8W1 Global Studies
Weekly outline
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WELCOME BACK TO SCHOOL - BEST WISHES FOR 2002!!!
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Kia Ora Everyone
Welcome back to school. My name is Mrs Selagan and I will be your Global Studies teacher this year.
What is Global Studies?
The social sciences learning area is about how societies work and how people can participate as critical ,active, informed and responsible citizens.
You will also be learning about people, their culture, history and the economic world beyond and within NZ.
Focus this week:
This week, we will focus on NZ's founding document the Treaty of Waitangi. You will be sharing your knowledge of the treaty and then using your reading skills (finding and locating) information using various resources to discover more about the treaty (Past and present)
Resources:
- Group Task: School Journal (Hard Copy and Online) - Read and discuss
- Websites - Te Ara (https://teara.govt.nz/en/treaty-of-waitangi) - Summarising and note-taking skills task
- Education Perfect task completion - Te Tiriti O Waitangi (In class and at home)
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research the history of South Auckland
AO:
Understand how formal and informal groups make decisions that impact on communities
Understand how people participate individually and collectively in response to community challenges.
Activities:
1. DO NOW: Word search or a task presented by Mrs Selagan
2. Note taking skill development and referencing.
3. Group Task: Find and locate and sort information task - Mrs Selagan will assign you with a suburb that is in South Auckland. Your task is to locate the key historical points of the suburbs that you are assigned.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research the history of South Auckland
Activities:
- DO NOW Activity: Strategies for good readers
- Read the articles presented on google classroom and answer the question
- Mapping (Identify suburbs in South Auckland) - provide both the Maori and English name
Follow up:
- Complete Education perfect activities
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research the history of South Auckland
AO:
Understand how formal and informal groups make decisions that impact on communities
Activities:
1. DO NOW: Word search or Current events quiz presented by Mrs Selagan
2. Note taking skill development and referencing.
3. Group Task: Find and locate and sort information task - Mrs Selagan will assign you with a suburb that is in South Auckland. Your task is to locate the key historical points of the suburbs that you are assigned.
Follow up:
- Education Perfect
- Complete question below from Week 4:
How did Ihumatao connect/reconnect back to the community? Provide points from the article to justify your answer. Remember to write in your own words
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FOCUS / ARONGA learning intentions:
- We are focusing on the impact of Covid on social communities.
- We are focusing on raising awareness to recognise the impact of Covid on social communities.
Activities:
- Understanding the Social Action Process: Choosing a social action
- Choose groups for Assessment 1
- Presentation: History of South Auckland Suburbs
FFR Task - Paragraph writing practice (12 March)
How has Covid impacted the South Auckland Community?
After doing a bit of research, answer the the question in a paragraph or two.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on understanding our personal and collective responsibility in response to NZ Civil defence requirements
FOCUS / ARONGA learning intentions:
- We are FOCUSING on understanding our personal and collective responsibility in response to NZ Civil defence requirements
FOCUS / ARONGA learning intentions:
- We are focusing on the impact of Covid on social communities.
- We are focusing on raising awareness to recognise the impact of Covid on social communities.
Activities:
- Holistic report evidence to make a note of for Global Studies
- Planning for Assessment 1 - Here are questions to guide you in the planning process.
1. What is my final idea?
2. What equipment /resources do I need to carry out my Social action?
3. What is each person's role in the group? Assign responsibilities.Draft this in a table
4. What is your goal?
5. What skills do you need to achieve your goal?
6. What is the projected cost involved?
7. Additional information
FFR Task - Paragraph writing practice (18 March) - Week 7
How has Covid impacted the South Auckland Community?
Paragraph template and links is on Google classroom to support you.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on understanding our personal and collective responsibility in response to NZ Civil defence requirements
FOCUS / ARONGA learning intentions:
- We are FOCUSING on understanding our personal and collective responsibility in response to NZ Civil defence requirements
FOCUS / ARONGA learning intentions:
- We are focusing on the impact of Covid on social communities.
- We are focusing on raising awareness to recognise the impact of Covid on social communities.
Activities:
- Do now: Holistic Report /Global Activities
- Assessment check in
- Social Action Posters - Use Canva or Postmywall to support you in completing this task
- Practice paragraph - FFR tasks
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on participating in a social action by donating hampers to the Marae
Activities:
- Using the Assessment TAAB as a checklist against prepared assessment
- Writing and Proofreading paragraph for accuracy in writing
- Ensuring you have included a resource/reference list for your paragraph
- Ensuring that your planning document is complete
- Packaging the hamper
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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:
- Using the link to explore events in history - https://nzhistory.govt.nz/calendar -
This week, you will focus on NZ history.
1. Explore the link: https://nzhistory.govt.nz/calendar
2. Then choose a KEY historic event and get this approved by the teacher.
3. Once approved, then research the event using Epic or other sources from google.
4. Then complete the 5w's and H (as extensive as possible using your research work) - the google doc will be on google classroom
5. Then write a paragraph/s
6. Find a meme/cartoon relating to the event that you have chosen
6. Check your work with the teacher
7. Once your worked is checked, explore the following website: https://www.sporcle.com/
8. There are some really cool quizzes...have fun!!!
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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)
- Current events quiz
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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 answers and table task answers
- Current events quiz
- Mapping skills and types of maps
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Activities:
- Pictionary
- Fact finding task
- Message board
- Scenario - Understanding MHJC Emergency plans
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Activities:
- Newspaper article task: Questions: What type of disaster did you read about? What was the impact of this disaster on the people, place and environment?
- Video - Wild weather - Our planet under threat
- Complete questions from the google doc based on the video
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Success Criteria:
- We are understanding the impact of weather patterns on natural disasters
- We are understanding the impact of natural disasters on people, place and environment.
Activities:
DO NOW: Word families
- Case Studies: Christchurch Earthquake: Studying the social and economic impacts
- After studying the case study, How prepared are we for natural disasters?
- Studying the list of Hazards in NZ and understanding the importance of these hazards and the impact of these on myself and my family.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Success Criteria:
- We are understanding the impact of weather patterns on natural disasters
- We are understanding the impact of natural disasters on people, place and environment.
Activities:
DO NOW: Word families
- Case Studies: Christchurch Earthquake: Studying the social and economic impacts
- After studying the case study, How prepared are we for natural disasters?
- Studying the list of Hazards in NZ and understanding the importance of these hazards and the impact of these on myself and my family
https://www.aucklandemergencymanagement.org.nz/hazards
- Survival role play
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING to research various historical NZ and Global natural disasters
- We are EXPLORING to discover changes in weather patterns that impact Global warming
Success Criteria:
- We are understanding the impact of weather patterns on natural disasters
- We are understanding the impact of natural disasters on people, place and environment.
Activities:
DO NOW: Word find
- Studying the list of Hazards in NZ and understanding the importance of these hazards and the impact of these on myself and my family
https://www.aucklandemergencymanagement.org.nz/hazards
- Survival role play
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on understanding our personal and collective responsibility in response to NZ Civil defence requirements
Success Criteria:
- We understand the importance of the Civil Defence requirements
- We have improved our awareness and understanding of the hazards we face in New Zealand
Activities:
Studying the list of Hazards in NZ and understanding the importance of these hazards and the impact of these on myself and my family
https://www.aucklandemergencymanagement.org.nz/hazards
Civil defense videos:
- After viewing Part one of the video, what new things have you learned and are you prepared in event of a natural disaster
- - Documentary
- Shared personal experience of a natural disaster - Ms Steenkamp
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PLAN & DO / WHAKAMAHI
Learning intentions:
- We are PLANNING to produce a home emergency plans so that we can demonstrate and share this with our whanau
Success Criteria:
- We are prepared in event of an emergency
Activities:
- Continue watching documentary
- Check emergency plan and create new emergency plan
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PLAN & DO / WHAKAMAHI
Learning intentions:
- We are PLANNING to produce a home emergency plans so that we can demonstrate and share this with our whanau
Success Criteria
- We are prepared in event of an emergency
Activities:
- Assessment 2 instructions and planning
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PLAN & DO / WHAKAMAHI
Kia Ora
I am not at school for this week. Please continue working on your assessment: Emergency plans
Learning intentions:
- We are PLANNING to produce a home emergency plans so that we can demonstrate and share this with our whanau
Success Criteria
- We are prepared in event of an emergency
Activities:
- Continue working on your emergency plans for your household based on the natural disaster that you have chosen.
- The emergency plan must be completed on a google document. Please ensure that you have your A4 blueprint of your house to identify the hazards as per task instructions- EDUCATION PERFECT - VOLCANOES AND EARTHQUAKES
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PLAN & DO / WHAKAMAHI
Learning intentions:
- We are PLANNING to produce a home emergency plans so that we can demonstrate and share this with our whanau
Success Criteria
- We are prepared in event of an emergency
Activities:
- Continue working on your emergency plans for your household based on the natural disaster that you have chosen.
- The emergency plan must be completed on a google document. Please ensure that you have your A4 blueprint of your house to identify the hazards as per task instructions- EDUCATION PERFECT - VOLCANOES AND EARTHQUAKES
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PLAN & DO / WHAKAMAHI
Learning intentions:
- We are PLANNING to produce a home emergency plans and diorama of our natural disaster so that we can demonstrate and share this with our whanau
- Success Criteria
- We have drafted a home emergency plan and constructed a Diorama
Activities:
- Work on constructing your Diorama in class
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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
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
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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
Success Criteria
- Outline (produce a table) the member countries of the Commonwealth and their flags.
- Create a list of 10 facts you didn't know about Birmingham.
- Complete 1x activity from the Choice Board.
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 two 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.
- Waiho i te toipoto , kaua i te toiroa/ Let us keep close together, not wide apart.
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.
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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
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying and describing current event issues (before and during) the commonwealth games
Kia ora class,
My name is Mrs Al-Chalabi and I am a student teacher from Massey University. I will be taking over from Mrs Selegan until the end of the term.
This week we continue discovering and exploring the Commonwealth members and we will start on our Focus area as outlined above. Below you will find an outline of the week's learning sequence and activities, and all relevant links and resource materials.
Every week we will be guided by a Māori concept or view of the world that is relevant to our learning context. I will be using whakatāuki (proverbs/sayings) to reflect te āo Māori (Māori world view). Our whakatāuki for this week reminds us of the strength unity brings to the Commonwealth countries.
'Waiho i te toipoto , kaua i te toiroa.' - Let us keep close together, not wide apart.Focused Learning Intentions/ Mo te ako
- Identify member countries of the Commonwealth and classify them by continent using mapping skills.
- Write a profile of the hosting city/country of the Commonwealth games 2022.
- Discover other related matters to the Commonwealth Games 2022.
Success Criteria
- Demonstrate geographical knowledge of the Commonwealth member countries by identifying their locations on the map and their flags (by continent).
- Outline 10 new facts facts about Birmingham the hosting city of the Commonwealth Games 22.
- Design, using Canva or any design application , a profile of the hosting city of the Commonwealth games 2022.
- Demonstrate understanding of matters related to the Commonwealth Games by completing 1x activity from the Choice Board.
Learning Sequence & Activities
Note: All activity instructions are on Google Classrooms
Monday 29 August- GeoGuesser Class activity - Locate the African countries that belong to the Commonwealth of Nations by placing the correct flag on the right country [25 mins] Here is the link to the quiz https://www.geoguessr.com/seterra/en/vgp/3163?c=JJFN3
- Read the 26 facts about Birmingham and start writing (in your own words) 10 facts you didn't know [25 mins].
Tuesday 30 August- Do now activity - submit if not submitted yesterday the 10 Facts About Birmingham [5 mins]
- Work on Choice Board activities.
- Introduction to country profiling - refer to Country Profile Template [15 mins]
- Chose a commonwealth country that you find attractive and write a profile [35 mins]
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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 and collecting geographical, demographical, cultural, and social information.
- Explain the impact of the Commonwealth Games on Birmingham, by collecting information about the social, cultural, municipal, and economical benefits and or disadvantages of hosting the event.
Success Criteria
- Design, using Canva or any design application, a profile of the hosting country of the Commonwealth games 2022 (England).
- Collate information about the social, cultural and economical impact on Birmingham as a result of hosting the Commonwealth Games.
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.
Tuesday 6 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'
Thursday 8 September
- Use class time to finalise the Graphic Organiser - The Impact of the Commonwealth Games on Birmingham.
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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
- Explain the impact of the Commonwealth Games on Birmingham, by collecting information about the social, cultural, municipal, and economical benefits and or disadvantages of hosting the event.
- Identify and describe prominent or renowned females who were part of the Birmingham Commonwealth Games 2022.
Success Criteria
- Collate information about the social, cultural and economical impact on Birmingham as a result of hosting the Commonwealth Games.
- Compile a professional profile to describe the human rights activist Malala Yousafzai who participated in the Birmingham Commonwealth Games 2022 opening ceremony.
- 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 ClassroomsMonday 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.
Tuesday 13 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 'Malala Yousafzai Profile Template', which you will use for your class task. This resource is attached below [5 mins].
- Students to start working on the class task set up on Google Classroom 'Global Female Representation at Birmingham Commonwealth Games 2022 [Class Task & Homework]' [30 mins]. Ideally you will finish this task in class but if not you will need to finish and submit it before the next lesson.
Thursday 15 September
- No School (Teacher-Parent Conferences)
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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 focus on identifying and describing prominent or renowned females who were part of the Birmingham Commonwealth Games 2022.
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
- Identify and describe prominent or renowned females who were part of the Birmingham Commonwealth Games 2022.
- Understand the purpose of information graphics (infographics).
- Recognise the essential components of an infographic.
Success Criteria
- Compile a professional profile to highlight one New Zealand female medalist who was part of the Birmingham Commonwealth Games 2022.
- Plan and write contents for a compare & contrast infographic using Google Docs.
- Design a compare & contrast infographic by applying required visual and textual components.
Learning Sequence & Activities
Monday 19 September
- Teacher will show the 'Birmingham Commonwealth Games 2022 Medallist Profile Template', to 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 and submit to the corresponding tasks on Google Classroom.
Tuesday 20 September
- Introduction to infographics.
- Start on the Google Classroom Task 'Create a Compare & Contrast Infographic'
- Step 1: Research and plan contents.
Thursday 22 September
- Types of infographics, visual and textual guidelines for designing infographics.
- Start on the Google Classroom Task 'Create a Compare & Contrast Infographic'.
- Step 2: Design your infographic.
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- Continue designing your infographic, complete and submit to Google Classroom.
- Submit any outstanding Commonwealth Games Context activities on Google Classroom.
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)
Tuesday 27/9/22
- 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!
Thursday 29/9/22
A fun session with Ms Al-Chalabi
- ‘What Would you rather’ game.
- Getting to know each other 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].
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Kia Ora Everyone
Welcome back to Term 4. The focus this week is on developing literacy skills.
Focused Learning Intentions/ Mo te ako
- We are learning to develop our reading and comprehension skills
Success Criteria
- Understood difficult words in the text
- Understood how to extract information from the text
- Use a graphic organiser to understand a complex article
Activities:
- Reading articles of choice to develop our literacy.
- Quizlet
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Kia Ora Everyone
We continue our focus this week is on developing literacy skills.
Focused Learning Intentions/ Mo te ako
- We are learning to develop our reading and comprehension skills
Success Criteria
- Understood difficult words in the text
- Understood how to extract information from the text
- Use a vocab tool to understand a complex article
Activities:
- Reading articles of choice to develop our literacy.Using a vocab box tool to extend and develop our vocabulary
- Online Scavenger Hunt - Current Events task
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING water pollution by researching the extent of pollution in NZ beaches
Success Criteria
- We are developing out literacy skills by researching articles that relate to our context
Activities:
- Finding a article/resource online on the pollution in NZ beaches
- Using the 5w's and how, read and answer the questions
- Add images to support your answers
- Add in data/statistics
- Identify difficult words and find the meaning of these words. Then use this word to write a sentence relating to the topic.
- Use a slide show to present your work
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING water pollution by researching the extent of pollution in NZ beaches
Success Criteria
- We are developing out literacy skills by researching articles that relate to our context
Activities:
- Presentation of Slideshow - Monday
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing effective life skills that can support us in our future journey.
Success Criteria
- We are developing essentials life skills by identifying key skills that are age appropriate
- Know the difference between soft and hard skills
Activities:
- Complete the google doc - Tuesday and Thursday
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing effective life skills that can support us in our future journey.
Success Criteria
- We are developing essentials life skills by identifying key skills that are age appropriate
- Know the difference between soft and hard skills
Activities:
- Continue working with the Life skills google doc - Tuesday and Thursday
- Complete an evaluation form
- Practising Self awareness - complete activity worksheet -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing effective life skills that can support us in our future journey.
Success Criteria
- We are developing essentials life skills by identifying key skills that are age appropriate
- Know the difference between soft and hard skills
Activities:
- Activity sheet
- Roleplay
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing effective life skills that can support us in our future journey.
Success Criteria
- We are developing essentials life skills by identifying key skills that are age appropriate
- Know the difference between soft and hard skills
Activities:
- Analysing videos: What did we learn from these video? How can we apply this to our daily life
- Case studies on life skills
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