Weekly outline

  • General

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  • TERM 1 WEEK 1

    Welcome

    Kia ora 10F1. I hope you had a superb break and all ready to go. I am Mrs Lal and will be your English teacher. This week we will be spending time getting to know each other. This weekend we will also be marking Waitangi Day and so our focus will be on that.

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

    • work together as team
    • develop an understanding of expectations for English

    Success Criteria: I can/have...

    • complete the 'Getting to know" challenge
    • write goals for self
    • identify competitions that we would like to get into as a class

    Activities:

    1. Getting to know each other
    2. Goals setting
    3. Reading Plus expectations
    4. Education perfect
    Follow Up Tasks:

    • Homework expectation


  • TERM 1 WEEK 2

    Kia ora Year 10s. This week we will begin looking at a range of text: including short story, poems and novel. In doing so we will look at the connections between text.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by recognising that there are multiple perspectives in a text
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by investigating a range of narrative perspectives and the effect it has on the viewers
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by interpreting how texts are composed for the overall impact
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by empathising with characters and their experiences
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by connecting key ideas across a range of text

    Success Criteria:


    Activities:

    1. On Google Classroom

    Further Learning:
    EP assignment

    Reading Plus


  • TERM 1 WEEK 3

    Kia ora Year 10s. This week we will begin looking at a range of text: including short story, poems and novel. In doing so we will look at the connections between text.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by recognising that there are multiple perspectives in a text
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by investigating a range of narrative perspectives and the effect it has on the viewers
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by interpreting how texts are composed for the overall impact
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by empathising with characters and their experiences
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by connecting key ideas across a range of text

    Success Criteria:


    Activities:

    1. On Google Classroom

    Further Learning:
    EP assignment

    Reading Plus


  • TERM 1 WEEK 4

    Kia ora Year 10s. This week we will begin looking at a range of text: including short story, poems and novel. In doing so we will look at the connections between text.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by recognising that there are multiple perspectives in a text
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by investigating a range of narrative perspectives and the effect it has on the viewers
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by interpreting how texts are composed for the overall impact
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by empathising with characters and their experiences
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by connecting key ideas across a range of text

    Success Criteria:


    Activities:

    1. On Google Classroom

    Further Learning:
    EP assignment

    Reading Plus


  • TERM 1 WEEK 5

    Kia ora Year 10s. This week we will begin looking at a range of text: including short story, poems and novel. In doing so we will look at the connections between text.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by recognising that there are multiple perspectives in a text
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by investigating a range of narrative perspectives and the effect it has on the viewers
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by interpreting how texts are composed for the overall impact
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by empathising with characters and their experiences
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by connecting key ideas across a range of text

    Success Criteria:


    Activities:

    1. On Google Classroom

    Further Learning:
    EP assignment

    Reading Plus


  • TERM 1 WEEK 6

    Kia ora Year 10s. This week we will begin looking at a range of text: including short story, poems and novel. In doing so we will look at the connections between text.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by recognising that there are multiple perspectives in a text
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by investigating a range of narrative perspectives and the effect it has on the viewers
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by interpreting how texts are composed for the overall impact
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by empathising with characters and their experiences
    • We are EXPLORING the concept of leadership and leading change so that we can understand the various perspectives on who is a leader by connecting key ideas across a range of text

    Success Criteria:


    Activities:

    1. On Google Classroom

    Further Learning:
    EP assignment

    Reading Plus


  • TERM 1 WEEK 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by comparing the range of perspectives presented in the text
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by explaining the effect of the setting on character development
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by deducing how character development is affected by external factors
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by comparing and contrasting the various context and perspectives


  • TERM 1 WEEK 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by comparing the range of perspectives presented in the text
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by explaining the effect of the setting on character development
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by deducing how character development is affected by external factors
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by comparing and contrasting the various context and perspectives


  • TERM 1 WEEK 9

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by comparing the range of perspectives presented in the text
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by explaining the effect of the setting on character development
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by deducing how character development is affected by external factors
    • We are FOCUSING on the concept of leadership and how mana can be demonstrated by comparing and contrasting the various context and perspectives


  • TERM 1 WEEK 10

    Kia ora. Well done on all your efforts with the Reading Response. Speeches time...Research due this week

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by critiquing a social issue
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by justifying our selection of language techniques
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by selecting and applying rhetorical devices in an oral text
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by using strategies to determine what information to include in a speech for creating an impact
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by clarifying my stance on the issue by providing relevant information


    Success Criteria:




  • TERM 1 WEEK 11

    Kia ora.  Speeches time...Draft 1 due this week

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by critiquing a social issue
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by justifying our selection of language techniques
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by selecting and applying rhetorical devices in an oral text
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by using strategies to determine what information to include in a speech for creating an impact
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by clarifying my stance on the issue by providing relevant information


    Success Criteria:




  • 18 April - 24 April

    Easter Holidays 2022 | St Mary's C.E. Primary School

  • 25 April - 1 May

  • TERM 2 WEEK 1

    Welcome back to Term 2. This term we will focus delivering our speeches

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by critiquing a social issue
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by justifying our selection of language techniques
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by selecting and applying rhetorical devices in an oral text
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by using strategies to determine what information to include in a speech for creating an impact
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by clarifying my stance on the issue by providing relevant information

    Success Criteria:



  • TERM 2 WEEK 2

    Kia ora. This week please focus on delivering your speeches

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by critiquing a social issue
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by justifying our selection of language techniques
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by selecting and applying rhetorical devices in an oral text
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by using strategies to determine what information to include in a speech for creating an impact
    • We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on a leadership issue by clarifying my stance on the issue by providing relevant information

    Success Criteria:



  • TERM 2 WEEK 3

    Kia Ora Forest Y10s. What fantastic work with your speeches. I am blown away by how well you have managed time and yourself. We will now be moving into Kiwi films and looking at the craft of NZ directors.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by investigating a range of visual techniques and experimenting with the effect it has on the viewers
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by researching the effect of setting on the choices made by characters in challenging situations

    Success Criteria:

    ex

    Activities:

    1. Bus Stop Activity - NZ Directors
    2. Auteurship - unpack
    3. Taika Waititi timeline of films
    4. Fakebook Profile of Waititi
    5. Interviews with Waititi

    Further Learning:
    Reading Plus



  • TERM 2 WEEK 4

    Kia Ora Forest Y10s. Please ensure you have followed up on all at home activities ready for this week.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by investigating a range of visual techniques and experimenting with the effect it has on the viewers
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by researching the effect of setting on the choices made by characters in challenging situations

    Success Criteria:

    ex

    Activities:

    1.  Complete the Summary template for Boy - Somebody Wanted But So

    2. Marxist Theory in Boy

    3. Unpacking themes and characters

    Further Learning:
    Reading Plus



  • TERM 2 WEEK 5

    Kia Ora Forest Y10s. Waititi and his craft will be our focus.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by investigating a range of visual techniques and experimenting with the effect it has on the viewers
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
    • We are EXPLORING the concept of kiwi ingenuity through a range of New Zealand film and the director’s auteurship by researching the effect of setting on the choices made by characters in challenging situations

    Success Criteria:

    ex

    Activities:

    1. Auteurship -Taika Waititi 
    2. Character Development
    3. Key Ideas in Boy - True and Tried Theme Finder

    Further Learning:
    Reading Plus



  • TERM 2 WEEK 6

    Kia ora Year 10s. Well done with keeping up with the flipped classroom tasks. This is the only way we will be able to analyse the two films in great detail


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by developing an understanding of Waititi’s auteurship
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by analysing effective visual and verbal used by the director to describe the key ideas in the film
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by identifying the visual and verbal language techniques used in a dramedy to highlight the qualities needed to sustain a meaningful relationship
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by discussing how Waititi’s auteurship is revealed through his films
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by discussing what our response to the visual and verbal techniques employed by the director
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by comparing and contrasting three of Waititi’s films and the visual and verbal techniques he has utilised to develop key ideas

    Success Criteria:


    Activities:

    1. Hunt for Wilderpeople Summary - class round
    2. Compare Contrast Boy and Hunt for Wilderpeople
    3. Character Comparison - Boy and Ricky. Alamein and Hec

    Further Learning:
    Re-watch opening scene - role of music


  • TERM 2 WEEK 7

    Kia ora Y10s. Well done with the unpacking of Hunt for Wilderpeople. Remember to connect this to our context, the Marxist Literary theory and Waititi's Auteurship


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by developing an understanding of Waititi’s auteurship
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by analysing effective visual and verbal used by the director to describe the key ideas in the film
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by identifying the visual and verbal language techniques used in a dramedy to highlight the qualities needed to sustain a meaningful relationship
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by discussing how Waititi’s auteurship is revealed through his films
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by discussing what our response to the visual and verbal techniques employed by the director
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by comparing and contrasting three of Waititi’s films and the visual and verbal techniques he has utilised to develop key ideas

    Success Criteria:


    Activities:

    1. Close viewing opening of Hunt for Wilderpeople
    2. Close Viewing Alamein Arrival in Boy
    3. Similarities and Differences in the techniques used in these two scene
    4. Linking scenes to the themes explored in the film

    Further Learning:
    Re-watch - Alamein tries to be a good father


  • TERM 2 WEEK 8

    Kia ora...


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by developing an understanding of Waititi’s auteurship
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by analysing effective visual and verbal used by the director to describe the key ideas in the film
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by identifying the visual and verbal language techniques used in a dramedy to highlight the qualities needed to sustain a meaningful relationship
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by discussing how Waititi’s auteurship is revealed through his films
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by discussing what our response to the visual and verbal techniques employed by the director
    • We are FOCUSING on Taika Waititi’s films and the genre of dramedy by comparing and contrasting three of Waititi’s films and the visual and verbal techniques he has utilised to develop key ideas

    Success Criteria:


    Activities:

    1. Write here
    2. Write here

    Further Learning:
    Write here...


  • TERM 2 WEEK 9

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on the kiwi ingenuity by assessing the effectiveness of the film techniques used in the film
    • We are REFLECTING on kiwi ingenuity displayed in the visual text by critiquing the issues raised and relating it to society today such as toxic masculinity and the failure of government systems

      Activities
        1. Connecting the dots - Waititi's style (auteurship), Marxist theory and people who live on the fringes
        2. Venn Diagram - themes in the two studied text

  • TERM 2 WEEK 10

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on the kiwi ingenuity by assessing the effectiveness of the film techniques used in the film
    • We are REFLECTING on kiwi ingenuity displayed in the visual text by critiquing the issues raised and relating it to society today such as toxic masculinity and the failure of government systems

      Activities
        1. Connecting the dots - Waititi's style (auteurship), Marxist theory and people who live on the fringes
        2. Venn Diagram - themes in the two studied text

  • HOLIDAYS

  • HOLIDAYS

  • TERM 3 WEEK 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by investigating a range of visual techniques and experimenting with the effect it has on the viewers
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by researching the symbols the director has employed to present the idea of genoism


    Activities:

    1. Mind Map unpacking the context and big idea: How might we develop an understanding of the impact of our choices in a range of context so that we can make informed decisions?
    2. Gattaca Film Trailer -Watch the trailer and identify the main themes and issues that are emphasised. Gattaca (1997) Trailer #1 | Movieclips Classic Trailers
    3.  How far away are we from the reality of Eugenics? TED Talks Video - Jennifer Doudna: We can change our DNA, but let's do it wisely...
    4. PEDAL - Do you think genetic engineering is ethical in human beings?

    5. Complete a PMI chart - genetic engineering.

    6. Eugenics and the Lebensborn Program. Watch the following videos and explain how eugenics discriminated against minority groups. Research how eugenics was a key motivator what Hitler did during the holocaust. 


  • TERM 3 WEEK 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by investigating a range of visual techniques and experimenting with the effect it has on the viewers
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by researching the symbols the director has employed to present the idea of genoism



    Activities:

    1.  How far away are we from the reality of Eugenics? TED Talks Video - Jennifer Doudna: We can change our DNA, but let's do it wisely...
    2. PEDAL - Do you think genetic engineering is ethical in human beings?

    3. Complete a PMI chart - genetic engineering.

    4. Eugenics and the Lebensborn Program. Watch the following videos and explain how eugenics discriminated against minority groups. Research how eugenics was a key motivator what Hitler did during the holocaust. 


  • 8 August - 14 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by investigating a range of visual techniques and experimenting with the effect it has on the viewers
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by researching the symbols the director has employed to present the idea of genoism



    Activities:

    1. PEDAL - Do you think genetic engineering is ethical in human beings?

    2. Complete a PMI chart - genetic engineering.

    3. Eugenics and the Lebensborn Program. Watch the following videos and explain how eugenics discriminated against minority groups. Research how eugenics was a key motivator what Hitler did during the holocaust. 

    4. Eugenics and IQ testing



  • TERM 3 WEEK 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on creating a static image to display the concept of eugenics by developing an understanding of visual and verbal language techniques
    • We are FOCUSING on creating a static image to display the concept of eugenics by identifying effective visual and verbal language techniques to utilise in my static image


    Activities:

    1. Colour connotations

    2. Analysis of posters/Spotify album covers

  • TERM 3 WEEK 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on creating a static image to display the concept of eugenics by developing an understanding of visual and verbal language techniques
    • We are FOCUSING on creating a static image to display the concept of eugenics by identifying effective visual and verbal language techniques to utilise in my static image


    Activities:

    1. Colour connotations

    2. Analysis of posters/Spotify album covers

    3. Colour and emotion guide

    4. Presentation Techniques

    5. Symbolism and Colour




  • TERM 3 WEEK 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on creating a static image to display the concept of eugenics by developing an understanding of visual and verbal language techniques
    • We are FOCUSING on creating a static image to display the concept of eugenics by identifying effective visual and verbal language techniques to utilise in my static image


    Activities:

    1. Designing by Spotify Album cover
    2. Selecting song titles in the album



  • TERM 3 WEEK 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on creating a static image to display the concept of eugenics by developing an understanding of visual and verbal language techniques
    • We are FOCUSING on creating a static image to display the concept of eugenics by identifying effective visual and verbal language techniques to utilise in my static image


    Activities:

    1. Designing by Spotify Album cover
    2. Selecting song titles in the album



  • TERM 3 WEEK 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on creating a static image to display the concept of eugenics by developing an understanding of visual and verbal language techniques
    • We are FOCUSING on creating a static image to display the concept of eugenics by identifying effective visual and verbal language techniques to utilise in my static image


    Activities:

    1. Designing by Spotify Album cover
    2. Selecting song titles in the album



  • TERM 3 WEEK 9

  • TERM 3 WEEK 10

  • 3 October - 9 October

  • 10 October - 16 October

  • 17 October - 23 October

  • 24 October - 30 October

  • 31 October - 6 November

  • 7 November - 13 November

  • 14 November - 20 November

  • 21 November - 27 November

  • 28 November - 4 December

  • 5 December - 11 December

  • 12 December - 18 December

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by investigating a range of visual techniques and experimenting with the effect it has on the viewers
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
    • We are EXPLORING the concept of eugenics and discrimination through the visual text “Gattaca” by researching the symbols the director has employed to present the idea of genoism

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