10W1 English

Weekly outline

• Select week General

  General

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• Select week 31 January - 6 February

  31 January - 6 February

  
  
• Select week 7 February - 13 February

  7 February - 13 February

  Week 2

  
  

  
  

  Tēnā koutou, tēnā koutou, tēnā koutou katoa!

  Kia Ora Y10 and welcome to your English course page for 2022. This is where you will find all the necessary information required for your English course such as Learning Intentions and Success Criteria. All tasks, activities and assessments will be placed here as well as additional lesson notes and resources. Please make it a habit to check this page at the start of each week. It will ensure that you are aware of any expectations we may have of you at that time.

  This is your last year at MHJC and together we aim to make it the best year. Continue to grow your greatness and demonstrate that you practice the school values 'Learning to Learn (Ako), Compassion (Awhinatanga) Integrity (Pono) and Life-Long Learner (Wānanga)' in word and spirit. 

  Feel free to see me or email me if you have any questions/concerns about your learning. My email address is: rjoshi@mhjc.school.nz

  Since I have never taught you before, this week we will get to know each other. We will also reflect on the lessons given in the following speech. Also you will write a letter to your future self. Where do you see yourself at the end of 2022? What are your goals and aspirations for 2022? What areas of your life do you wish to improve upon? How do you wish to spend your last year at MHJC? Be honest and realistic. You will give me the printed copy of this letter which I will return to you at the end of the year. 

  Resource: 
  

  Motivational Speech:

  
  

  
  

  
  
• Select week 14 February - 20 February

  14 February - 20 February

  Week 3

  
  

  Kia Ora Y10. This week, we have easTTle Reading on Monday. Also we will discuss how does English class function and what do we need to do in order to master the required skills. We will unpack the English Achievement Objectives.

  Activities:

  -Reading easTTle test

  -Understanding the requirements in our English class

  -Unpacking English Achievement Objectives: Level 5

  Resources: -Mrs. Joshi's P.P.T. on 'English Class'

                       -English Achievement Objectives

  • Select activity P.P.T. on 'English Class'

    

    P.P.T. on 'English Class' File

    Completion

    Students must

    

    Mark as done
  • Select activity English Achievement Objectives

    

    English Achievement Objectives URL

    Completion

    Students must

    

    Mark as done
• Select week 21 February - 27 February

  21 February - 27 February
  Week 4
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Te Ao Māori (Māori World View) by recognising, understanding and considering how texts are constructed for a range of purposes, audiences, and situations

  
  

  Success Criteria: I Can.....

  Purpose and Audience	I can start to develop an understanding of the writer's purposes	I can develop some understanding of the writer's purposes	I can show  understanding of the range of ways in which writers use language and ideas to suit their purposes	I can show  convincing understanding of the range of ways in which writers use language and ideas to suit their purposes
  Ideas	I can develop an understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate some understanding of a range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate convincing understanding of range of reading comprehension strategies to make meaning and respond to texts
  Language Features	I can develop an understanding of language features and their effects.	I can demonstrate some understanding of language features and their effects in detail.	I can demonstrate   understanding of language features  and effects in detail with consistent awareness of author purpose in using these	I can demonstrate  convincing understanding of language features  and effects in detail with consistent awareness of author purpose in using these

  
  

  Activities:

  -Reading a story about 'Pepeha'

  -Reading a poem: 'Pepeha mo te tau rua mano/Statement of Identity for the Year 2000'

  -Activities based on our reading

  Resources:

  Story: "My Pepeha Is My World"

  https://e-tangata.co.nz/reo/my-pepeha-is-my-world/
  

  Poem: ''Pepeha mo te tau rua mano/Statement of Identity for the Year 2020''
  
• Select week 28 February - 6 March

  28 February - 6 March
  Week 5
  
  Kia Ora Y10. Last week, we couldn't read the poem as we missed a session due to the Teacher's only day on 24th February. We will read an article and poem this week. Also we will do some activities based on our reading. 
  
  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Te Ao Māori (Māori World View) by recognising, understanding, and considering how texts are constructed for a range of purposes, audiences, and situations.

  Success Criteria: I Can.....
  

  Purpose and Audience	I can start to develop an understanding of the writer's purposes	I can develop some understanding of the writer's purposes	I can show  understanding of the range of ways in which writers use language and ideas to suit their purposes	I can show  convincing understanding of the range of ways in which writers use language and ideas to suit their purposes
  Ideas	I can develop an understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate some understanding of a range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate convincing understanding of range of reading comprehension strategies to make meaning and respond to texts
  Language Features	I can develop an understanding of language features and their effects.	I can demonstrate some understanding of language features and their effects in detail.	I can demonstrate   understanding of language features  and effects in detail with consistent awareness of author purpose in using these	I can demonstrate  convincing understanding of language features  and effects in detail with consistent awareness of author purpose in using these

  
  

  Activities:

  -Reading an article about 'Whakapapa'

  -Reading a poem: 'Pepeha mo te tau rua mano/Statement of Identity for the Year 2000'

  -Activities based on our reading

  Resources:

  Article: "The Importance of Whakapapa - An Explanation by Egan Bidois"
  

  https://www.hearingvoices.org.nz/index.php/en/different-perspectives/maori-perspective/32-the-importance-of-whakapapa-an-explanation-by-egan-bidois
  

  Poem: ''Pepeha mo te tau rua mano/Statement of Identity for the Year 2020''
  

  • Select activity Pepeha mo te tau rua mano/Statement of Identity for the Year 2000

    

    Pepeha mo te tau rua mano/Statement of Identity for the Year 2000 File

    Completion

    Students must

    

    Mark as done
• Select week 7 March - 13 March

  7 March - 13 March
  Week 6
  
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by recognising, understanding, and considering how texts are constructed for a range of purposes, audiences, and situations
  • We are EXPLORING... Auckland's cultural setting by comparing and contrasting the stories of diverse cultures of Auckland

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on AKO by strengthening Tuakana-Teina relationships between Y7 and Y10

  • We are FOCUSED on Verbal & Visual texts by making connections between the texts of diverse cultures.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to establish Tuakana-Teina so that we can strengthen Ako and teach Y7 to recite the school karakia and perform school Haka

  Success Criteria: I Can.....
  

  Purpose and Audience	I can start to develop an understanding of the writer's purposes	I can develop some understanding of the writer's purposes	I can show  understanding of the range of ways in which writers use language and ideas to suit their purposes	I can show  convincing understanding of the range of ways in which writers use language and ideas to suit their purposes
  Ideas	I can develop an understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate some understanding of a range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate convincing understanding of range of reading comprehension strategies to make meaning and respond to texts
  Language Features	I can develop an understanding of language features and their effects.	I can demonstrate some understanding of language features and their effects in detail.	I can demonstrate   understanding of language features  and effects in detail with consistent awareness of author purpose in using these	I can demonstrate  convincing understanding of language features  and effects in detail with consistent awareness of author purpose in using these

  
  

  Activities:

  English Assessment 1

  Submission Date: 16th March 2022; Wednesday

  
  
  

  
  
  

  • Select activity English Assessment 1: MHJC/National Tikanga Resource

    

    English Assessment 1: MHJC/National Tikanga Resource Assignment

    Completion

    Students must

    

    Mark as done
  • Select activity Details: Create A Resource

    

    Details: Create A Resource File

    Completion

    Students must

    

    Mark as done
• Select week 14 March - 20 March

  14 March - 20 March
  Week 7
  
  
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by recognising, understanding, and considering how texts are constructed for a range of purposes, audiences, and situations
  • We are EXPLORING... Auckland's cultural setting by comparing and contrasting the stories of diverse cultures of Auckland

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on AKO by strengthening Tuakana-Teina relationships between Y7 and Y10

  • We are FOCUSED on Verbal & Visual texts by making connections between the texts of diverse cultures.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to establish Tuakana-Teina so that we can strengthen Ako and teach Y7 to recite the school karakia and perform school Haka

  Success Criteria: I Can.....
  

  Purpose and Audience	I can start to develop an understanding of the writer's purposes	I can develop some understanding of the writer's purposes	I can show  understanding of the range of ways in which writers use language and ideas to suit their purposes	I can show  convincing understanding of the range of ways in which writers use language and ideas to suit their purposes
  Ideas	I can develop an understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate some understanding of a range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate convincing understanding of range of reading comprehension strategies to make meaning and respond to texts
  Language Features	I can develop an understanding of language features and their effects.	I can demonstrate some understanding of language features and their effects in detail.	I can demonstrate   understanding of language features  and effects in detail with consistent awareness of author purpose in using these	I can demonstrate  convincing understanding of language features  and effects in detail with consistent awareness of author purpose in using these

  
  

  Activities:

  English Assessment 1

  Submission Date: 16th March 2022; Wednesday

  -Revision of Texas Paragraph Writing

  
  

  • Select activity TEXAS Paragraph Writing

    

    TEXAS Paragraph Writing Folder

    Completion

    Students must

    

    Mark as done
• Select week 21 March - 27 March

  21 March - 27 March
  Week 8
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...our Treaty of Waitangi obligations by collaborating to teach Year 7 students the school karakia and haka
  • We are EXPLORING...Te Ao Māori (Māori World View) by recognising, understanding, and considering how texts are constructed for a range of purposes, audiences, and situations
  • We are EXPLORING... Auckland's cultural setting by comparing and contrasting the stories of diverse cultures of Auckland

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on AKO by strengthening Tuakana-Teina relationships between Y7 and Y10

  • We are FOCUSED on Verbal & Visual texts by making connections between the texts of diverse cultures.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to establish Tuakana-Teina so that we can strengthen Ako and teach Y7 to recite the school karakia and perform school Haka

  Activities:

  -Listening to Tāmaki Herenga Waka - Audio Guide-the stories of Auckland: 16 Stops, 60 minutes

  "Tāmaki Makaurau Auckland is New Zealand’s biggest, most populous, and most diverse city. Explore the city’s past, present, and future with the Tāmaki Herenga Waka Audio Guide. This audio guide takes approximately 1 hour to complete and provides a curated route through the Tāmaki Herenga Waka exhibition on the Museum’s ground floor."

  "Welcome to Tāmaki Herenga Waka: Stories of Auckland. You can reach the exhibition from the left side of Te Ao Mārama, the South Atrium. Step through the entranceway and pause for a moment. To your left, you’ll see the many people and places of Auckland.

  This gallery takes its name from a whakataukī, or proverb, about Tāmaki Makaurau – the region you might know as Auckland. Tāmaki herenga waka means ‘Tāmaki, the gathering place of many waka’. The area has long been a desirable place to live, with its storied maunga and sparkling sea, and continues to bring people together.

  Tāmaki is a land of layered histories and diverse communities. In these galleries, you will meet some Aucklanders you might have heard of and others who are lesser known. You might learn new stories about places you thought you knew well or discover ones you’ve never been to.

  When we move around Auckland, we move through a landscape that has been lived on and enjoyed for generations. And we encounter people who are always innovating and pushing ahead. Here are just some of Auckland’s stories. What’s yours?"

  -Practicing TEXAS paragraphs

  Resources:

  https://aucklandmuseum.stqry.app/tour/1009/item
  

  
  
• Select week 28 March - 3 April

  28 March - 3 April
  Week 9
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... Auckland's cultural setting by comparing and contrasting the stories of diverse cultures of Auckland

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on AKO by strengthening Tuakana-Teina relationships between Y7 and Y10

  • We are FOCUSED on Verbal & Visual texts by making connections between the texts of diverse cultures.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to establish Tuakana-Teina so that we can strengthen Ako and teach Y7 to recite the school karakia and perform school Haka

  Success Criteria: I Can.....
  

  Purpose and Audience	I can start to develop an understanding of the writer's purposes	I can develop some understanding of the writer's purposes	I can show  understanding of the range of ways in which writers use language and ideas to suit their purposes	I can show  convincing understanding of the range of ways in which writers use language and ideas to suit their purposes
  Ideas	I can develop an understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate some understanding of a range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate convincing understanding of range of reading comprehension strategies to make meaning and respond to texts
  Language Features	I can develop an understanding of language features and their effects.	I can demonstrate some understanding of language features and their effects in detail.	I can demonstrate   understanding of language features  and effects in detail with consistent awareness of author purpose in using these	I can demonstrate  convincing understanding of language features  and effects in detail with consistent awareness of author purpose in using these

  
  

  Activities: (only 2 sessions this week)

  -Reading about multicultural representation through architecture in Auckland

  -Activities based on the reading:

  After reading, using an A3 page, you will design a building which must include the following:

  
  

  -Aspects/Elements of your cultures

  --Aspects/Elements of Maori culture

  -Aspects/Elements of Pasifika culture

  -Aspects/Elements of other diverse cultures that you see in Auckland

  -Side notes to explain your choices

  
  

  Remember the elements of Static Image which you will use:

  
  

  -Colours

  -Dominant Image

  -Layout

  -Font (Size and Colour)

  -Symbols

  -Text

  -Negative Space

  
  

  Resources:

  Telling Many People's Stories: https://modos.ac.nz/projects/telling-many-peoples-stories
• Select week 4 April - 10 April

  4 April - 10 April
  Week 10
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... Auckland's cultural setting by comparing and contrasting the stories of diverse cultures of Auckland

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on Verbal & Visual texts by making connections between the texts of diverse cultures.

  Success Criteria: I Can.....
  

  Purpose and Audience	I can start to develop an understanding of the writer's purposes	I can develop some understanding of the writer's purposes	I can show  understanding of the range of ways in which writers use language and ideas to suit their purposes	I can show  convincing understanding of the range of ways in which writers use language and ideas to suit their purposes
  Ideas	I can develop an understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate some understanding of a range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate convincing understanding of range of reading comprehension strategies to make meaning and respond to texts
  Language Features	I can develop an understanding of language features and their effects.	I can demonstrate some understanding of language features and their effects in detail.	I can demonstrate   understanding of language features  and effects in detail with consistent awareness of author purpose in using these	I can demonstrate  convincing understanding of language features  and effects in detail with consistent awareness of author purpose in using these

  Activities: 
  

  -Studying about Ramadan traditions from around the world.

  -Learning about 'Reading Comprehension Strategy: Purposely making connections with prior knowledge.'

  -Completing the building architectural design from last week.

  Resources:

  https://theculturetrip.com/middle-east/iraq/articles/beautiful-ramadan-traditions-from-around-the-world/

  
  

  
  

  • Select activity Reading Comprehension Strategy: Purposely making connections with prior knowledge

    

    Reading Comprehension Strategy: Purposely making connections with prior knowledge File

    Completion

    Students must

    

    Mark as done
• Select week 11 April - 17 April

  11 April - 17 April
  Week 11
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...Te Ao Māori (Māori World View) by recognising, understanding, and considering how texts are constructed for a range of purposes, audiences, and situations
  • We are EXPLORING... Auckland's cultural setting by comparing and contrasting the stories of diverse cultures of Auckland

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on AKO by strengthening Tuakana-Teina relationships between Y7 and Y10

  • We are FOCUSED on Verbal & Visual texts by making connections between the texts of diverse cultures.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to establish Tuakana-Teina so that we can strengthen Ako and teach Y7 to recite the school karakia and perform school Haka

  Success Criteria: I Can.....
  

  Purpose and Audience	I can start to develop an understanding of the writer's purposes	I can develop some understanding of the writer's purposes	I can show  understanding of the range of ways in which writers use language and ideas to suit their purposes	I can show  convincing understanding of the range of ways in which writers use language and ideas to suit their purposes
  Ideas	I can develop an understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate some understanding of a range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate understanding of range of reading comprehension strategies to make meaning and respond to texts	I can demonstrate convincing understanding of range of reading comprehension strategies to make meaning and respond to texts
  Language Features	I can develop an understanding of language features and their effects.	I can demonstrate some understanding of language features and their effects in detail.	I can demonstrate   understanding of language features  and effects in detail with consistent awareness of author purpose in using these	I can demonstrate  convincing understanding of language features  and effects in detail with consistent awareness of author purpose in using these

  
  

  Activities:

  This week, we are collaborating with Global Studies to complete the tasks on 'Treaty Breaches.'

  Resources:
  

  Jigsaw Cooperative activity: Expert Group Resources - Treaty Breaches
  

  
  

  • Select activity Jigsaw Cooperative activity: Expert Group Resources - Treaty Breaches

    

    Jigsaw Cooperative activity: Expert Group Resources - Treaty Breaches File

    Completion

    Students must

    

    Mark as done
• Select week 18 April - 24 April

  18 April - 24 April

  
  
• Select week 25 April - 1 May

  25 April - 1 May

  
  
• Select week 2 May - 8 May

  2 May - 8 May

  Term 2: Week 1

  
  

  EXPLORE / TŪHURA learning intentions:

  We are exploring.......History of World War II by watching the film ‘Jojo Rabbit.’
  We are exploring…….History of World War II by analysing a range of texts.
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on Film Study by developing our understanding of different aspects of film-making through the film ‘Jojo Rabbit’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to construct an oral presentation so that we can apply our understanding, knowledge and ideas on ‘In the Name of Peace’ arising from diverse learning areas.

  Big Idea: In The Name Of Peace

  Activities: 
  

  -Unpacking Term 2 context.

  -Vocabulary of the context.

  -Activity: What do I know about the World Wars?

  
  

  Success Criteria: (I can/have…)

  Historical Context & Present	I am yet to understand the connection between the historical context of World Wars and the present world.	I am beginning to understand the connection between the historical context of World Wars and the present world.	I can understand the connection between the historical context of World Wars and the present world.	I have clearly understood many connections between the historical context of World Wars and the present world.

  
  

  Resources:
  

  https://www.youtube.com/watch?v=dHSQAEam2yc (WW1)
  

  https://www.youtube.com/watch?v=Mun1dKkc_As (WW1)
  

  https://www.youtube.com/watch?v=_uk_6vfqwTA (WW2)
  

  https://www.youtube.com/watch?v=fo2Rb9h788s (WW2)
  

  
  
• Select week 9 May - 15 May

  9 May - 15 May
  Term 2: Week 2
  
  
  

  EXPLORE / TŪHURA learning intentions:

  We are exploring.......History of World War II by watching the film ‘Jojo Rabbit.’
  We are exploring…….History of World War II by analysing a range of texts.
  We are exploring.......Film Study (Visual Text) by observing the elements of Film Making in the film ‘Jojo Rabbit.’
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on Film Study by developing our understanding of different aspects of film-making through the film ‘Jojo Rabbit’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to construct an oral presentation so that we can apply our understanding, knowledge and ideas on ‘In the Name of Peace’ arising from diverse learning areas.

  Big Idea: In The Name Of Peace

  Activities: 
  

  -Watching the movie 'Jojo Rabbit'

  Success Criteria: 

  Film Study	I can identify a few Film Techniques from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can describe some Film Techniques from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can explain Film Techniques with examples from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can apply the Film-Making Techniques in my own work from the following list: Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup
  Historical Context & Present	I am yet to understand the connection between the historical context of World War II and the present world.	I am beginning to understand the connection between the historical context of World War II and the present world.	I can understand the connection between the historical context of World War II and the present world.	I have clearly understood many connections between the historical context of World War II and the present world.

  
  Resources:
  
  Movie: Jojo Rabbit
  

  
  
• Select week 16 May - 22 May

  16 May - 22 May
  
  Term 2: Week 3
  
  
  

  EXPLORE / TŪHURA learning intentions:

  We are exploring.......History of World War II by watching the film ‘Jojo Rabbit'.
  We are exploring…….History of World War II by analysing a range of texts.
  We are exploring.......Film Study (Visual Text) by observing the elements of Film Making in the film ‘Jojo Rabbit.’
  
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on Film Study by developing our understanding of different aspects of film-making through the film ‘Jojo Rabbit’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to construct an oral presentation so that we can apply our understanding, knowledge and ideas on ‘In the Name of Peace’ arising from diverse learning areas.

  Big Idea: In The Name Of Peace

  Activities: 2 sessions this week due to Teacher's Only Day On Monday

  -Discussing the big ideas/themes of the movie.

  -Discussing the characters of the movie.

  Success Criteria: 

  Film Study	I can identify a few Film Techniques from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can describe some Film Techniques from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can explain Film Techniques with examples from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can apply the Film-Making Techniques in my own work from the following list: Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup
  Historical Context & Present	I am yet to understand the connection between the historical context of World War II and the present world.	I am beginning to understand the connection between the historical context of World War II and the present world.	I can understand the connection between the historical context of World War II and the present world.	I have clearly understood many connections between the historical context of World War II and the present world.

  
  Resources:
  
  

  https://www.gradesaver.com/jojo-rabbit/study-guide/character-list
  

  https://dailybruin.com/2019/10/17/movie-review-heartfelt-comedy-manages-to-shine-through-in-jojo-rabbit-despite-dark-themes/
  

  https://www.gradesaver.com/jojo-rabbit/study-guide/summary
  

  https://www.gradesaver.com/jojo-rabbit/study-guide/symbols-allegory-motifs
  

  https://www.gradesaver.com/jojo-rabbit/study-guide/quotes
  

  http://dailytrojan.com/2019/10/21/review-jojo-presents-a-moving-plot-with-strong-relatable-themes/

  
  
• Select week 23 May - 29 May

  23 May - 29 May
  Term 2: Week 4
  
  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  -We are exploring.......History of World War II by watching the film ‘Jojo Rabbit.’
  -We are exploring…….History of World War II by analysing a range of texts.
  -We are exploring.......Film Study (Visual Text) by observing the elements of Film Making in the film ‘Jojo Rabbit.’
  
  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on Film Study by developing our understanding of different aspects of film-making through the film ‘Jojo Rabbit’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.

  Big Idea: In The Name Of Peace

  Activities: 

  -Learning about the film techniques.

  -Learning about the charaterisation and character analysis.

  -Text Analysis: Story 'Das Piano'

  Success Criteria: 

  Film Study	I can identify a few Film Techniques from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can describe some Film Techniques from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can explain Film Techniques with examples from the following list:   Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup	I can apply the Film-Making Techniques in my own work from the following list: Story/Plot Themes Characterisation Dialogues Camera Angles Camera Shots Camera- Movements Editing  Music Sound Setting Makeup
  Historical Context & Present	I am yet to understand the connection between the historical context of World War II and the present world.	I am beginning to understand the connection between the historical context of World War II and the present world.	I can understand the connection between the historical context of World War II and the present world.	I have clearly understood many connections between the historical context of World War II and the present world.

  
  Resources:
  https://tvtropes.org/pmwiki/pmwiki.php/Characters/JojoRabbit
  
  https://secondaryenglishcoffeeshop.blogspot.com/2020/02/5-ways-to-teach-characterization-and.html
  
  https://www.videomaker.com/article/c18/18140-visual-language-using-language-as-cinematic-structure#:~:text=These%20elements%20include%20the%20shot's,also%20communicate%20more%20than%20dialogue
  
  P.P.T. on Film Techniques
  

  P.P.T. on Characterisation

  Story: 'Das Piano'

  • Select activity Film Techniques

    

    Film Techniques File

    Completion

    Students must

    

    Mark as done
  • Select activity Characterisation

    

    Characterisation File

    Completion

    Students must

    

    Mark as done
  • Select activity Story: Das Piano

    

    Story: Das Piano File

    Completion

    Students must

    

    Mark as done
• Select week 30 May - 5 June

  30 May - 5 June
  Term 2: Week 5
  
  
  

  EXPLORE / TŪHURA learning intentions:

  -We are exploring…….History of World War II by analysing a range of texts.
  -We are exploring…….History of World War II by investigating the racial profiling motivating Nazi policy.
  

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on Film Study by developing our understanding of different aspects of film-making through the film ‘Jojo Rabbit’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.

  
  
  
  PLAN & DO / WHAKAMAHI learning intentions:
  

  • We are PLANNING... to construct an oral presentation so that we can apply our understanding, knowledge and ideas on ‘In the Name of Peace’ arising from diverse learning areas.

  Activities:
  

  • Learning about 'Racial Profiling'
  • Case-studies of 'Racial Profiling'
  • Understanding NCEA English
    
    
    

  Resources:

  https://www.aclu.org/other/racial-profiling-definition
  

  https://www.rnz.co.nz/news/te-manu-korihi/437959/police-deny-racial-profiling-after-accounts-of-youths-being-stopped-and-photographed
  

  https://interactives.stuff.co.nz/2019/12/being-kiwi-racism-survey-results/
  

  
  

  • Select activity 2022-NCEA BOOKLET

    

    2022-NCEA BOOKLET File

    Completion

    Students must

    

    Mark as done
• Select week 6 June - 12 June

  6 June - 12 June
  TERM 2: WEEK 6
  
  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • • We are PLANNING to construct a Verbal text so that we can demonstrate an understanding of the purpose and audience through deliberate choice of content, language and text form.
    • We are PLANNING to deliver an oral presentation so that we can express our ideas, opinions and thoughts on our chosen topic.

  
  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing an oral presentation.
  • We are FOCUSSING on effective public speaking by understanding, discussing and applying the features of verbal language, body language for making an oral presentation.

  Success Criteria:

  Ideas	I have attempted to present some relevant ideas	I have presented some relevant ideas	I have presented some relevant ideas which are justified	have presented relevant ideas which are convincingly justified
  Structure & Content	I  have attempted to use some structure to prepare content which is appropriate for audience and purpose	I have begun to structure content and used appropriate language for audience and purpose	I have structured content and used appropriate language for audience and purpose	I have cohesively structured content and used appropriate language for audience and purpose
  Oral Language Features	I have spoken audibly	have spoken audibly, using oral language techniques with limited success	I have spoken audibly, using oral language techniques with some success	I have spoken audibly, using oral language techniques with

  Activities: 
  

  -Learning the techniques of 'Effective speech writing'

  -Finalising the speech topics for Assessment 2.

  Resources:

  https://www.lovelearningtutors.com/main-blog/2018/4/30/how-to-write-a-speech-english-gcse-exam
  

  https://www.write-out-loud.com/howtowritespeech.html
  

  https://virtualspeech.com/blog/literary-techniques-for-a-speech (Famous speeches' analysis)
  

  https://www.youtube.com/watch?v=oV1h7n0HcTE

  
  
• Select week 13 June - 19 June

  13 June - 19 June
  Term 2: Week 7
  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • • We are PLANNING to construct a Verbal text so that we can demonstrate an understanding of the purpose and audience through deliberate choice of content, language and text form.
    • We are PLANNING to deliver an oral presentation so that we can express our ideas, opinions and thoughts on our chosen topic.

  
  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing an oral presentation.
  • We are FOCUSSING on effective public speaking by understanding, discussing and applying the features of verbal language, body language for making an oral presentation.

  Kia Ora Y10. This week we will begin to write our speeches. You will finalise a topic from the Term 2 context. You will plan your speech using the given planning template. You will present your speeches in Term 3. Remember, this will be your Assessment 2. All speeches will be 'PERSUASIVE.'

  You are required to construct and deliver an oral presentation of about 4-5 minutes in a formal setting. The subject of your presentation should be either:

  • a theme studied in class

  • a topical issue that arises from wide reading but related with our context Term 2.

   Activities:

  -Finalising our speech topic
  

  -Completing our speech planning.

  Success Criteria:

  Ideas	I have attempted to present some relevant ideas	I have presented some relevant ideas	I have presented some relevant ideas which are justified	have presented relevant ideas which are convincingly justified
  Structure & Content	I  have attempted to use some structure to prepare content which is appropriate for audience and purpose	I have begun to structure content and used appropriate language for audience and purpose	I have structured content and used appropriate language for audience and purpose	I have cohesively structured content and used appropriate language for audience and purpose
  Oral Language Features	I have spoken audibly	have spoken audibly, using oral language techniques with limited success	I have spoken audibly, using oral language techniques with some success	I have spoken audibly, using oral language techniques with

  
  

  TIMELINE: (You may complete your work BEFORE the given date but no later than)

  WEEK 7:  BY 17TH JUNE

  ALL PLANNING TO BE COMPLETED

  WEEK 8: BY 24TH JUNE

  INTRODUCTION AND FIRST BODY PARAGRAPH COMPLETED

  WEEK 9: BY 1ST JULY

  THE WHOLE SPEECH COMPLETED

  WEEK 10: BY 7TH JULY
  
  

  SPEECH & RESEARCH DOCUMENT UPLOADED ON MHOL

  TERM 2 BREAK
  
  

  CUE CARDS MADE & SPEECH PRACTICE

  TERM 3: WEEK 1& 2
  
  

  SPEECH DELIVERED IN CLASS

  NCEA: SPEECH RECORDED AND VIDEO SENT TO MRS. JOSHI LATEST BY 4TH 

  AUGUST

  TERM 3: WEEK 3: BY 12TH AUGUST

  NON NCEA RESUBMISSIONS

  Resources:

  Check all attached resources carefully. 
  

  
  

  • Select activity Speech Resources

    

    Speech Resources Folder

    Completion

    Students must

    

    Mark as done
• Select week 20 June - 26 June

  20 June - 26 June
  Term 2: Week 8
  
  
  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing an oral presentation.
  • We are FOCUSSING on effective public speaking by understanding, discussing and applying the features of verbal language, body language for making an oral presentation.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • • We are PLANNING to construct a Verbal text so that we can demonstrate an understanding of the purpose and audience through deliberate choice of content, language and text form.
    • We are PLANNING to deliver an oral presentation so that we can express our ideas, opinions and thoughts on our chosen topic.

  
  

  Activities: (CHECKPOINT 2: 24TH JUNE)

  -Completing the 'introduction' to our speech (NCEA students must add their name and class in their introduction)

  -Completing the 'First body paragraph' of our speech.

  Success Criteria:

  Ideas	I have attempted to present some relevant ideas	I have presented some relevant ideas	I have presented some relevant ideas which are justified	have presented relevant ideas which are convincingly justified
  Structure & Content	I  have attempted to use some structure to prepare content which is appropriate for audience and purpose	I have begun to structure content and used appropriate language for audience and purpose	I have structured content and used appropriate language for audience and purpose	I have cohesively structured content and used appropriate language for audience and purpose
  Oral Language Features	I have spoken audibly	have spoken audibly, using oral language techniques with limited success	I have spoken audibly, using oral language techniques with some success	I have spoken audibly, using oral language techniques with

  
  

  Resources:

  https://www.ypo.org/2015/04/7-memorable-ways-to-open-a-speech-or-presentation/
  

  Introduction:

  • Question
  • Story
  • Quotation
  • Visual
  • Statistic
  • Startling statement
  • Personal anecdote or experience
  • Humor
  • Expert opinion
  • Sound effect
  • Physical object or demonstration
  • Testimony or success story

  Source: https://www.genardmethod.com/blog/bid/142073/how-to-start-a-speech-12-foolproof-ways-to-grab-your-audience
  

  • Select activity Persuasive Writing

    

    Persuasive Writing Folder

    Completion

    Students must

    

    Mark as done
• Select week 27 June - 3 July

  27 June - 3 July
  Term 2: Week 9
  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • • We are PLANNING to construct a Verbal text so that we can demonstrate an understanding of the purpose and audience through deliberate choice of content, language and text form.
    • We are PLANNING to deliver an oral presentation so that we can express our ideas, opinions and thoughts on our chosen topic.

  
  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing an oral presentation.
  • We are FOCUSSING on effective public speaking by understanding, discussing and applying the features of verbal language, body language for making an oral presentation.

  Activities: (CHECKPOINT 3: 1st JULY)

  -Completing the second and third body paragraphs.

  -Completing the conclusion of the speech.

  (Don’t forget about sequence markers such as firstly, secondly, consequently, lastly etc. Also consider using proverbs from your own language, persuasive techniques and language devices.)

  Success Criteria:

  Ideas	I have attempted to present some relevant ideas	I have presented some relevant ideas	I have presented some relevant ideas which are justified	have presented relevant ideas which are convincingly justified
  Structure & Content	I  have attempted to use some structure to prepare content which is appropriate for audience and purpose	I have begun to structure content and used appropriate language for audience and purpose	I have structured content and used appropriate language for audience and purpose	I have cohesively structured content and used appropriate language for audience and purpose
  Oral Language Features	I have spoken audibly	have spoken audibly, using oral language techniques with limited success	I have spoken audibly, using oral language techniques with some success	I have spoken audibly, using oral language techniques with

  Resources:
  

  Use the resources given in the speech template. 

  
  
• Select week 4 July - 10 July

  4 July - 10 July
  Term 2: Week 10
  
  
  
  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing an oral presentation.
  • We are FOCUSSING on effective public speaking by understanding, discussing and applying the features of verbal language, body language for making an oral presentation.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • • We are PLANNING to construct a Verbal text so that we can demonstrate an understanding of the purpose and audience through deliberate choice of content, language and text form.
    • We are PLANNING to deliver an oral presentation so that we can express our ideas, opinions and thoughts on our chosen topic.

  Activities: Checkpoint 4-Due on 7th July; Thursday
  

  -Checking Speech Timing and editing, finalising the speech accordingly (between 4 and 5 minutes)

  -Uploading the speech on MHOL>Link in the first week of Term 3>25th to 31st July (Last date to submit-7th July)

  For your information, I am including the following dates so you have it all in writing:
  

  • Term 2: Week 10 -speech written and edited, PDF uploaded on MHOL, cue cards printed

  • Term 2 Holidays -memorise your speech

  • Term 3:Week 1 & 2 –All three sessions-presentation of speech -includes NCEA speeches being videoed. Cameras will be provided by Mrs. Joshi. No personal cameras/phones to be used. 
    

  • Term 3:Week 3 –Non NCEA Speech Resubmissions; if any
    

  • Term 3:Week 4 -Inter-whanau speech Semifinals & Finals 

  This week, your goal is to have the speech finalised and signed off by me. Upload a PDF of your research file and speech planning/writing on MHOL. You can not make any change to your speech after this. Also, get your cue cards ready and you are good to go from there.

  Success Criteria:

  Ideas	I have attempted to present some relevant ideas	I have presented some relevant ideas	I have presented some relevant ideas which are justified	have presented relevant ideas which are convincingly justified
  Structure & Content	I  have attempted to use some structure to prepare content which is appropriate for audience and purpose	I have begun to structure content and used appropriate language for audience and purpose	I have structured content and used appropriate language for audience and purpose	I have cohesively structured content and used appropriate language for audience and purpose
  Oral Language Features	I have spoken audibly	have spoken audibly, using oral language techniques with limited success	I have spoken audibly, using oral language techniques with some success	I have spoken audibly, using oral language techniques with

  
  

  Resources:
  

  -Public Speaking Skills

  Use the following notes when you practice your speech: 

  Just as words form the spoken language to communicate a message. In the same way how we stand, where we look, how we move our hands and the tone of our voice form the body language.

  Eye Contact

  • Look at your audience before you begin

  • Look at several people throughout the audience (If you find this really difficult, look at the top of the heads of the people in the back row, then at least your voice will carry to everyone in the audience)

  Presentation Voice

  • Take a deep breath

  • Begin speaking in a voice louder than your usual conversation voice

  Set Your Hands

  • Hold your cue cards loosely in one hand

  • Hold your hands together

  • Keep them about waist high in front of you

  • Set your feet
    

  • Place your feet & shoulder wide apart

  • Balance your weight evenly on both feet.

  
  

  • Select activity A Guide to Public Speaking

    

    A Guide to Public Speaking File

    Completion

    Students must

    

    Mark as done
• Select week 11 July - 17 July

  11 July - 17 July

  
  
• Select week 18 July - 24 July

  18 July - 24 July

  
  
• Select week 25 July - 31 July

  25 July - 31 July
  Term 3: Week 1
  
  

  Kia Ora Y10. Welcome back to school in Term 3. I hope you all had a refreshing holiday and ensured that you practiced your speech. This week, you will present your speech. Remember to time your speech well between 4 and 5 minutes.
  

  This is going to be your Assessment-2. You will be graded on your ideas, structure & content and presentation.

  NCEA VIDEO RECORDING GUIDELINES:

  • It is really important to ensure that the sound quality is good. We cannot moderate the content if we can't hear it!
  • Use only mid shot or long shot when recording. 
  • Do not ask Mr. Singh to use Media cameras. I will provide you cameras. 
  • You must record only at school; preferably in my presence. 

  BIG IDEA: IN THE NAME OF PEACE
  
  
  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing an oral presentation.
    • We are FOCUSSING on effective public speaking by understanding, discussing and applying the features of verbal language, body language for making an oral presentation.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to construct a Verbal text so that we can demonstrate an understanding of the purpose and audience through deliberate choice of content, language and text form.
  • We are PLANNING to deliver an oral presentation so that we can express our ideas, opinions and thoughts on our chosen topic.

              Activities:
  

  1. Memorising your speech.

  2. Keeping your cue cards ready.

  3. Spending a lot of time on practicing your speech.

  4. Presenting your speech.

  5. NCEA students (Recording and sharing your speech with me)

  Resources:

  You may like to use the following notes for your presentation:

  Just as words form the spoken language to communicate a message, the way we stand, where we look, how we move our hands and the tone of our voice form the body language.

  Eye Contact

  • Look at the audience before you begin

  • look at several people throughout the audience

  • (If you find this really difficult, look at the top of the heads of the people in the back row, then at least your voice will carry to everyone in the audience)

           Presentation Voice

  • Take a deep breath

  • Begin speaking in a voice louder than your usual conversation voice

          Set Your Hands

  • Hold your cue cards loosely in one hand

  • Hold your hands together

  • Keep them about waist high in front of you

  •   Set your feet
    

  • Place your feet & shoulder wide apart

  • Balance your weight evenly on both feet.

  ALL THE BEST!
  

  
  

  • Select activity 2022-Y10 SPEAKING ASSESSMENT-2

    

    2022-Y10 SPEAKING ASSESSMENT-2 Assignment

    Completion

    Students must

    

    Mark as done
• Select week 1 August - 7 August

  1 August - 7 August
  Term 3: Week 2
  
  We continue to present our speech to the class this week. NCEA students finish recording and sharing their speech by 5th August.  
  
  
  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing an oral presentation.
    • We are FOCUSSING on effective public speaking by understanding, discussing and applying the features of verbal language, body language for making an oral presentation.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to construct a Verbal text so that we can demonstrate an understanding of the purpose and audience through deliberate choice of content, language and text form.
  • We are PLANNING to deliver an oral presentation so that we can express our ideas, opinions and thoughts on our chosen topic.

  • Activities:
    

    1. Memorising your speech.

    2. Keeping your cue cards ready.

    3. Spending a lot of time on practicing your speech.

    4. Presenting your speech 

    5. NCEA students (Recording and sharing your speech video with me by 5th August;Friday 3 p.m.)

  
  
• Select week 8 August - 14 August

  8 August - 14 August
  Term 3: Week 3
  
  BIG IDEA: COMMON WEALTHY GAMES
  
  This week, we start our Term 3 context 'Common Wealthy Games.' Just imagine that you wish to apply for a job at the Commonwealth Games or you want to volunteer for the games. Think about your own strengths, talents, passions and interests. What kind of future pathway/career you are seeking? What subjects you would need to study? This will be different for everybody depending on your choices.
  
  During this term, we will be learning about the following: 
  
  -Qualifications, skills, aptitude and passions required for your sought after roles/jobs
  -School's contribution in career
  -Career Quest
  -Communication with the employer: both written & verbal
  -Writing a C.V. & Cover Letter
  -Preparing for the interview
  -Developing work-ready skills & aptitude
  -Money matters: salary & tax
  -Health & Safety & drug testing at work place
  -Voluntary work
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • • We are Exploring ….. Future Pathways & Careers by discovering our aptitudes, skills and passions for work placement
    • We are Exploring ….. Communication Skills by observing and modelling formal and informal workplace conversations and written communication
    • We are Exploring …. Personal Development by …. discovering and measuring my personal development through a WRP (Work Ready Portfolio)
    • We are EXPLORING...Written Communication by integrating different strategies, language features and techniques in our writing.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSSING on preparing our WorkReady Portfolio for our future pathways by using MyMahi lessons/resources
  • We are FOCUSING... on Written Language Features and Skills by ​integrating Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
  • We are FOCUSING... on Written Language Features and Skills by showing an understanding of how to shape texts for different audiences and purposes
  • We are FOCUSING... on Written Language Features and Skills by selecting, developing and communicating purposeful ideas on a range of topics
  • We are FOCUSING... on Written Language Features and Skills by selecting and using a range of language features appropriately, showing an increasing understanding of their effects.
  • We are FOCUSING... on Written Language Features and Skills by organising texts, using a range of appropriate, effective structures.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to create our WorkReady Portfolio so that we can plan our future pathways
  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING how we can select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audience.

  Activities:

  -Unpacking Term 3 Context 'Common Wealthy Games.'

  -Taking Career Quest

  -Speech presentations and resubmissions

  Success Criteria:

  I can explore my aptitudes, skills and passions for my future careers	I can identify my aptitudes, skills and passions for my future careers	I can focus on my aptitudes, skills and passions for my future careers	I can apply my aptitudes, skills and passions for my future careers
  I can explore the work opportunities available to me	I can identify the work opportunities available to me	I can choose from the work opportunities available to me	I can apply for the work opportunities available to me
  I can describe a few components of the formal and informal workplace communication skills	I can explain the components of  formal and informal workplace communication skills	I can use some formal and informal workplace communication  skills in my future careers	I can confidently use formal and informal workplace communication  skills in my
  I can explore my personal development through a WRP (Work Ready Portfolio)	I can identify the areas of my personal development through a WRP (Work Ready Portfolio)	I can focus on my personal development through a WRP (Work Ready Portfolio)	I can measure my personal development through a WRP (Work Ready Portfolio)
  I can explore written communication by identifying a few strategies and language features	I can explore written communication by describing some strategies, techniques and language features	I can explore written communication by explaining many strategies, techniques and language features	I can confidently use diverse strategies, techniques and language features to improve my writing skills

  Resources:
  

  https://www.careers.govt.nz/tools/careerquest/#getting-started
• Select week 15 August - 21 August

  15 August - 21 August
  Term 3: Week 4
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • • We are Exploring ….. Future Pathways & Careers by discovering our aptitudes, skills and passions for work placement.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSSING on preparing our WorkReady Portfolio for our future pathways by using MyMahi lessons/resources

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to create our WorkReady Portfolio so that we can plan our future pathways
  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience

  Activities:

  -Learning about popular careers in New Zealand.

  -What careers did not exist 10 years ago?

  -What are your favourite careers?

  Success Criteria:

  I can explore my aptitudes, skills and passions for my future careers	I can identify my aptitudes, skills and passions for my future careers	I can focus on my aptitudes, skills and passions for my future careers	I can apply my aptitudes, skills and passions for my future careers
  I can explore the work opportunities available to me	I can identify the work opportunities available to me	I can choose from the work opportunities available to me	I can apply for the work opportunities available to me
  I can describe a few components of the formal and informal workplace communication skills	I can explain the components of  formal and informal workplace communication skills	I can use some formal and informal workplace communication  skills in my future careers	I can confidently use formal and informal workplace communication  skills in my
  I can explore my personal development through a WRP (Work Ready Portfolio)	I can identify the areas of my personal development through a WRP (Work Ready Portfolio)	I can focus on my personal development through a WRP (Work Ready Portfolio)	I can measure my personal development through a WRP (Work Ready Portfolio)
  I can explore written communication by identifying a few strategies and language features	I can explore written communication by describing some strategies, techniques and language features	I can explore written communication by explaining many strategies, techniques and language features	I can confidently use diverse strategies, techniques and language features to improve my writing skills

  
  

  Resources:
  

  https://app.mymahi.com/lessons/177356a5-8b39-422b-b26e-ab1b8df2138c
  https://www.planitplus.net/JobProfiles?letter=A (A to Z Careers' List) 
  
  
  
• Select week 22 August - 28 August

  22 August - 28 August

  Term 3: Week 5
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • • We are Exploring ….. Future Pathways & Careers by discovering our aptitudes, skills and passions for work placement
    • We are EXPLORING...Written Communication by integrating different strategies, language features and techniques in our writing.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSSING on preparing our WorkReady Portfolio for our future pathways by using MyMahi lessons/resources

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • • We are PLANNING to create our WorkReady Portfolio so that we can plan our future pathways
        

  Activities:
  

  -Learning about 'Budgeting & Savings'

  -Calculating our weekly/monthly living costs

  -Comparing the living cost with our prospective career/s

  Success Criteria:

  I can explore my aptitudes, skills and passions for my future careers	I can identify my aptitudes, skills and passions for my future careers	I can focus on my aptitudes, skills and passions for my future careers	I can apply my aptitudes, skills and passions for my future careers
  I can explore the work opportunities available to me	I can identify the work opportunities available to me	I can choose from the work opportunities available to me	I can apply for the work opportunities available to me
  I can describe a few components of the formal and informal workplace communication skills	I can explain the components of  formal and informal workplace communication skills	I can use some formal and informal workplace communication  skills in my future careers	I can confidently use formal and informal workplace communication  skills in my
  I can explore my personal development through a WRP (Work Ready Portfolio)	I can identify the areas of my personal development through a WRP (Work Ready Portfolio)	I can focus on my personal development through a WRP (Work Ready Portfolio)	I can measure my personal development through a WRP (Work Ready Portfolio)
  I can explore written communication by identifying a few strategies and language features	I can explore written communication by describing some strategies, techniques and language features	I can explore written communication by explaining many strategies, techniques and language features	I can confidently use diverse strategies, techniques and language features to improve my writing skills

  
  

  Resources:
  

  https://app.mymahi.com/lessons/2df0ed12-e9ec-4dc6-a1c5-30a6b95e9bc1
  

  https://www.enz.org/cost-of-living-in-new-zealand.html
  

  https://www.westpac.co.nz/accounts-cards/tools-apps-and-calculators/budget-calculator/

  
  
• Select week 29 August - 4 September

  29 August - 4 September
  Term 3: Week 6
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • • We are Exploring ….. Future Pathways & Careers by discovering our aptitudes, skills and passions for work placement
    • We are EXPLORING...Written Communication by integrating different strategies, language features and techniques in our writing.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSSING on preparing our WorkReady Portfolio for our future pathways by using MyMahi lessons/resources

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • • We are PLANNING to create our WorkReady Portfolio so that we can plan our future pathways
        

  Activities: 
  

  -Learning about 'Budgeting & Savings'

  -Building a perfect C.V.

  Success Criteria:

  I can explore my aptitudes, skills and passions for my future careers	I can identify my aptitudes, skills and passions for my future careers	I can focus on my aptitudes, skills and passions for my future careers	I can apply my aptitudes, skills and passions for my future careers
  I can explore the work opportunities available to me	I can identify the work opportunities available to me	I can choose from the work opportunities available to me	I can apply for the work opportunities available to me
  I can describe a few components of the formal and informal workplace communication skills	I can explain the components of  formal and informal workplace communication skills	I can use some formal and informal workplace communication  skills in my future careers	I can confidently use formal and informal workplace communication  skills in my future careers
  I can explore my personal development through a WRP (Work Ready Portfolio)	I can identify the areas of my personal development through a WRP (Work Ready Portfolio)	I can focus on my personal development through a WRP (Work Ready Portfolio)	I can measure my personal development through a WRP (Work Ready Portfolio)
  I can explore written communication by identifying a few strategies and language features	I can explore written communication by describing some strategies, techniques and language features	I can explore written communication by explaining many strategies, techniques and language features	I can confidently use diverse strategies, techniques and language features to improve my writing skills

  
  

  Resources:
  

  https://app.mymahi.com/lessons/4906ceec-abc6-49bd-9108-091b3cf543b3
  

  https://app.mymahi.com/lessons/8db6b4ad-d75a-4413-ad83-08229a4b306b
  

  
  
• Select week 5 September - 11 September

  5 September - 11 September
  Term 3: Week 7
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are Exploring ….. Future Pathways & Careers by discovering our aptitudes, skills and passions for work placement
  • We are Exploring ….. Communication Skills by observing and modelling formal and informal workplace conversations and written communication
  • We are Exploring …. Personal Development by …. discovering and measuring my personal development through a WRP (Work Ready Portfolio)

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSSING on preparing our WorkReady Portfolio for our future pathways by using MyMahi lessons/resources
  • We are FOCUSING... on Written Language Features and Skills by ​integrating Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
  • We are FOCUSING... on Written Language Features and Skills by showing an understanding of how to shape texts for different audiences and purposes
  • We are FOCUSING... on Written Language Features and Skills by organising texts, using a range of appropriate, effective structures.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to create our WorkReady Portfolio so that we can plan our future pathways
  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING how we can select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audience.

  Activities: 
  

  -Discussing the 'Work Experience' booklet.

  -Preparing for the work placement interview

  Success Criteria:

  I can explore my aptitudes, skills and passions for my future careers	I can identify my aptitudes, skills and passions for my future careers	I can focus on my aptitudes, skills and passions for my future careers	I can apply my aptitudes, skills and passions for my future careers
  I can explore the work opportunities available to me	I can identify the work opportunities available to me	I can choose from the work opportunities available to me	I can apply for the work opportunities available to me
  I can describe a few components of the formal and informal workplace communication skills	I can explain the components of  formal and informal workplace communication skills	I can use some formal and informal workplace communication  skills in my future careers	I can confidently use formal and informal workplace communication  skills in my future careers
  I can explore my personal development through a WRP (Work Ready Portfolio)	I can identify the areas of my personal development through a WRP (Work Ready Portfolio)	I can focus on my personal development through a WRP (Work Ready Portfolio)	I can measure my personal development through a WRP (Work Ready Portfolio)
  I can explore written communication by identifying a few strategies and language features	I can explore written communication by describing some strategies, techniques and language features	I can explore written communication by explaining many strategies, techniques and language features	I can confidently use diverse strategies, techniques and language features to improve my writing skills

  
  

  Resources:

  https://app.mymahi.com/lessons/MQBu6hGrboQpJbLPzZJ8Ln
  

  
  

  • Select activity Work Experience Booklet

    

    Work Experience Booklet File

    Completion

    Students must

    

    Mark as done
• Select week 12 September - 18 September

  12 September - 18 September
  Term 3: Week 8
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • • We are Exploring ….. Future Pathways & Careers by discovering our aptitudes, skills and passions for work placement
    • We are Exploring ….. Communication Skills by observing and modelling formal and informal workplace conversations and written communication
    • We are Exploring …. Personal Development by …. discovering and measuring my personal development through a WRP (Work Ready Portfolio)
    • We are EXPLORING...Written Communication by integrating different strategies, language features and techniques in our writing.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSSING on preparing our WorkReady Portfolio for our future pathways by using MyMahi lessons/resources
  • We are FOCUSING... on Written Language Features and Skills by ​integrating Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
  • We are FOCUSING... on Written Language Features and Skills by showing an understanding of how to shape texts for different audiences and purposes

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to create our WorkReady Portfolio so that we can plan our future pathways
  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING how we can select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audience.

  Activities:  2 sessions this week due to SLC on 15th September; Thursday
  

  -Learning 'How to present ourselves at an interview.'

  -Reviewing checklists for different purposes of writing.

  Success Criteria:

  I can explore my aptitudes, skills and passions for my future careers	I can identify my aptitudes, skills and passions for my future careers	I can focus on my aptitudes, skills and passions for my future careers	I can apply my aptitudes, skills and passions for my future careers
  I can explore the work opportunities available to me	I can identify the work opportunities available to me	I can choose from the work opportunities available to me	I can apply for the work opportunities available to me
  I can describe a few components of the formal and informal workplace communication skills	I can explain the components of  formal and informal workplace communication skills	I can use some formal and informal workplace communication  skills in my future careers	I can confidently use formal and informal workplace communication  skills in my future careers
  I can explore my personal development through a WRP (Work Ready Portfolio)	I can identify the areas of my personal development through a WRP (Work Ready Portfolio)	I can focus on my personal development through a WRP (Work Ready Portfolio)	I can measure my personal development through a WRP (Work Ready Portfolio)
  I can explore written communication by identifying a few strategies and language features	I can explore written communication by describing some strategies, techniques and language features	I can explore written communication by explaining many strategies, techniques and language features	I can confidently use diverse strategies, techniques and language features to improve my writing skills

  
  

  Resources:

  https://app.mymahi.com/lessons/MQBu6hGrboQpJbLPzZJ8Ln

  
  
  

  • Select activity Writing Checklists

    

    Writing Checklists Folder

    Completion

    Students must

    

    Mark as done
• Select week 19 September - 24 September

  19 September - 24 September
  Term 3: Week 9
  
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSSING on preparing our WorkReady Portfolio for our future pathways by using MyMahi lessons/resources
  • We are FOCUSING... on Written Language Features and Skills by ​integrating Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
  • We are FOCUSING... on Written Language Features and Skills by showing an understanding of how to shape texts for different audiences and purposes.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to create our WorkReady Portfolio so that we can plan our future pathways
  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING how we can select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audience.

  Activities:  
  

  -'Job Profiles' on MyMahi.

  -Getting organised for the Work Experience.

  -Revising 'TEXAS paragraph writing.'

  Success Criteria:

  I can explore my aptitudes, skills and passions for my future careers	I can identify my aptitudes, skills and passions for my future careers	I can focus on my aptitudes, skills and passions for my future careers	I can apply my aptitudes, skills and passions for my future careers
  I can explore the work opportunities available to me	I can identify the work opportunities available to me	I can choose from the work opportunities available to me	I can apply for the work opportunities available to me
  I can describe a few components of the formal and informal workplace communication skills	I can explain the components of  formal and informal workplace communication skills	I can use some formal and informal workplace communication  skills in my future careers	I can confidently use formal and informal workplace communication  skills in my future careers
  I can explore my personal development through a WRP (Work Ready Portfolio)	I can identify the areas of my personal development through a WRP (Work Ready Portfolio)	I can focus on my personal development through a WRP (Work Ready Portfolio)	I can measure my personal development through a WRP (Work Ready Portfolio)
  I can explore written communication by identifying a few strategies and language features	I can explore written communication by describing some strategies, techniques and language features	I can explore written communication by explaining many strategies, techniques and language features	I can confidently use diverse strategies, techniques and language features to improve my writing skills

  
  

  Resources:

  https://app.mymahi.com/lessons/MVphy6doNmrb6aEbTmeUEd

  
  
  
• Select week 26 September - 2 October

  26 September - 2 October
  Term 3: Week 10
  
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSSING on preparing our WorkReady Portfolio for our future pathways by using MyMahi lessons/resources
  • We are FOCUSING... on Written Language Features and Skills by ​integrating Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
  • We are FOCUSING... on Written Language Features and Skills by showing an understanding of how to shape texts for different audiences and purposes
  • We are FOCUSING... on Written Language Features and Skills by selecting, developing and communicating purposeful ideas on a range of topics
  • We are FOCUSING... on Written Language Features and Skills by selecting and using a range of language features appropriately, showing an increasing understanding of their effects.
  • We are FOCUSING... on Written Language Features and Skills by organising texts, using a range of appropriate, effective structures.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to create our WorkReady Portfolio so that we can plan our future pathways
  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING how we can select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audience.

  Activities:  (2 sessions this week due to holiday on Monday)
  

  -Learning about 'Health & Safety' at work place.

  -Response to text/film 'Jojo Rabbit.'

  -Getting organised for the Work Experience.

  Success Criteria:

  I can explore my aptitudes, skills and passions for my future careers	I can identify my aptitudes, skills and passions for my future careers	I can focus on my aptitudes, skills and passions for my future careers	I can apply my aptitudes, skills and passions for my future careers
  I can explore the work opportunities available to me	I can identify the work opportunities available to me	I can choose from the work opportunities available to me	I can apply for the work opportunities available to me
  I can describe a few components of the formal and informal workplace communication skills	I can explain the components of  formal and informal workplace communication skills	I can use some formal and informal workplace communication  skills in my future careers	I can confidently use formal and informal workplace communication  skills in my future careers
  I can explore my personal development through a WRP (Work Ready Portfolio)	I can identify the areas of my personal development through a WRP (Work Ready Portfolio)	I can focus on my personal development through a WRP (Work Ready Portfolio)	I can measure my personal development through a WRP (Work Ready Portfolio)
  I can explore written communication by identifying a few strategies and language features	I can explore written communication by describing some strategies, techniques and language features	I can explore written communication by explaining many strategies, techniques and language features	I can confidently use diverse strategies, techniques and language features to improve my writing skills

  
  

  Resources:

  https://app.mymahi.com/lessons/dAxxYu7wUdFtMBIzIETouN 
  
  Jojo Rabbit
  

  
  https://www.gradesaver.com/jojo-rabbit/study-guide/character-list
  

  https://dailybruin.com/2019/10/17/movie-review-heartfelt-comedy-manages-to-shine-through-in-jojo-rabbit-despite-dark-themes/
  

  https://www.gradesaver.com/jojo-rabbit/study-guide/summary
  

  https://www.gradesaver.com/jojo-rabbit/study-guide/symbols-allegory-motifs
  

  https://www.gradesaver.com/jojo-rabbit/study-guide/quotes
  

  http://dailytrojan.com/2019/10/21/review-jojo-presents-a-moving-plot-with-strong-relatable-themes/

  
  
• Select week 3 October - 9 October

  3 October - 9 October
• Select week 10 October - 16 October

  10 October - 16 October
• Select week 17 October - 23 October

  17 October - 23 October

  Term 4: Week 1

  
  

  Welcome back to Term 4. This term is going to be quite busy with 'Work Experience and CAT.' This week, we are learning how to discuss our skills in an interview.  We will learn to apply the STAR method: 

  Activities:

  -Preparing for an interview.

  -Applying STAR method to discuss our skills:

  SITUATION

  TASK

  ACTION

  RESULT

  Resources:
  

  https://app.mymahi.com/lessons/d3IlwVPCrhKpRXBubqOSmI
  

  
  
• Select week 24 October - 30 October

  24 October - 30 October
  Term 4: Week 2
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring......Life Skills by linking school work to the real world
  • We are exploring......Ready for Work Skills by developing our work- ready skills for work experience
  • We are exploring....... points of view of the writer/s and characters, ideas, audience & purpose of the texts by integrating sources of information to form our own ideas
  • We are exploring.......ways to convey our ideas on a range of topics for different purposes and audiences by understanding, constructing and applying content, language and text forms in our writing.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED.....on being work-ready by understanding, discussing and developing ideas & skills about/for work experience.
  • We are FOCUSED..... on forming, connecting, constructing and conveying ideas on a range of topics through reading and writing.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING to learn real life skills so that we can become more confident in our day to day life.
  • We are PLANNING how we can select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audience.

  
  

  Activities: (2 sessions this week)

  -Poem/poetry analysis

  -Getting ready for work experience

  Success Criteria:

  Real Life Skills	I can explore a few real life skills	I can identify a few real life skills	I can learn some real life skills	I can apply the real life skills I have learnt,  in my life
  Work Opportunities	I can explore a few work opportunities available to me	I can  identify a few work opportunities available to me	I can apply for the work opportunities available to me	I can secure a work placement for myself
  Purpose & Audience	I can attempt to construct a text that demonstrates an understanding of purpose and/or audience	I can attempt to construct a few texts that demonstrate an understanding of purpose and audience	I can construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content	I can confidently construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language and text form
  Language Features	I can explore a few verbal & written language features and vocabulary when constructing texts	I can identify a few verbal & written language features and vocabulary to communicate precise meaning and to achieve a sense of coherence when constructing texts	I can use verbal & written language features and an increasing range of vocabulary to communicate precise meaning, to sustain interest and to achieve a sense of coherence when constructing texts	I can confidently use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts

  
  

  
  

  • Select activity Poem Analysis

    

    Poem Analysis Folder

    Completion

    Students must

    

    Mark as done
• Select week 31 October - 6 November

  31 October - 6 November
  Term 4: Week 3
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring......Life Skills by linking school work to the real world
  • We are exploring......Ready for Work Skills by developing our work- ready skills for work experience
  • We are exploring....... points of view of the writer/s and characters, ideas, audience & purpose of the texts by integrating sources of information to form our own ideas
  • We are exploring.......ways to convey our ideas on a range of topics for different purposes and audiences by understanding, constructing and applying content, language and text forms in our writing.

  Activities: 

  -CAT Preparation/Response to text

  -Qualifications explained

  Success Criteria:

  Real Life Skills	I can explore a few real life skills	I can identify a few real life skills	I can learn some real life skills	I can apply the real life skills I have learnt,  in my life
  Work Opportunities	I can explore a few work opportunities available to me	I can  identify a few work opportunities available to me	I can apply for the work opportunities available to me	I can secure a work placement for myself
  Purpose & Audience	I can attempt to construct a text that demonstrates an understanding of purpose and/or audience	I can attempt to construct a few texts that demonstrate an understanding of purpose and audience	I can construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content	I can confidently construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language and text form
  Language Features	I can explore a few verbal & written language features and vocabulary when constructing texts	I can identify a few verbal & written language features and vocabulary to communicate precise meaning and to achieve a sense of coherence when constructing texts	I can use verbal & written language features and an increasing range of vocabulary to communicate precise meaning, to sustain interest and to achieve a sense of coherence when constructing texts	I can confidently use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts

  Resources:

  https://app.mymahi.com/lessons/MJJJcsvHpuItssp19Jy-IQ
  

  https://app.mymahi.com/lessons/oc1Vo6u_pulb6EQYso-60d
  

  https://www.gradesaver.com/jojo-rabbit/study-guide/quotes
  

  (Jojo Rabbit quotes)

  https://tvtropes.org/pmwiki/pmwiki.php/Characters/JojoRabbit

  (Character list)
  

  https://secondaryenglishcoffeeshop.blogspot.com/2020/02/5-ways-to-teach-characterization-and.html
  

  https://screenrant.com/jojo-rabbit-historical-fictional-connections/
  

  (Real historical connections the movie makes with WW2)

  https://screenrant.com/jojo-rabbit-5-scenes-broke-hearts-laugh-out-loud/
  

  (Scenes in the movie that made us sad or laugh)

  
  
  
• Select week 7 November - 13 November

  7 November - 13 November
  Term 4: Week 4
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring......Life Skills by linking school work to the real world
  • We are exploring......Ready for Work Skills by developing our work- ready skills for work experience
  • We are exploring....... points of view of the writer/s and characters, ideas, audience & purpose of the texts by integrating sources of information to form our own ideas
  • We are exploring.......ways to convey our ideas on a range of topics for different purposes and audiences by understanding, constructing and applying content, language and text forms in our writing.

  Activities: 

  -easTTle Reading-7th November; Monday-Session 1

  -CAT Preparation

  Success Criteria:
  

  Real Life Skills	I can explore a few real life skills	I can identify a few real life skills	I can learn some real life skills	I can apply the real life skills I have learnt,  in my life
  Work Opportunities	I can explore a few work opportunities available to me	I can  identify a few work opportunities available to me	I can apply for the work opportunities available to me	I can secure a work placement for myself
  Purpose & Audience	I can attempt to construct a text that demonstrates an understanding of purpose and/or audience	I can attempt to construct a few texts that demonstrate an understanding of purpose and audience	I can construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content	I can confidently construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language and text form
  Language Features	I can explore a few verbal & written language features and vocabulary when constructing texts	I can identify a few verbal & written language features and vocabulary to communicate precise meaning and to achieve a sense of coherence when constructing texts	I can use verbal & written language features and an increasing range of vocabulary to communicate precise meaning, to sustain interest and to achieve a sense of coherence when constructing texts	I can confidently use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts

  Resources:

  CAT PRACTICE QUESTIONS

  • Select activity CAT PRACTICE QUESTIONS

    

    CAT PRACTICE QUESTIONS File

    Completion

    Students must

    

    Mark as done
• Select week 14 November - 20 November

  14 November - 20 November
  Term 4: Week 5
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring......Life Skills by linking school work to the real world
  • We are exploring......Ready for Work Skills by developing our work- ready skills for work experience
  • We are exploring....... points of view of the writer/s and characters, ideas, audience & purpose of the texts by integrating sources of information to form our own ideas
  • We are exploring.......ways to convey our ideas on a range of topics for different purposes and audiences by understanding, constructing and applying content, language and text forms in our writing.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED.....on being work-ready by understanding, discussing and developing ideas & skills about/for work experience.
  • We are FOCUSED..... on forming, connecting, constructing and conveying ideas on a range of topics through reading and writing.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING how we can select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audience.

  Activities: 

  -CAT on Monday: 14th November Sessions 3 & 4

  -Work experience booklet discussion

  Success Criteria:
  

  Real Life Skills	I can explore a few real life skills	I can identify a few real life skills	I can learn some real life skills	I can apply the real life skills I have learnt,  in my life
  Work Opportunities	I can explore a few work opportunities available to me	I can  identify a few work opportunities available to me	I can apply for the work opportunities available to me	I can secure a work placement for myself
  Purpose & Audience	I can attempt to construct a text that demonstrates an understanding of purpose and/or audience	I can attempt to construct a few texts that demonstrate an understanding of purpose and audience	I can construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content	I can confidently construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language and text form
  Language Features	I can explore a few verbal & written language features and vocabulary when constructing texts	I can identify a few verbal & written language features and vocabulary to communicate precise meaning and to achieve a sense of coherence when constructing texts	I can use verbal & written language features and an increasing range of vocabulary to communicate precise meaning, to sustain interest and to achieve a sense of coherence when constructing texts	I can confidently use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts

  Resources:

  CAT PAPERS

  WORK EXPERIENCE BOOKLET
  
  

  • Select activity 2022-Y10 ENGLISH CAT

    

    2022-Y10 ENGLISH CAT Assignment

    Completion

    Students must

    

    Mark as done
  • Select activity Work Experience Booklet

    

    Work Experience Booklet File

    Completion

    Students must

    

    Mark as done
• Select week 21 November - 27 November

  21 November - 27 November
  Week 6
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED.....on being work-ready by understanding, discussing and developing ideas & skills about/for work experience.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING to learn real life skills so that we can become more confident in our day to day life.

  Activities: 

  -Reading easTTle & CAT catch-ups on Monday

  -Work experience from Tuesday to Friday (22nd to 25th November)

  Success Criteria:
  

  Real Life Skills	I can explore a few real life skills	I can identify a few real life skills	I can learn some real life skills	I can apply the real life skills I have learnt,  in my life
  Work Opportunities	I can explore a few work opportunities available to me	I can  identify a few work opportunities available to me	I can apply for the work opportunities available to me	I can secure a work placement for myself
  Purpose & Audience	I can attempt to construct a text that demonstrates an understanding of purpose and/or audience	I can attempt to construct a few texts that demonstrate an understanding of purpose and audience	I can construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content	I can confidently construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language and text form
  Language Features	I can explore a few verbal & written language features and vocabulary when constructing texts	I can identify a few verbal & written language features and vocabulary to communicate precise meaning and to achieve a sense of coherence when constructing texts	I can use verbal & written language features and an increasing range of vocabulary to communicate precise meaning, to sustain interest and to achieve a sense of coherence when constructing texts	I can confidently use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts

  Resources:

  WORK EXPERIENCE BOOKLET
  

  
  
• Select week 28 November - 4 December

  28 November - 4 December
  Term 4: Week 7
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED.....on being work-ready by understanding, discussing and developing ideas & skills about/for work experience.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to learn work ready skills so that we can apply them in real life job experience
  • We are PLANNING to learn real life skills so that we can become more confident in our day to day life.

  • Activities: 

    Work experience feedback and reflection

    Success Criteria:
    

    Real Life Skills	I can explore a few real life skills	I can identify a few real life skills	I can learn some real life skills	I can apply the real life skills I have learnt,  in my life
    Work Opportunities	I can explore a few work opportunities available to me	I can  identify a few work opportunities available to me	I can apply for the work opportunities available to me	I can secure a work placement for myself
    Purpose & Audience	I can attempt to construct a text that demonstrates an understanding of purpose and/or audience	I can attempt to construct a few texts that demonstrate an understanding of purpose and audience	I can construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content	I can confidently construct texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language and text form
    Language Features	I can explore a few verbal & written language features and vocabulary when constructing texts	I can identify a few verbal & written language features and vocabulary to communicate precise meaning and to achieve a sense of coherence when constructing texts	I can use verbal & written language features and an increasing range of vocabulary to communicate precise meaning, to sustain interest and to achieve a sense of coherence when constructing texts	I can confidently use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts

    Resources:

    WORK EXPERIENCE FEEDBACK SURVEY

       WORK EXPERIENCE REFLECTION WORKSHEET

  
  
  
• Select week 5 December - 11 December

  5 December - 11 December

  
  
• Select week 12 December - 18 December

  12 December - 18 December