plan and Do an outcome and lastly a reflection of your terms work/topic. However, you have the flexibility, within your team to choose an UN sustainable Goal of your choice with as supporting topic. 

    un7


    Success Criteria: I can/have...

    • I have revised  and understood the  UN 17 Sustainable Goals 
    • I have an understanding of Goal 15: Life on Land.
    • As part of a  team, I have brainstormed a  UN Goal and topic  that I wish to explore and focus on
    • Read and understood the template to follow.

    Activities:

    1. Recap of the 17 UN Sustainable Goals- consider your previous learning during year 9 and 10 where topics relate to the UN Goals eg Child Labour, Racial Discrimination, Gender Inequalities, Poverty, Economic Discrepancies in both First and Third World Countries, Child Marriages, Child Soldiers, Refugees,  climate change, Pollution, Covid and Social-Economic  Divide, etc. See how each of these link to different UN Goals.un
    2. Introduction to Life on Land: Whilst this has been explored in year 8: ie Deforestation, Poaching and desertification, ect, the focus for this term is on the cause and effect of these problems globally.
    3. What does Life on Land mean to you with connections to the UN sustainable Goal. Brainstorm a few ideas. See video

    1. New York, 30 September—Recognizing that the continued deterioration and degradation of the world's natural ecosystems were having major impacts on the lives ...
      the United Nations · Food and Agriculture Organization of the United Nations · 23/02/2019
    2. Testing your prior knowledge:  By referring to the image here, each table will have an idea to explore in detail. You need to connect your idea to a country, possible causes and long term impacts this may bring not only to people, but also the economy and the environment.pic1
    3.  Also, offer solutions to this problem, based on the country you have chosen to explore: 
    4. Each tablet team must present their findings in a creative way to the class.
    5. Based your your discussions_ I will share with you further examples from around the world.eg Deforestation in The Amazon and the impact of the Indeginous tribes
    6. 15

    Homework:
    Write here...


  • 1 August - 7 August

    Kia ora...students. For this week we will examine the Goal no 15 in more detail, with links to deforestation around the globe and in particular the Amazon Forest, in Brazil.

    tree

    Success Criteria: I can/have...

    • A deeper understanding of Goal 15 where I have understood the cause and impacts of deforestation in the Amazon Basin- onto people, the economy and the environment
    • I have researched and analysed maps  showing locations and  the extent of the problem
    • I have researched and analysed data showing impacts of deforestation in the Amazon
    • I have drawn comparisons of this human activity to countries around the world as well as New Zealand

    Activities:

    1. See map of the world and locate where is the Amazon Forest. What bearings is the Amazon found on: Longitude, latitude etc
    2. Watch video on Deforestation in Amazon:

    Brazil and the Amazon forest are also important (for the wrong reasons) deforestation areas worldwide. The Amazon Rainforest is one of the ...
    Youmatter · Sustainable Human · 13/05/2020

    • 3) Discover the flaura, fauna and local tribes that live in the Amazon basin/ Forests. Why do you think deforestation will have an impact on the ecology of the entire environment. Draw links to people dependancy here as well as foof chains and food webs

    4) Research the following with your table group: Present to your ideas to another table group.

    000


    5) Research a map of the Amazon Forests that show how deforestation is changing over time. Provide your interpretation of the your selected map. See example on the white board.99

    6) Research one grpah on the extent of the problem on deforestation in the Amazon. Provide your analysis here.
    7)How does the problem of deforestation compare to the rest of the world and to NZ?  Read artcle here  to support your thinking: 
    New Zealand Deforestation Rates & Statistics | GFW

    Homework:
    Write here...


  • 8 August - 14 August

    Kia ora...students and welcome to week 3. For this week you will work with your teams to begin the write up for your topic. Your are encouraged to use graphic organisers to break down information into your own words and connect to life in your world!Ideas used for teaching this week include poaching of endangered animals in Africa, with comparisons made to New Zealand.

    k

    Success Criteria: I can/have...

    • I have listened to the teacher example of  the causes and impacts poaching of endangered animals in Africa.
    • I have drawn comparison to the case of New Zealand: What are poached and why?
    • I have created a collaboration document and started to document ideas I am  independently writing 
    • ByFollowing the template, I have began to start writing information without plagiarism.

    Activities:

    1. In your own words discuss what is meant by poaching, trophy hunting and hunting.Whilst these activities are mostly illegal, how does one govern control over such acts of crime? Share your responses with the class.
    2. What is Wild life Crime? See examples of elephants at risk , where they are poached for their ivory? Where does the ivory go? Can you explain what is meant by the black market or illegal trade? See images on whiteboard
    3. Through research, provide wildlife facts on poaching? Why do you think a variation of animals are poached.?
    4. Read  this extract t and provide views on this issue:g

    5)Do you think that that is a way to save the elephants? Consider organisations like WWF and their intentions to sustain the elephant population in Africa.

    6) How does poaching compare to the case of NZ. Watch this video and use a Venn Diagram to document similarities and differences to Africa.Also see this video to support your understanding:

    6) By Working in your Teams you need to begin writing your information based on the Goal and topic you have chosen. Follow this template:a


    Homework:
    Write here.


  • 15 August - 21 August

    Kia ora...Students and welcome to week 4. For this week we will look at how natural disasters and human activities affect arable land eg in India. You will also focus on the reading and write up of your research topic.

    a

    Success Criteria: I can/have...

    • I have understood what is meant by arable land and why this is important
    • I have researched the case study of India showing how arable land is lost due to natural disasters like Monsoons as well as human activities or constraints.
    • I have drawn comparisons no New Zealand
    • I have continued working on my research topic with my team, based on the UN Goal selected.

    Activities:

    1. Testing prior knowledge on what is arable land and why is this important. Indicate primary activities that require arable land and the relationship to human consumption and the development of the economy.
    2. Though a documentary style approach you will watch few video on how Monsoons have destroyed arable land in India. You must take points throughout the documentary and provide discussions and the cause and impacts of this event. Also think of long term consequences onto people , the economy and the environment.
      Stratfor Asia analyst John Minnich discusses the importance of India's monsoon season, not only for the country's farmers, but for ...
    3. Also, watch a video on politics in India that have affected arable land? what are your views.
      VoxThousands of India's farmers have set up camp in Delhi. Subscribe to our channel! http://goo.gl/0bsAjO In November 2020, ...
      CC
    4. Continue working on the reading and write up of your research topic. You must use infographics to help you organise the writing reading resources you wish to use eg: gr
    5. Write here

    Homework:
    Write here...


  • 22 August - 28 August

    Kia ora...students and welcome to week 5. For this week you will focus on interpretation of resources linked to UN Goal NO 15: Life on Land. You will also continue working in teams on your project topic that is linked to a UN goal of your choice.

    p

    Success Criteria: I can/have...

    • An understanding how to interpret maps related to Tribes in the Amazon Forest
    • An understanding how to analyse graphs related to climate change in Amazon Forest
    • An understanding how to interpret historical images  linked top the Amazon Basin
    • An understanding how to interpret a comprehension text linked to tribes affected by deforestation in the Amazon Basin
    • Continue to work on your research project  writing important aspects of the template

    Activities:

    1. See maps on the white board that relate to Tribes in the Amazon Basin. Identify the title, date and what you se/ Explain/ predict what has occurred to tribes over timek
    2. See graph on the white board that show levels of deforestation in the Amazon Basin.Interpret what you see. Why do you think there has been a decline of deforestation in recent times. What predictions do you have for the future.
    3. o


    3) Look at the historical images of life in the Amazon Basin. Interpret what you see and what significant changes may have been brought to these tribes today.c

    w

    4) Climate change affecting the Amazon Basin:Interpret the graph and provide predictions for the future.e

    y

    6) See text on whiteboard on Amazon Tribes. Answer questions that follow.

    5) Continue working on thje write up for your UN Goal and topic idea.

    Homework:
    Write her


  • 29 August - 4 September

    Kia ora...students and welcome to week 6. For this week your focus is on the research and write up of your project work. A reminder to fill in your weekly log book as well.

    p

    Success Criteria: I can/have...

    • I have watched a documentary linked to my UN goal and wrote short notes based on the ideas and key message it delivers
    • Woking with my team to write up information I have researched, using unique vocabulary and interesting information
    • I have completed my weekly log book

    Activities:

    1. Watch the short documentary on the white board. You are trained how to take short notes. Write title of documentary/ directors name/ location of interest people affected. Write down 3 most important ideas from this video. Write the key message it is delivering to its audience.
    2. SEE DOCUMENTARY ON WHITEBOARD.
    3. Find a documentary of your choice linked to your selected UN goal. eg Inequalities of Casteism in Modern Day India/. Write short notes on this this that can be applied to your research.
    4. Continue working on the research and write up for your project.
    5. Document your weekly log book into google slides on google classroom.
    6. Follow this template:
    7. o

    Homework:
    Write here...



  • 5 September - 11 September

    Kia ora...students. From this week you will be involved with the planning and doing aspect of your work. This means that you need to take action for the concerns you have about  the issue you have chosen egPoverty in New Zealand or elsewhere in the world. Taking action means making a difference to an individual , a group of people or a community at large.

    k


    Success Criteria: I can/have...

    • I have brainstormed ideas with my team, as to how to make a difference eg photographic exhibition/ letter to local government/ food drive, create a song, etc.
    •  I have created a log book to delegate who will achieve what aspect for this idea
    • As a team we have designed a poster to promote our idea
    • Connected with the community through surveys, or emails, or phone class, calling for support  for  food donations 
    • I have implemented my action as an agent of change.

    Activities: You are focused on the highlighted points this week:

    1. See video what is an agent of change:

    1. Children as agents of change ... Transforming deeply a society require to work with children like Helene. With the right skills and knowledge they has the power to ...
      World Vision International · World Vision Burundi · 23/02/2019

    2. In your team you need to brainstorm ways in which you want to make a difference, by been an agent of change. This is be practical idea and you must be mindful of ethics applied to your project: eg not disclosing who( which demographic or individuals)  is poor by rather donating to an organisation like Auckland City Mission or contributing to our school's breakfast club.
    3. Think of what idea you would like to implement to support your chosen organisation. eg Food Can Drive, PJS for Middlemore hospital, blankets for refugees, ect.
    4. You can also choose to  be an agent of change that spreads information and awareness through a song creation, a website design, information tags with ribbons or a photo graphic exhibition. A rage of topics can be covered through this eg Pollution in Indias Rivers, Castesim in India, Gender I Inequality in Saudi Arabia, Racism in USA ,  ETC
    5. Create and action plan: who is going to achieve what and by when. Also how you are reaching you to Coast whanau and our local community for support.
    6. Sort out and organise your items.
    7. Prepare a " reaching out letter to the organisation you wish to help.See exemplar on the white board.
    8. Deliver your idea.
    9. See video on World Vision and Kids Can
      Thank you for making a commitment to helping provide the essentials for Kiwi kids in need. For a child in hardship, your monthly donation will give them ...
      KidsCan · KidsCanNZ · 19/12/2021
    10. See video on Photographic shoot to spread awareness

    1. Gordon Parks (1912-2006), one of the most celebrated African-American photographers of all time, is the subject of a new exhibition of groundbreaking ...
      Art Blart · Billy Sharff · 18/12/2014

    • Homework:
    Write here...



  • 12 September - 18 September

    Kia ora...students. From this week you will be involved with the planning and doing aspect of your work. This means that you need to take action for the concerns you have about  the issue you have chosen egPoverty in New Zealand or elsewhere in the world. Taking action means making a difference to an individual , a group of people or a community at large.

    k


    Success Criteria: I can/have...

    • I have brainstormed ideas with my team, as to how to make a difference eg photographic exhibition/ letter to local government/ food drive, create a song, etc.
    •  I have created a log book to delegate who will achieve what aspect for this idea
    • As a team we have designed a poster to promote our idea
    • Connected with the community through surveys, or emails, or phone class, calling for support  for  food donations 
    • I have implemented my action as an agent of change.

    Activities: You are focused on the highlighted points this week:

    1. See video what is an agent of change:

    1. Children as agents of change ... Transforming deeply a society require to work with children like Helene. With the right skills and knowledge they has the power to ...
      World Vision International · World Vision Burundi · 23/02/2019

    2. In your team you need to brainstorm ways in which you want to make a difference, by been an agent of change. This is be practical idea and you must be mindful of ethics applied to your project: eg not disclosing who( which demographic or individuals)  is poor by rather donating to an organisation like Auckland City Mission or contributing to our school's breakfast club.
    3. Think of what idea you would like to implement to support your chosen organisation. eg Food Can Drive, PJS for Middlemore hospital, blankets for refugees, ect.
    4. You can also choose to  be an agent of change that spreads information and awareness through a song creation, a website design, information tags with ribbons or a photo graphic exhibition. A rage of topics can be covered through this eg Pollution in Indias Rivers, Castesim in India, Gender I Inequality in Saudi Arabia, Racism in USA ,  ETC
    5. Create and action plan: who is going to achieve what and by when. Also how you are reaching you to Coast whanau and our local community for support.
    6. Sort out and organise your items.
    7. Prepare a " reaching out letter to the organisation you wish to help.See exemplar on the white board.
    8. Deliver your idea.
    9. See video on World Vision and Kids Can
      Thank you for making a commitment to helping provide the essentials for Kiwi kids in need. For a child in hardship, your monthly donation will give them ...
      KidsCan · KidsCanNZ · 19/12/2021
    10. See video on Photographic shoot to spread awareness

    1. Gordon Parks (1912-2006), one of the most celebrated African-American photographers of all time, is the subject of a new exhibition of groundbreaking ...
      Art Blart · Billy Sharff · 18/12/2014

    Homework:
    Write here...



  • 19 September - 24 September

    p


    i

    AIM: Team Presentations are due this week.

    l


    Checklist:

    1) Coast Slideshow completed that includes goals, focus and log book

    2) Team slideshow: includes in-depth research. You must follow the template to achieve this

    3) Design a visual that is creative and interesting, that would engage your audience to pay attention and contribute later.

    4) Presentation time 10-12mins per team, followed by  questions and discussions 

  • 26 September - 2 October

    Welcome to week 10. This week you will work on your reflections for your terms learning, using the PMI model

    You will also be introduced to your term 4 Context.

    0

    p


  • 3 October - 9 October

  • 10 October - 16 October

  • 17 October - 23 October

    Kia ora...students and welcome to term 4, your final term at MHJC.I am hoping you make the very best of your learning during this term, as you will be exposed to new and different skills that would prepare you for your future.Our Context is Lets Celebrate, and for this we will be celebrating your time at MHJC and looking forward to your future endeavours.

    Journey


    Achievement Objectives: Enter AO's here

    Future Pathways

    Learning Intentions: We are learning to (WALT)...

    • to examine what does the concept journey mean to us and where we are going with our pathways of learning to shape our future.
    • identify skills have been exposed to that you are confident with, and skills that you would like to learn.

    Success Criteria: I can/have...

    • understood the concept Journey and linked this with my life at school and future pathways to learning and careers.
    • created a Venn diagram on skills I am good at, would like to learn and am still in the process of learning.

    Activities:

    1. Examiner the image on the white board that shows an open road with Cross Signs. What does this mean to you. Relate this image to your own life. Draw a road that shows your journey of success and trials that you have experienced. Do you think that some times it is necessary to face challenges so that we grow and become more resilent? Explain your answer.What CROSS ROADS have you experienced in your life, and how did you come to make a clear decision, which road to take??
    2. Create a word bank that links with journey: eg: goal ideas, plans, travel, money, destination.We will relate this concept to your journey with a future career in mind.
    3. Think of skills of what you have aquired and skills you wish to aquire. Write these down, as this will come in handy when you research in depth a  career you wish to pursue.
    4. Watch the documentary by Steve Jobs, commencement speech at University of Stanford. What messages have you drawn from this speech.

      Text of Steve Jobs' Commencement address (2005) - Stanford News

      https://news.stanford.edu/2005/06/14/jobs-061505/
    5. Research what is meant by emotional Intelligence vs Intellectual intelligence. Discuss your views which is more important and why.
    6. Think of a career path you wish to take. Research what skills are necessary for this job. Next week you will have to do an in depth research on this idea.

    Resources:

    More than IQ: Soft Skills, EQ and CQ Needed in Today's Work ...

    https://rigzonenews.wordpress.com/.../more-than-iq-soft-skills-eq-and-cq-needed-in-to...

    Journey | Definition of Journey by Merriam-Webster

    https://www.merriam-webster.com/dictionary/journey

    https://www.fastcompany.com/.../7-reasons-why-emotional-intelligence-is-one-of-the-..

    Why Steve Jobs' Commencement Speech Still Inspires 10 Years Later

    https://www.forbes.com/.../why-steve-jobs-commencement-speech-still-inspires-10-ye...

  • 24 October - 30 October

    Kia ora...students and welcome to Term 4 week 2.Our focus this week is to explore and examine career pathways , for our future.You will research  one pathway you feel most passionate about. This will be showcased in the whanau later in the term

    Achievement Objectives: Enter AO's here

    Big Idea: Careers and leadership

    Learning Intentions: We are learning to (WALT)...

    • understand my career options
    • determine NCEA credits required for tertiary institution entry
    • examine the course outline for the degree/ course I wish to study
    • examine the duties and expectations of the career I wish to be involved with

    Success Criteria: I can/have...

    • I have researched in detail the career I wish to explore and requirements necessary  to achieve this goal,

    Activities:

    1. Do now activity: Find a map of various tertiary  institutions throughout NZ example: Auckland University, University of Otago, Wellington University, MIT. See locations  of these institutions and and distance from Flatbush. Calculate time/ money spent on commute to AUT.Use google maps.
    2. See images of careers today in the 21st century. What appeals to you more: payscales  or the job satisfaction? Give reasons.
    3. Create a presentation on  a possible career pathway you would choose. Consider using the following information: Career choice:Title

      • NCEA points entry institution, Business/opportunities

      • What institution, Where is it going to be?

      • Make two or three choices

      • Pictures, Address, What are they about?, What do they offer?

      • Degree/Diploma/Vocational Pathway

      • How many years is the degree?

      • What type of courses would you be in?

      • How much is the tuition?

      • Cost of living?

      • Cost of travel?

      • Cost of books?

      • Scholarship opportunities, Who offers it?

      • Career itself

      • What does the job entail?

      • Job description in terms of duties and expectations, How many hours per week?, What’s so exciting about your chosen career?, What are challenges about it, risk factors, potential dangers?

      • Salary, Pay Scale

      • List places in Auckland, New Zealand or globally where this job is found

      • Images that link with your ideas.

    5. Presentations due week 3.
    6. See video on getting prepared to enter college. What are your thoughts here. How prepared are you?

    Reources:

    Homepage :: Careers New Zealand

    https://www.careers.govt.nz/

    New Zealand Salary Survey - Average Salary in New ... - PayScale

    www.payscale.com/research/NZ/Country=New_Zealand/Salary

    List of Universities and Colleges in New Zealand (36 Schools ...

    www.university-list.net/New-Zealand/universities-1000.htm

    University Entrance » NZQA

    www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/

    Careers - TODAY.com

    www.today.com/money/your-money/careers

    Homework:
    Write here...



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...to research future pathways/ careers
    • We are EXPLORING...to investigate the subjects and NCEA credits required for Uni and polytechnic admission, as well as location cost of tuition and courses to be studied for different Degrees/ trades.
    • We are EXPLORING...collect this information and present as a slide-share

  • 31 October - 6 November

    Kia ora...students and welcome to Term 4 week 3.Our focus this week is to CONTINUES  explore and examine career pathways , for our future.You will research  one pathway you feel most passionate about. This will be showcased in the whanau later in the term

    Careers

    Achievement Objectives: Enter AO's here

    Big Idea:  Celebrations: Careers and leadership

    Learning Intentions: We are learning to (WALT)...

    • understand my career options
    • determine NCEA credits required for tertiary institution entry
    • examine the course outline for the degree/ course I wish to study
    • examine the duties and expectations of the career I wish to be involved with

    Success Criteria: I can/have...

    • I have researched in detail the career I wish to explore and requirements necessary  to achieve this goal,

    Activities:

    1. Do now activity: Find a map of various tertiary  institutions throughout NZ example: Auckland University, University of Otago, Wellington University, MIT. See locations  of these institutions and and distance from Flatbush. Calculate time/ money spent on commute to AUT.Use google maps.
    2. See images of careers today in the 21st century. What appeals to you more: payscales  or the job satisfaction? Give reasons.
    3. Create a presentation on  a possible career pathway you would choose. Consider using the following information: Career choice:Title

      • NCEA points entry institution, Business/opportunities

      • What institution, Where is it going to be?

      • Make two or three choices

      • Pictures, Address, What are they about?, What do they offer?

      • Degree/Diploma/Vocational Pathway

      • How many years is the degree?

      • What type of courses would you be in?

      • How much is the tuition?

      • Cost of living?

      • Cost of travel?

      • Cost of books?

      • Scholarship opportunities, Who offers it?

      • Career itself

      • What does the job entail?

      • Job description in terms of duties and expectations, How many hours per week?, What’s so exciting about your chosen career?, What are challenges about it, risk factors, potential dangers?

      • Salary, Pay Scale

      • List places in Auckland, New Zealand or globally where this job is found

      • Images that link with your ideas.

    5. Presentations due week 3.
    6. See video on getting prepared to enter college. What are your thoughts here. How prepared are you?

    Reources:

    Homepage :: Careers New Zealand

    https://www.careers.govt.nz/

    New Zealand Salary Survey - Average Salary in New ... - PayScale

    www.payscale.com/research/NZ/Country=New_Zealand/Salary

    List of Universities and Colleges in New Zealand (36 Schools ...

    www.university-list.net/New-Zealand/universities-1000.htm

    University Entrance » NZQA

    www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/

    Careers - TODAY.com

    www.today.com/money/your-money/careers

    Homework:
    Write here...



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

      • We are FOCUSING...on understanding duties, salary, challenges, opportunities in NZ and abroad required for the jobs we hope to get
      • We are FOCUSING...on CV writing skills
      • We are FOCUSING...on interview skills through role play

  • 7 November - 13 November

    Kia ora...For this week we will explore possible Centralised Assessment Test questions and prepare for these by developing our skills. Skills include essay writing: and paragraph writing techniques applied to Pros and Cons how to answer an essay and disect a question/interpret images/posters/cartoons/ evaluate graphs and statistics/ as well as understand what is critical thinking.

    test

    Achievement Objectives: Enter AO's here

    Big Idea:  Celebrations: Careers

    Learning Intentions: We are learning to (WALT)...

    • update our resources and learning materials for our final test during this term
    • buddy share knowledge and skills
    • prepare answers for possible test questions and time ourselves

    Success Criteria: I can/have...

    Prepare in advance for the upcoming test. Involves skills building

    Activities:

    1. Update all work on MHOnline. I have  already emailed all necessary resources t and questions o prepare for you end of year CAT.
    2. I will take questions and concerns form the class to address in class. This will begin with ideas from term one. Write down and sketch the way I expect essays to be answered.
    3. There after as a class we will examine one question from your scope sheet.
    4. Thereafter, by working in teams of 3/4, prepare essays writing Pros and Cons off writing techniques. based on all questions given in the scope sheet. Your should have a struct that includes: Introduction, topic paragraphs, recommendations or solutions and a conclusion.
    5. For in-depth study of a question you are encourage to use quotations examples/ arguments with justifications/ statistics with an evaluation/ critical thinking/ comparisons and contrasts/ hypothesis/ and interpretation with you views.
    6. We will study resources to interpret that mainly involve maps, graphs and  political cartoons. You should understand the meaning, message, intentions, relations to wider world or inferencing as well as your view points: eg below to interpre and analyse:
      1. See maps on the white board that relate to Tribes in the Amazon Basin. Identify the title, date and what you se/ Explain/ predict what has occurred to tribes over time.k
      2. See graph on the white board that show levels of deforestation in the Amazon Basin.Interpret what you see. Why do you think there has been a decline of deforestation in recent times. What predictions do you have for the future.
      3. o




  • 14 November - 20 November

    This is your Centralised  Assessment Testing week. Good luck to everyone. 

    exams



  • 21 November - 27 November

    Kia ora Students. This week is scheduled for your work experience. Please ensure that all paper work and criteria are organised before you set off for this experience. Enjoy every moment and learn something new.

    As an alternative, if alert levels change to 2 or above, we will have a Careers FAIR in the whanau to celEbrate your work created in week 2 and 3 ie Your idea Career Pathway. For this you can present your work " like a science fair" using a recycled science board. Hopefully we would be able to arrange for people with specialised skills to come in to talks with you eg: Engineers, chef, hairdresser, extra.

    The nature of this event will be discussed closer at the time with social distancing rules applied and other alert level requirement. Remember this is the backup idea only if work experience does not continue

    work


    work 2



  • 28 November - 4 December

    Kia ora...students For this week your focus will be on how to write a Curriculum Vitae. This is explored with clear guidelines and in detail in your English class, however also understood and practiced in Global Studies.CV's are an important document that showcases your personal identity as well as all skills and accomplishments.

    cv

    Achievement Objectives: Enter AO's here

    Big Idea: Careers and Leadership

    Learning Intentions: We are learning to (WALT)...

    • Define what is a CV
    • Create a CV using New Zealand template

    Success Criteria: I can/have...

    • Created a Curriculum Vitae

    Activities:

    1. Define what is meant by a Curriculum Vitae and why is this an important document. 
    2. Watch video on how to design a CV. What are your thoughts about this.

      277K views5 years ago
      Writing a CV http://youtu.be/U0JAfqEak2c.Getting a strong CV ready is an important part of the job searching process .A good ...
    3. Think about all skills, qualifications and accomplishments you have earned. You will use this in your CV template. Also consider three references whom can acknowledge your attributes and skills.
    4. Firstly design a motivational letter for your up coming job.See example on the white board
    5. Begin writing your CV, using the New Zealand format.


    Resources:


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... to contact people in the job we wish to do, to have primary knowledge of what it involves ie through google-meets/ telephone or call into school careers day if we are alert level 2 or 1.

  • 5 December - 11 December

    schools out

  • 12 December - 18 December