Weekly outline

  • General

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  • Term 1: Week 1


    Kia Ora Everyone!


    Welcome back to school. Best wishes for 2022.

  • Term 1: Week2

    Kia Ora Everyone

    Welcome back to school. 

    This week we will focus on NZ's founding document: The Treaty of Waitangi. 

    The Treaty of Waitangi / Te Tiriti o Waitangi | Christchurch City Libraries

    Learning Intentions:

    • We are exploring NZ's unique society by interpreting the Treat of Waitangi and recognising it's importance

    Success Criteria:

    • Recalling the events that led to the signing of the treaty
    • Understand the impacts that the signing of the treaty had on people (past and present)
    • Reflecting to determine whether the day was a day of celebration or commemoration

    Activities:

    - KTD Chart

    - TVNZ (What really happened)

    - Quizlet/Kahaoot (Do Now)

    - Timeline /notetaking skills

    Resources:

    - https://quizlet.com/269383196/the-treaty-of-waitangi-flash-cards/?x=1jqt


  • Term 1: Week 3



    EXPLORE / TŪHURA

    AO: 

    • Understand how people’s management of resources impacts on environmental and social sustainability.


    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to connect with nature by researching the importance and impact of nature on wellbeing


    Activities:

    - Skills set requirement for Year 9

    -  Link between literacy and Global 

    - Scavenger Hunt task : (Link between wellbeing and Maori World View). Use a google doc to complete the scavenger hunt task. Refer to Mrs Selagan's instructions.


  • Term 1: Week 4

    EXPLORE / TŪHURA


    EXPLORE / TŪHURA     learning intentions:

    • We are EXPLORING to connect with nature by researching the importance and impact of nature on wellbeing


    Activities:
    - Weekly Quiz
    - Referencing and the importance
    - Graphic organiser: Completion of PMI Chart . 
    Article Task: PMI chart: Use the link below and read the following article: Once you have read the article, please complete the PMI chart in your Global Studies book.

    https://www.rnz.co.nz/news/te-manu-korihi/435470/two-year-rahui-for-waiheke-island-waters-to-protect-kaimoana





  • Term 1: Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING to connect with nature by researching the importance and impact of nature on wellbeing


    Activities:
    - Referencing and the importance
    - Resource Interpretation skill development - Interpreting memes. Google doc will be e-mailed to you. Read the task instructions.

    Work for Wednesday: 2 March

    Group Activity: You are creating a fact file on a natural space -more specifically a doc site as discussed in class. You can create your headings for your fact file- please begin your work on a slideshow.

    Suggestions: 

    Rangitito Island

    Totara Park

    One tree Hill

    Titiriti Bird Sanctuary

    Goat Island







  • Term 1: Week 6


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing our understanding of how people's management of resources impact both social and environmental sustainability.


    Activities:

    - Resource Interpretation - studying memes

    - Work on Assessment 1 - Doc Site (Refer to Week 5)

    - Define Environmental sustainability and social sustainability

  • Term 1: Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing our understanding of how people's management of resources impact both social and environmental sustainability.


    Activities:

    - Reading the article about Kauri Dieback and the impact of the environment: 

    1. What is Kauri Dieback?

    2. What are the impacts of Kauri Dieback on people and the environment

    - Meme google doc

    - Assessment check

    - Holistic report evidence to make a note of for Global Studies


  • Term 1: Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing our understanding of how people's management of resources impact both social and environmental sustainability.

    Activities:

    DO NOW: Holistic Report /Global Activities

    - Assessment check in against the rubric

    - Vocab development - using the resource list to identify difficult words (Vocab task is to be completed on a google slideshow. (Mrs Selagan will direct you to the slides)

    - Reference skills - Library session - Friday Session 1

    - Education Perfect - Have you completed this? 


  • Term 1: Week 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present a fact file so that we can highlight the significant doc sites.


    Activities:

    - Using the Assessment TAAB as a checklist against prepared slideshow

    - Proofreading slideshow for accuracy in writing

    - Ensuring you have included a resource/reference list

    - Ensuring that you have included visuals to support your facts

    - Exploring New Zealand history (https://nzhistory.govt.nz/calendar)


  • Term 1: Week 10

    New Zealand History



    Kia Ora Everyone

    This week, we will be exploring NZ history by focusing on key events that have impacted NZ


    Learning Intentions:

    • We are learning to develop our understanding on history NZ

    Success Criteria:

    • Understanding the key historic events of NZ

    Activities:

    - Complete the google doc on Google classroom

    - Complete the PDF task after the google doc above



  • Term 1: Week 11

    Kia Ora Everyone

    Explore the following links

    Activities:

    https://www.sporcle.com/

    https://quizizz.com/?fromBrowserLoad=true (You have to sign up for access to the quizzes)

    https://thewordsearch.com/cat/countries/

    https://thewordsearch.com/cat/history/


  • 18 April - 24 April

  • 25 April - 1 May

  • Term 2: Week 1


    Social studies Stock Photos, Royalty Free Social studies Images | Depositphotos


    Kia Ora Everyone

    This week we will be exploring bit sized lessons on a a variety of topics in Global Studies.

    Activities:

    - Geography: It's a big world (Using the atlas and Google map complete the activity on google classroom)

    - Education Perfect tasks (The UN and declaration of human rights)

    - NZ history task (PDF from Week 10) with NZ map


  • Term 2: Week 2

    Kia Ora Everyone

    This week we will be exploring bit sized lessons on a a variety of topics in Global Studies.

    Activities:

    - NZ history task (PDF from Week 10) with NZ map - to finalise

    - Mapping skills

    - World Economic forum - exploring various global themes


  • Term 2: Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Matariki and it's significance traditionally and in the 21st century.

    Activities:

    - Literacy task with questions

    - Quizlet : Matariki

    - Introduction to the context : 9/11 & Afghanistan

    - Vocab development task

    - Exploring other types of events since 9/11


  • Term 2: Week 4


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing how events in the past influenced the ways groups of people interacted
    • We are FOCUSING on developing an understanding of how groups of people experienced events in the past
    • We are FOCUSING on comparing how past events influence the lives of people in the present

    Success Criteria:

    • We are understanding the impact of the 9/11 attacks on people, place and environment.

    Activities:

    - Understanding perspectives as a skill in reading and in relation to current events

  • Term 2: Week 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing how events in the past influenced the ways groups of people interacted
    • We are FOCUSING on developing an understanding of how groups of people experienced events in the past
    • We are FOCUSING on comparing how past events influence the lives of people in the present

    Success Criteria:

    • We are understanding the impact of the 9/11 attacks on people, place and environment.

    Activities:

    - Understanding perspectives: What are the responses from the 9/11 attacks

    - What are your responses/perspectives on the 9/11 event?

    - Summary of 9/11 - Article reading: https://kids.nationalgeographic.com/history/article/remembering-september-11

    - Understanding perspectives: Using the past exam paper to understand the skill


  • Term 2: Week 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing how events in the past influenced the ways groups of people interacted
    • We are FOCUSING on developing an understanding of how groups of people experienced events in the past
    • We are FOCUSING on comparing how past events influence the lives of people in the present

    Success Criteria:

    • Understand ways extreme religious views can lead to intolerance and take away human rights
    • Understand ideas about Islam
    • Understand the Taliban rule in Afghanistan from 1994 - 2002

    Activities:

    - Understanding perspectives: Using the 2020 exam paper as practice to test my skill of perspectives

    - Understanding Human rights (https://www.youthforhumanrights.org/what-are-human-rights/universal-declaration-of-human-rights/articles-1-15.html)

    - Timeline of Afghanistan



  • Term 2: Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing how events in the past influenced the ways groups of people interacted
    • We are FOCUSING on developing an understanding of how groups of people experienced events in the past
    • We are FOCUSING on comparing how past events influence the lives of people in the present

    Success Criteria:

    • Understand ways extreme religious views can lead to intolerance and take away human rights
    • Understand ideas about Islam
    • Understand the Taliban rule in Afghanistan from 1994 - 2002

    Activities:

    - https://www.bbc.co.uk/bitesize/guides/zwbrjty/revision/10

    - Summary of 9/11 - Article reading: https://kids.nationalgeographic.com/history/article/remembering-september-11 -  Read the article and write down the key bullet points

    - Practice pre-assessment (Question:  How did the 9/11 Attacks impact people ( lives of US citizens and abroad/internationally.) and place (infrastructure) 

    - Understanding Human rights (https://www.youthforhumanrights.org/what-are-human-rights/universal-declaration-of-human-rights/articles-1-15.html)

    - Timeline of Afghanistan


  • Term 2: Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on describing how events in the past influenced the ways groups of people interacted
    • We are FOCUSING on developing an understanding of how groups of people experienced events in the past
    • We are FOCUSING on comparing how past events influence the lives of people in the present

    Success Criteria:

    • Understand ways extreme religious views can lead to intolerance and take away human rights
    • Understand ideas about Islam
    • Understand the Taliban rule in Afghanistan from 1994 - 2002

    Activities:

    - Reading x2 article - read, discuss and write

    - Practice pre-assessment (Question:  How did the 9/11 Attacks impact people ( lives of US citizens and abroad/internationally.) and place (infrastructure) 

    - Understanding Human rights (https://www.youthforhumanrights.org/what-are-human-rights/universal-declaration-of-human-rights/articles-1-15.html)

    - Timeline of Afghanistan


  • Term 2: Week 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present a written response so that we can apply our learning from the context.

    Success Criteria:

    • We understand the writing structure of an essay using PEEL, PEDAL or SEXY
    • We have used effective research skill to support our essay.

    Activities:

    - Research template - discuss and begin completing

  • Term 2: Week 10

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present a written response so that we can apply our learning from the context.

    Success Criteria:

    • We understand the writing structure of an essay using PEEL, PEDAL or SEXY
    • We have used effective research skill to support our essay.

    Activities:

    - Research template - discuss and begin completing

    - Begin draft copy of essay 


  • 11 July - 17 July

  • 18 July - 24 July

  • Term 2: Week 1

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present a written response so that we can apply our learning from the context in Term 2.

    Success Criteria:

    • We understand the writing structure of an essay using PEEL, PEDAL or SEXY
    • We have used effective research skill to support our essay.

    Activities:

    - Research template - Continue unpacking your links - this is Step 2 of your template.

    - Fast finishers - you can begin with a draft copy of your essay


  • Term 3: Week 2

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to present a written response so that we can apply our learning from the context in Term 2.

    Success Criteria:

    • We understand the writing structure of an essay using PEEL, PEDAL or SEXY
    • We have used effective research skill to support our essay.

    Activities:

    - Begin final copy of your essay if draft is complete

    - Proofread and check against assessment task criteria.


  • Term 3: Week 3

    Learning intentions:

    • We are EXPLORING the Countries participating in the Commonwealth Games
    • We are EXPLORING values of the Commonwealth Games

    Success Criteria:

    • We are developing an understanding on each country that is participating on the games.
    • We understand the values of the games in comparison to the values of the school


    Activities:

    - DO NOW: Exploring NZ History

    - Fact file on chosen country

    - Brainstorm the values of the Commonwealth

    - Assessment 2: Due Wednesday at 4pm

    - Education Perfect tasks: Homework Activity


  • Term 3: Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the history of the Commonwealth by identifying countries that are participating in the games
    • We are EXPLORING the core values of the Commonwealth games by comparing this to the MHJC values
    • We are EXPLORING key indicators of a country by investigating factors that determine a countries status


    Success Criteria:

    • We are developing an understanding on each country that is participating on the games.
    • We understand the values of the games in comparison to the values of the school

    Activities:

    - Brainstorm examples of Global challenges 

    - Word Search and Crosswords on the Commonwealth Games


  • Term 3: Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the history of the Commonwealth by identifying countries that are participating in the games
    • We are EXPLORING the core values of the Commonwealth games by comparing this to the MHJC values
    • We are EXPLORING key indicators of a country by investigating factors that determine a countries status


    Success Criteria 

    • Outline (produce a table) the member countries of the Commonwealth and their flags.
    • Write a paragraph analysing how the Birmingham opening ceremony effectively represent the city and England as a country.
    • Start on 1x Choice Board activity.


    Kia ora class,

    My name is Ms Al-Chalabi and I am a student teacher from Massey University. By now you have met me and know that I will be training with Mrs Selagan until the end of this term. I will be teaching you most of the sessions from now until the end of the term and I am looking forward to this exciting journey with you.

    Matauranga Māori 

    This week we are guided by the spirit of this Māori Whakatāuki as we continue to discover more about the Commonwealth Games

    Ehara taku toa i te toa takitahi, ēngari taku toa takatini.
    My strength/success is not as an individual, but as a collective.

    We are reminded here that many nations coming together create a greater strength for each individual nation. We will be guided by this Māori world view as we move into our Focus area of the great Ako next week. 





  • Term 3: Week 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and describing the social and economic development factors that impacted the host city


    Kia ora class,

    This week we move to the focus area of the Great Ako learning. To achieve the goal above, I have set out learning intentions specific to this week and success criteria to help you understand what you will need to do to demonstrate your learning. 

    Our whakatāuki for this week reminds us of the importance of unity, which links directly to our learning context the Commonwealth Games and the Commonwealth of Nations.

    'Waiho i te toipoto , kaua i te toiroa' - Let us keep close together, not wide apart.


    Learning Intentions/ Mo te ako

    • Learn the history of the Commonwealth Games in a chronological order. 
    • Collect population data and characteristics of a chosen Commonwealth country. 
    • Write a profile of the hosting country of the Commonwealth Games 2022. 
    • Discover other related matters to the Commonwealth Games 2022.

    Success Criteria

    • Create a timeline that communicates the history of the Commonwealth Games since establishment. 
    • Create a chart graph that shows population growth trend and appropriate labelling.
    • Design, using Canva or any design application, a profile of the hosting country of the Commonwealth games 2022.
    • Complete 1x activity from the Choice Board.

    Learning Sequence & Activities

    Note: All class activities and homework instructions are posted on Google Classroom.

    Monday 29 August

    • Introduction to chronology and types of timelines [15 mins].
    • Create a timeline activity - chose key events in the history of the Commonwealth Games and create a timeline of your choice to highlight those historical events. [35 mins].

    Wednesday 31 August

    • Introduction to population data and population graphs [25 mins].
    • Create a population graph to highlight growth trends with correct labelling [30 mins].

    Friday 2 September

    • Introduction to Country Profiling and profile template [20 mins]
    • Write a profile about Birmingham highlighting details as per the template and beyond. [30 mins, potentially a homework task].


  • Term 3: Week 7



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and describing current event issues (before and during) the commonwealth games


    Kia ora class,


    This week we continue our focus on identifying and describe issues related to the impact of the Commonwealth Games on Birmingham.

    Big national events have their pros and cons, they help countries grow but they can take a big toll on particular areas of the country at the same time. The Māori concept of combining perseverance and hope to keep adapting towards a better outcome (Ka Mate Kainga Tahi, Ka Ora Kainga Rua - Nothing goes home the first time, life will go home the second time) links well with our focus for the week, as we can look into what Birmingham did to reap the best outcomes for its community and for England at large. 


    Focused Learning Intentions/ Mo te ako
    • Create a country profile for England by researching geographical, demographical, cultural, political, economical, and social information.
    • Compare the economic situation of Birmingham city during and after the Commonwealth Games 2022 by identifying decline and/or growth in the city's economy and the job market.


    Success Criteria

    • Design, using Canva or any design application, a profile of the hosting country of the Commonwealth games 2022 (England).
    • Collate information that demonstrate your analytical skills of the economical shift Birmingham city experienced during and after hosting the Commonwealth Games 2022.


    Learning Sequence & Activities

    Note: All activity instructions are on Google Classrooms

    Monday 5 September
    • Continue with England profile.
    • Finish up the research and start designing the profile. 
    • Submit to the Google Classroom classwork task box.
    • If not has to be submitted as a homework. 


    Wednesday 7 September

    • Work on Choice board activities for the entire session. 
    • Follow the instructions on Google Classroom.

    Friday 9 September

    • Do now activity - Blooket vocabulary quiz  https://www.blooket.com/set/63128d9db290867dfce6371a
    • Watch Video 
    • Introduction to the graphic organiser and how to fill it in.
    • A run on the articles on the Google Classroom task and how to scan for useful information.
    • Google Classroom task 'The Impact of the Commonwealth Games on Birmingham.

  • Term 3: Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and describing current event issues (before and during) the commonwealth games.


    Kia ora class,

    This week we continue our focus on identifying and describe issues related to the impact of the Commonwealth Games on Birmingham for the first lesson.

    In the second and third lessons, we will focus on female representation in the Birmingham Commonwealth Games 2022. The role of women in societies across the globe is vital to humanity. From a te āo Māori (Māori world view) perspective women are referred to as whare tangata (the house of humanity), recognising the vital roles women play in providing life and nurturing future generations. Women are respected for their ability to create life, so they are treated with the same consideration as Papatūānuku, the creator of all life. Here is a whakatāuki that will guide our view of the role women played at the Birmingham 2022 event.

    'Me aro koe ki te hā o Hine Ahuone' - Pay homage to the essence of womanhood.

    Focused Learning Intentions/ Mo te ako

    • Compare the economic situation of Birmingham city during and after the Commonwealth Games 2022 by identifying decline and/or growth in the city's economy and the job market.
    • Identify and describe prominent New Zealand females who were part of the Birmingham Commonwealth Games 2022.

    Success Criteria
    • Collate information that demonstrate your analytical skills of the economical shift Birmingham city experienced during and after hosting the Commonwealth Games 2022.
    • Compile a professional profile to highlight one New Zealand female medalist who was part of the Birmingham Commonwealth Games 2022.

    Learning Sequence & Activities
    Note: All activity instructions are on Google Classrooms

    Monday 12 September

    • Use class time to finalise the Graphic Organiser - The Impact of the Commonwealth Games on Birmingham and submit to corresponding task on Google Classroom.


    Wednesday 14 September

    • No class attitude presentation in the Gymnasium

    Friday 16 September

    • Discuss female representation during the Commonwealth Games in Birmingham 2022. Teacher will work from a powerpoint available in the attached resources below [15 mins].
    • Teacher will show the 'Birmingham Commonwealth Games 2022 Medallist Profile Template', which you will use for your class task followed by the 'Birmingham Commonwealth Games 2022 Medallist Profile - Exemplar' both available in the attached resources below [10 mins].
    • Students to start working on the class task set up on Google Classroom 'NZ Female Representation at Birmingham Commonwealth Games 2022 [Class Task & Homework]' [40 mins]. Ideally you will finish this task in class but if not you will need to finish and submit it before the next lesson.



  • Term 3: Week 9

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying and describing current event issues (before and during) the commonwealth games.

    Kia ora class,

    At the beginning of this week we recap on all topics related to the Commonwealth Games from weeks 5-8 by completing all relevant activities on Google Classroom.

    Then we move to learning a new skill that can help us convey information, processes, ideas, arguments, social issues, cultural values, economy information, and many more, in a simplistic manner that combines visuals and text. 

    Essentially, the skill of creating infographics requires other skillsets such as planning, organising, critical thinking, and creativity. So, welcome to the world of infographics!

    Tāmoko (Māori Tattoos)

    As we focus on learning how to communicate visually through infographics, let us take a moment to think about how our tangata whenua (the people of the land) communicate through visuals. The Tāmoko are design motifs (decorative) through which Māori people demonstrate artistic excellence, and communicate (visually) the story of their whanau, whakapapa (descent), iwi (tribe/social status), and culture. 

    Focused Learning Intentions/ Mo te ako
    • Recap on all topics related to the Commonwealth Games from weeks 5-8.
    • Understand the purpose of information graphics (infographics).
    • Recognise the essential components of an infographic.

    Success Criteria

    • Complete at least two tasks from weeks 5-8 on Google Classroom.
    • Plan and write contents for an argumentative/ persuasive infographic using Google Docs.
    • Design an argumentative/ persuasive infographic by applying required visual and textual components.


    Learning Sequence & Activities

      Monday 19 September

      • Teacher will introduce and explain the activity on Google Classroom 'Create an A4 poster (using Google Docs or Canva) about the political and/or social issues related to the movement of people to attend the Birmingham Commonwealth Games 2022.' Teacher will showcase the resources for iteration, links to resources are available in the attached file below and in the task itself [10 mins].
      • Students to commence working on the task. Ideally you will finish this task in class but if not you will need to finish and submit it before the next lesson [40 mins].

      Wednesday 21 September

      • Introduction to infographics.
      • Start on the Google Classroom Task 'Create an Infographic (Commonwealth Games Context)'
      • Step 1: Research and plan contents.

      Friday 23 September

      • Types of infographics, visual and textual guidelines for designing infographics.
      • Start on the Google Classroom Task 'Create an Infographic (Commonwealth Games Context)'.
      • Step 2: Design your infographic.


    • Term 3: Week 10

      FOCUS / ARONGA

      FOCUS / ARONGA learning intentions:

      • We are FOCUSING on identifying and describing current event issues (before and during) the commonwealth games.

      Kia ora class,

      At the beginning of this week we continue our work on designing 'Compare & Contrast' infographics. 

      Then, we will do some literacy activities around punctuation and capitalisation. You need to start taking care of basic literacy tools that make a big difference when it comes to writing your assessments. 

      Matauranga Māori

      Ahakoa he iti he pounamu - Although it is small it is a treasure

      As I leave the school this week I wanted to express what being in your classroom and having you as my students means to me. So, I found this whakatāuki that says it all!

      Because, although I spent a short time with you, I will treasure it forever. I will always remember my first junior college students who taught me new things and accepted be as their teacher. Remember to treasure the small things that come into your life, the little experiences you gain at school through learning and socialising, and at home with your whanau.

      Focused Learning Intentions/ Mo te ako
      • Revise basic punctuation and capitalisation rules.

      Success Criteria
      • Complete grammar and punctuation quizzes successfully.

      Learning Sequence & Activities

      Monday 26/9/22 (public holiday)

      Wednesday 28/9/22 (Attitude Presentation)

      Friday 30/9/22

      A fun session with Ms Al-Chalabi
      • Do punctuation quiz on Kahoot. The teacher will pose at each question and talk about the rules of punctuation.
      • Teacher will explain basic capitalisation rules. Students will be invited to come to the board for a capitalisation exercise!
      • ‘What Would you rather’ game.
      • Feedback for the teacher: [1. Write one thing you enjoy about Ms Al-Chalabi's lessons, 2. Write one thing you learned from Ms Al-Chalabi].


    • 3 October - 9 October

    • 10 October - 16 October

    • Term 4: Week 1

      Kia Ora Everyone


      Welcome to Term 4. This week we are focusing on developing our reading and comprehension skills.

      Focused Learning Intentions/ Mo te ako
      • We are exploring events that have causes and effect

      Success Criteria

      • Understood the events that have a greater impact on society and the wider environment.

      Activities:

      • Complete the google doc - all questions must be completed
      1. Read all the information in all stations
      2. Extract difficult words and find the meaning of these words using another google doc titled: "VOCAB BOX"
      3. Then discuss all the information in each station with your group/pairs.
      4. Finally answer the questions for each station.


    • Term 4: Week 2

      Kia Ora Everyone


      This week we continue focusing on developing our reading and comprehension skills.


      Focused Learning Intentions/ Mo te ako
      • We are exploring events that have causes and effect

      Success Criteria

      • Understood the events that have a greater impact on society and the wider environment.

      Activities:

      • Share answers from all stations - group share and feedback
      • Go through answers of practice paper
      • Reminders for exam requirements



    • Term 4: Week 3

      Kia Ora


      This week we will finalise completing the practice paper and begin the context for this term

      Focused Learning Intentions/ Mo te ako
      • We are exploring events that have causes and effect

      Success Criteria

      • Understood the events that have a greater impact on society and the wider environment.

      Activities:

      • Share answers from all stations - group share and feedback
      • Go through answers of practice paper
      • Reminders for exam requirements


    • Term 3: Week 4

      EXPLORE / TŪHURA

      EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING the labour market by researching jobs that impact the economy.


      Success Criteria

      • Understood the events that have a greater impact on society and the wider environment.

      Activities:

      • Explore the following website: https://skillshortages.immigration.govt.nz/ and https://www.careers.govt.nz/job-hunting/whats-happening-in-the-job-market/jobs-in-skill-shortage/
      • What job/s from the above list are you keen to try out as a possible job in the future? 
      • Using NZ and other global countries to identify what are some future job choices - world economic forum, cnbc make it.

    • Term 4: Week 5

      FOCUS / ARONGA

      FOCUS / ARONGA learning intentions:

      • We are FOCUSING on developing our understanding on inflation and it's impact.
      • We are FOCUSING on developing life skills that will assist us in our future journey.

      Activities:

      - Exploring the Careers NZ site and the Immigration website


    • Term 4: Week 6

      FOCUS / ARONGA

      FOCUS / ARONGA learning intentions:

      • We are FOCUSING on developing life skills that will assist us in our future journey.

      Focused Learning Intentions/ Mo te ako


      Success Criteria

    • Term 4: Week 7

      PLAN & DO / WHAKAMAHI

      PLAN & DO / WHAKAMAHI learning intentions:

      • We are PLANNING for our future so that we can make informed life choices

      Focused Learning Intentions/ Mo te ako


      Success Criteria

    • Term 4: Week 8

      Thanks for an awesome year. Best wishes for the rest of the year and have a great festive season

    • 12 December - 18 December