7W1 Global Studies

Weekly outline

• Select week General

  General

  Collapse all Expand all
• 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 Y7 and welcome to your Global Studies course page for 2022. My name is Mrs. (Rajesh) Joshi and I will be your teacher of Global Studies this year. I was born and brought up in India. I moved to New Zealand about eight years back.

  This page is where you will find all the necessary information required for your Global Studies 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. This will ensure that you are aware of any expectations we may have of you at that time.

  I wish you a great year ahead at Water/MHJC and hope that together we will be able to grow our greatness. 

  Demonstrate that you practice the school values 'Learning to Learn (Ako), Compassion (Awhinatanga) Integrity (Pono) and Life-Long Learner (Wānanga)' in word and spirit. Learn and enjoy while you are here. Feel free to see me or email me if you have any concerns/questions about your learning. My email address is: rjoshi@mhjc.school.nz

  This  is a short week. We will get to know each other. 

  
  
• Select week 14 February - 20 February

  14 February - 20 February
  Week 3
  

  
  

  
  

  
  

  Kia Ora 7W1. Last week, you wrote about your family. On Monday, you will share your work with your class. Also this week, you will learn how to introduce yourself in Maori using your Mihi. You will write your Mihi and then present it to the class. You may use the given format. 

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Context: Kia Hono/Let's Connect
  

  Activites: 
  

  -Sharing your work on 'My Family' from last week.

  -Learning to write 'My Mihi.'

  -Sharing your Mihi with your class. 

  Learning intention: 

  We are EXPLORING... identity by investigating our cultural and personal identity.
  

  Success Criteria: I can/have...
  

  • I can define identity, culture, heritage, diversity.
  • I can name a culture/s that I identify with.
    
  • I can describe important aspects of my personal and cultural identity.

  Resources: 

  https://www.reomaori.co.nz/learn_your_mihi
  
  Format: 
  
  
  
  
• Select week 21 February - 27 February

  21 February - 27 February
  Week 4
  
  
  EXPLORE / TŪHURA learning intentions:
  
  

  • We are EXPLORING…personal identity by investigating my own cultural and personal identity

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Context: Kia Hono/Let's Connect
  

  Activities:

  -Context Vocabulary 

  -Learning about 'Identity'

  Success Criteria:
  

  I can define identity, culture, heritage, diversity I can name a culture/cultures that I identify with I can recount my Mihi I can define Taonga	I can describe important aspects of my personal identity I can describe important aspects of my cultural identity	I can explain how my taonga represent my personal/cultural identity	I can reflect on two taonga that represent my culture and identity
  I can define symbol and icon	I can give examples of important New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols with examples
  I can name different ways people pass on and sustain heritage	I can describe how different cultures pass on and sustain heritage	I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua	I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland
  I can define migration I can identify a Māori waka I can recall the estimated dates of Māori migration to NZ I can locate different local Iwi Recall important dates of European arrival in NZ	I can describe the reasons why people migrate I can give examples of evidence of early settlement in NZ I can describe the lifestyle of early Māori I can describe modern patterns	I can explain how the migration of different groups has resulted in current cultural diversity in NZ	I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ

  
  
• Select week 28 February - 6 March

  28 February - 6 March
  Week 5
  

  
  EXPLORE / TŪHURA learning intentions:
  
  

  • We are EXPLORING…personal identity by investigating my own cultural and personal identity

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Context: Kia Hono/Let's Connect
  

  Activities:

  -Discussing Context Vocabulary from last week

  -Learning about 'Identity' (We couldn't do it last week due to Teacher's only day on Thursday)

  Who Am I?

  What shapes your identity?

  What aspects of our identity do we show to others?

  Success Criteria:
  

  I can define identity, culture, heritage, diversity I can name a culture/cultures that I identify with I can recount my Mihi I can define Taonga	I can describe important aspects of my personal identity I can describe important aspects of my cultural identity	I can explain how my taonga represent my personal/cultural identity	I can reflect on two taonga that represent my culture and identity
  I can define symbol and icon	I can give examples of important New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols with examples
  I can name different ways people pass on and sustain heritage	I can describe how different cultures pass on and sustain heritage	I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua	I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland
  I can define migration I can identify a Māori waka I can recall the estimated dates of Māori migration to NZ I can locate different local Iwi Recall important dates of European arrival in NZ	I can describe the reasons why people migrate I can give examples of evidence of early settlement in NZ I can describe the lifestyle of early Māori I can describe modern patterns	I can explain how the migration of different groups has resulted in current cultural diversity in NZ	I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ

  
  

  Resources: 

  https://www.facinghistory.org/resource-library/identity-and-community
  

  
  
• Select week 7 March - 13 March

  7 March - 13 March
  Week 6
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING…personal identity by investigating my own cultural and personal identity
  • We are EXPLORING... cultural identity and heritage by investigating how different cultures pass on and sustain heritage

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Activities:

  -Learning about 'Culture and its components'

  -Sharing about my own culture

  Success Criteria:
  

  I can define identity, culture, heritage, diversity I can name a culture/cultures that I identify with I can recount my Mihi I can define Taonga	I can describe important aspects of my personal identity I can describe important aspects of my cultural identity	I can explain how my taonga represent my personal/cultural identity	I can reflect on two taonga that represent my culture and identity
  I can define symbol and icon	I can give examples of important New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols with examples
  I can name different ways people pass on and sustain heritage	I can describe how different cultures pass on and sustain heritage	I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua	I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland
  I can define migration I can identify a Māori waka I can recall the estimated dates of Māori migration to NZ I can locate different local Iwi Recall important dates of European arrival in NZ	I can describe the reasons why people migrate I can give examples of evidence of early settlement in NZ I can describe the lifestyle of early Māori I can describe modern patterns	I can explain how the migration of different groups has resulted in current cultural diversity in NZ	I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ

  Resources:
  

  https://www.youtube.com/watch?v=o32l-_U6nGY
  

  https://www.youtube.com/watch?v=RwSYrsjTiW4
  

  
  
• Select week 14 March - 20 March

  14 March - 20 March
  Week 7
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... cultural identity and heritage by investigating important symbols of New Zealand Aotearoa

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Activities:

  -Learning about important symbols of New Zealand Aotearoa

  Success Criteria:
  

  I can define identity, culture, heritage, diversity I can name a culture/cultures that I identify with I can recount my Mihi I can define Taonga	I can describe important aspects of my personal identity I can describe important aspects of my cultural identity	I can explain how my taonga represent my personal/cultural identity	I can reflect on two taonga that represent my culture and identity
  I can define symbol and icon	I can give examples of important New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols with examples
  I can name different ways people pass on and sustain heritage	I can describe how different cultures pass on and sustain heritage	I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua	I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland
  I can define migration I can identify a Māori waka I can recall the estimated dates of Māori migration to NZ I can locate different local Iwi Recall important dates of European arrival in NZ	I can describe the reasons why people migrate I can give examples of evidence of early settlement in NZ I can describe the lifestyle of early Māori I can describe modern patterns	I can explain how the migration of different groups has resulted in current cultural diversity in NZ	I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ

  Resources:
  

  https://symbolsage.com/symbols-of-new-zealand-meaning/
  

  https://kids.kiddle.co/National_symbols_of_New_Zealand

  
  
• Select week 21 March - 27 March

  21 March - 27 March
  Week 8
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... cultural identity and heritage by investigating how different cultures pass on and sustain heritage

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Context: Kia Hono/Let's Connect
  

  Activities:

  -Learning about 'Taonga'
  

  -Sharing our own Taonga

  Success Criteria:
  

  I can define identity, culture, heritage, diversity I can name a culture/cultures that I identify with I can recount my Mihi I can define Taonga	I can describe important aspects of my personal identity I can describe important aspects of my cultural identity	I can explain how my taonga represent my personal/cultural identity	I can reflect on two taonga that represent my culture and identity
  I can define symbol and icon	I can give examples of important New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols	I can explain the importance of several New Zealand icons/symbols with examples
  I can name different ways people pass on and sustain heritage	I can describe how different cultures pass on and sustain heritage	I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua	I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland
  I can define migration I can identify a Māori waka I can recall the estimated dates of Māori migration to NZ I can locate different local Iwi Recall important dates of European arrival in NZ	I can describe the reasons why people migrate I can give examples of evidence of early settlement in NZ I can describe the lifestyle of early Māori I can describe modern patterns	I can explain how the migration of different groups has resulted in current cultural diversity in NZ	I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ

  
  

  Resources:

  Story about Taonga

  Worksheet on Taonga

  
  

  • Select activity Taonga

    

    Taonga File

    Completion

    Students must

    

    Mark as done
• Select week 28 March - 3 April

  28 March - 3 April
  Week 9
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... cultural identity and heritage by investigating how different cultures pass on and sustain heritage

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Context: Kia Hono/Let's Connect
  

  Activities: (Only 2 sessions today)

  -Learning about different cultures around the world.

  -Learning about 'Heritage.'

  -Completing activities based on our learning.

  Success Criteria:
  

  I can name different ways people pass on and sustain heritage

  I can describe how different cultures pass on and sustain heritage

  I can compare/contrast how my own culture sustains heritage to how it is passed on/sustained by Tangata Whenua

  I can reflect on how and why we sustain our diverse cultural heritage at school and in Auckland

  
  

  Resources:

  https://www.youtube.com/watch?v=Pmw1Id2_CCM
  

  https://www.youtube.com/watch?v=nf8DyjCz8UE
  

  https://www.youtube.com/watch?v=KS4CC-PP2CQ
• Select week 4 April - 10 April

  4 April - 10 April
  Week 10
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING... diversity by developing an understanding of the history and legacy of migration to Aotearoa
    

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Context: Kia Hono/Let's Connect
  

  Activities: 

  -Learning about migration.

  -Learning about the reasons of migration.

  -Completing activities based on our learning.

  Success Criteria:
  

  I can define migration I can identify a Māori waka I can recall the estimated dates of Māori migration to NZ I can locate different local Iwi Recall important dates of European arrival in NZ

  I can describe the reasons why people migrate I can give examples of evidence of early settlement in NZ I can describe the lifestyle of early Māori I can describe modern patterns

  I can explain how the migration of different groups has resulted in current cultural diversity in NZ

  I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ

  Resources: 

  https://www.youtube.com/watch?v=XDcG5xbCwDI
  

  https://www.youtube.com/watch?v=4QrUegs-kUs
  

  
  
• Select week 11 April - 17 April

  11 April - 17 April
  Week 11
  
  
  

  EXPLORE / TŪHURA learning intentions:
  

  • We are EXPLORING... diversity by developing an understanding of the history and legacy of migration to Aotearoa

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Identity, Culture and Diversity' by describing their aspects such as Taonga, Pepeha, Mihi, Waiata, MHJC Haka lyrics and NZ symbols etc.
  • We are FOCUSING...on 'Migration' by identifying the causes & impacts of migration.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING... to collaborate with Y10..so that we can learn Mihi, Pepeha, Waiata, MHJC Haka lyrics from them.

  Context: Kia Hono/Let's Connect
  

  Activities: 

  -Learning about Maori migration to Aotearoa.

  -Completing activities based on our learning.

  Success Criteria:
  

  I can define migration I can identify a Māori waka I can recall the estimated dates of Māori migration to NZ I can locate different local Iwi Recall important dates of European arrival in NZ

  I can describe the reasons why people migrate I can give examples of evidence of early settlement in NZ I can describe the lifestyle of early Māori I can describe modern patterns

  I can explain how the migration of different groups has resulted in current cultural diversity in NZ

  I can explain with examples how the migration of different groups has resulted in current cultural diversity in NZ

  Resources: 

  https://www.learnz.org.nz/location192/bg-standard-f/m%C4%81ori-arrival-in-aotearoa#:~:text=M%C4%81ori%20are%20the%20indigenous%20people,history%20than%20any%20other%20country.
  

  https://www.youtube.com/watch?v=AmGdmLW2HTo

  
  
• 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
  
  

  Kia Ora Y7. This week, we will unpack Term 2 context 'Staying Safe-Kia Noho Haumaru.' Also we will start our Assessment-1. 

  Big Idea: Staying Safe-Kia Noho Haumaru 

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring.....Natural Disasters by analysing case studies
  • We are exploring.....Natural Disasters by investigating their impact on communities
  • We are exploring.....Natural Disasters by finding the ways to stay safe in the event of Natural Disasters
  • We are exploring….Communication by researching different sources of information and communicating it in an effective way.
  • We are exploring … Social Media…by investigating the impact of internet and social media on people and society
  • We are exploring … Communication… by researching how communication technology has evolved and influenced society over time.

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
  • We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  Activities:
  

  -Unpacking Term 2 context.

  -Assessment-1.

  Success Criteria: I can/have….(Students ability to collect, present and analyse information)

  
  

  I can identify Natural Disasters	I can name Natural Disasters	I can define Natural Disasters	I can describe Natural Disasters
  I can identify an impact of Natural Disasters on communities	I can name impact/s of Natural Disasters on communities	I can define a few impacts of Natural Disasters on communities	I can describe impacts of Natural Disasters on communities
  I can identify ways of staying safe in the event of Natural Disasters	I can name ways of staying safe in the event of Natural Disasters	I can define ways of staying safe in the event of Natural Disasters	I can describe ways of staying safe in the event of Natural Disasters
  I can attempt to communicate a few facts from a source	I can communicate some facts from a source and attempt to use my own words	I can communicate some relevant facts from a few sources in my own words	I can communicate relevant and useful facts from reliable sources in my own words

  Resources: 

  
  

  (Vocabulary)

  
  

  (Definitions & types)

  
  

  • Select activity 2022-7W1-Global Studies Assessment 1: My Taonga

    

    2022-7W1-Global Studies Assessment 1: My Taonga Assignment

    Completion

    Students must

    

    Mark as done
  • Select activity ASSESSMENT DETAILS

    

    ASSESSMENT DETAILS File

    Completion

    Students must

    

    Mark as done
• Select week 9 May - 15 May

  9 May - 15 May
  Week 2
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring.....Natural Disasters by analysing case studies.
  • We are exploring.....Natural Disasters by investigating their impact on communities.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  Activities:
  

  -Learning about 'Natural Disasters'

  -Assessment-1.

  Success Criteria: I can/have….(Students ability to collect, present and analyse information)

  
  

  I can identify Natural Disasters	I can name Natural Disasters	I can define Natural Disasters	I can describe Natural Disasters
  I can identify an impact of Natural Disasters on communities	I can name impact/s of Natural Disasters on communities	I can define a few impacts of Natural Disasters on communities	I can describe impacts of Natural Disasters on communities

  Resources: 

  Assessment resources from last week

  • Select activity Introducing Natural Disasters

    

    Introducing Natural Disasters File

    Completion

    Students must

    

    Mark as done
• Select week 16 May - 22 May

  16 May - 22 May
  Term 2: Week 3
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring.....Natural Disasters by analysing case studies.
  • We are exploring.....Natural Disasters by investigating their impact on communities.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

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

  -Case study: Nepal earthquake.

  -Completing KWL Chart on Google Classroom

  -Assessment-1 (Submission date: 19th May)

  Success Criteria: I can/have….(Students ability to collect, present and analyse information)

  
  

  I can identify Natural Disasters	I can name Natural Disasters	I can define Natural Disasters	I can describe Natural Disasters
  I can identify an impact of Natural Disasters on communities	I can name impact/s of Natural Disasters on communities	I can define a few impacts of Natural Disasters on communities	I can describe impacts of Natural Disasters on communities

  Resources: 

  Nepal earthquake case-study

  • Select activity Nepal earthquake case-study

    

    Nepal earthquake case-study File

    Completion

    Students must

    

    Mark as done
• Select week 23 May - 29 May

  23 May - 29 May
  Term 2: Week 4
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring.....Natural Disasters by analysing case studies.
  • We are exploring.....Natural Disasters by investigating their impact on communities.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  Activities: 
  

  -Case study: Christchurch earthquake.

  -Class activities based on the case-study.

  Success Criteria: I can/have….(Students ability to collect, present and analyse information)

  
  

  I can identify Natural Disasters	I can name Natural Disasters	I can define Natural Disasters	I can describe Natural Disasters
  I can identify an impact of Natural Disasters on communities	I can name impact/s of Natural Disasters on communities	I can define a few impacts of Natural Disasters on communities	I can describe impacts of Natural Disasters on communities

  Resources:

  Christchurch earthquake case-study

  https://www.internetgeography.net/topics/christchurch-earthquake-case-study/
  

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

  
  
• Select week 30 May - 5 June

  30 May - 5 June
  Term 2:Week 5
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring.....Natural Disasters by analysing case studies.
  • We are exploring.....Natural Disasters by investigating their impact on communities.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  Activities: 
  

  -Completing your video/podcast based on 'Christchurch earthquake.'

  -Presenting your video/podcast based on 'Christchurch earthquake.'

  Success Criteria: I can/have….(Students ability to collect, present and analyse information)

  
  

  I can identify Natural Disasters	I can name Natural Disasters	I can define Natural Disasters	I can describe Natural Disasters
  I can identify an impact of Natural Disasters on communities	I can name impact/s of Natural Disasters on communities	I can define a few impacts of Natural Disasters on communities	I can describe impacts of Natural Disasters on communities

  Resources:

  Students' Videos and Podcasts

  
  
  
• Select week 6 June - 12 June

  6 June - 12 June
  Term 2: Week 6
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring.....Natural Disasters by finding the ways to stay safe in the event of Natural Disasters

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
    

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  Activities:

  -Learning ways of staying safe in the event of Natural Disasters

  Success Criteria:
  

  I can identify ways of staying safe in the event of Natural Disasters

  I can name ways of staying safe in the event of Natural Disasters

  I can define ways of staying safe in the event of Natural Disasters

  I can describe ways of staying safe in the event of Natural Disasters

  
  

  Resources:

  https://www.youtube.com/watch?v=OCjl6tp8dnw
  

  https://www.youtube.com/watch?v=1IVbxpDvRvU
  

  https://www.ready.gov/kids/be-ready-kids
  

  
  
• Select week 13 June - 19 June

  13 June - 19 June
  Term 2: Week 7
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring.....Natural Disasters by finding the ways to stay safe in the event of Natural Disasters.

  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Natural Disasters' by developing our understanding about their types, causes, impacts and ways to stay safe.
  • We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  
  Activities:
  

  -Demonstrating your understanding of how to safe in the event of Natural Disasters

  Success Criteria:
  

  I can identify ways of staying safe in the event of Natural Disasters

  I can name ways of staying safe in the event of Natural Disasters

  I can define ways of staying safe in the event of Natural Disasters

  I can describe ways of staying safe in the event of Natural Disasters

  
  

  Resources:

  Education Perfect:

  https://app.educationperfect.com/app/dashboard/homework/6594488

  Worksheet
  

  
  

  • Select activity Natural disaster worksheet

    

    Natural disaster worksheet File

    Completion

    Students must

    

    Mark as done
• Select week 20 June - 26 June

  20 June - 26 June
  Term 2: Week 8
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring….Communication by researching different sources of information and communicating it in an effective way.
  • We are exploring … Communication… by researching how communication technology has evolved and influenced society over time.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  Activities:

  -Learning about communication technology

  -Learning about different ways of communication

  Success Criteria:

  
  

  can attempt to communicate a few facts from a source

  I can communicate some facts from a source and attempt to use my own words

  I can communicate some relevant facts from a few sources in my own words

  I can communicate relevant and useful facts from reliable sources in my own words

  
  

  Resources:

  PPT on Communication Technology

  https://www.youtube.com/watch?v=oxTUC5I22LU
  

  
  
• Select week 27 June - 3 July

  27 June - 3 July
  Term 2: Week 9
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring … Communication… by researching how communication technology has evolved and influenced society over time.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  Activities:

  -Learning about the ancient Egyptian communication 'Hieroglyphics.'

  Learning about the 'Morse Code.'

  -Activities based on our learning

  Success Criteria:

  can attempt to communicate a few facts from a source

  I can communicate some facts from a source and attempt to use my own words

  I can communicate some relevant facts from a few sources in my own words

  I can communicate relevant and useful facts from reliable sources in my own words

  
  

  Resources:

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

  https://www.youtube.com/watch?v=I0C4BYy_EWQ

  https://www.youtube.com/watch?v=N-KcLgXQVa4 (Morse Code)
  

  
  

  • Select activity Hieroglyphics Communication

    

    Hieroglyphics Communication Folder

    Completion

    Students must

    

    Mark as done
• Select week 4 July - 10 July

  4 July - 10 July
  Term 2: Week 10
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring … Social Media…by investigating the impact of internet and social media on people and society.

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on 'Communication' by identifying reliable and useful sources of information and impact of social media on people.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING...to apply our knowledge about 'Natural Disasters' so that we can prepare to save ourselves in the event of Natural Disasters.

  Activities:

  -Learning about 'Internet.'

  -Learning about the impact of Internet and Social Media on our society.

  -Activities based on our learning.

  Success Criteria:

  can attempt to communicate a few facts from a source

  I can communicate some facts from a source and attempt to use my own words

  I can communicate some relevant facts from a few sources in my own words

  I can communicate relevant and useful facts from reliable sources in my own words

  Resources: 
  

  PPT on 'Impact of Internet'

  PPT on 'Impact of Social Media'

  • Select activity Impact of Internet

    

    Impact of Internet File

    Completion

    Students must

    

    Mark as done
  • Select activity Impact of Social Media

    

    Impact of Social Media 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 Students! Welcome back to school for Term 3. This term our context is “It’s all fun and games” in relation to the upcoming Commonwealth games from 28th July to 8th August 2022 at Birmingham. This week we will unpack the context. 

  Big Idea: It’s all fun and games

  Activities:

  -Unpacking the context.

  -Co-constructing our learning intentions and success criteria for the term. 

  Resources:

  https://www.youtube.com/watch?v=gVj1VdJwsfc
• Select week 1 August - 7 August

  1 August - 7 August

  Term 3: Week 2

  This week, we are looking at the history of Commonwealth Games such as the timeline, different names of Commonwealth Games and how they have changed over the years. 

  Activities:

  -Learning about the History of Commonwealth Games such as the timeline, different names of Commonwealth Games and how they have changed over the years. 

  -Learning about the host countries over the years.

  Resources:

  • Select activity The Commonwealth Games

    

    The Commonwealth Games File

    Completion

    Students must

    

    Mark as done
• Select week 8 August - 14 August

  8 August - 14 August
  Term 3: Week 3
  
  BIG IDEA: IT'S ALL FUN & GAMES (COMMON WEALTH GAMES)
  
  This week, we begin our Term 3 context. You will be learning about the History of Commonwealth Games. You will also learn about our selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa. Also you will learn about Commonwealth Games' values and establish connections with MHJC values.
  
  This will be different for everybody depending on the member country you belong to. Later in the term, you will be required to research about your member country and share your findings.
  
  
  

  EXPLORE / TŪHURA learning intentions:

  -We are EXPLORING...Commonwealth Games by discovering their History
  -We are EXPLORING...Commonwealth Games by researching about the selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
  -We are EXPLORING...Commonwealth Games by connecting their values with MHJC values.
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.

  • We are FOCUSING... on Commonwealth Games by defining their values such as Humanity, Equality and Destiny.

  • We are FOCUSING... on Commonwealth Games by connecting their values with MHJC values such as Ako (Thinking & Learning Strategies, Feedback, The Brain and Digital Literacy), Pono (Active Citizen, Digital Citizen and Hauora), Awhinatanga (Resilient Mindset, Positive Partnerships and Culturally Connected) and Wananga (Innovation, Great Ako, Active Learner and Active Assessor)

  Activities:

  -Discussing the 'Common' and 'Wealth' of 'Commonwealth.'

  -Give examples of different meanings of the words ‘Common’ and ‘Wealth’ and how this describes the aims of the Commonwealth. 

  -Summarise shared features of the Commonwealth countries. 

  -Create a shared definition of what it means to be part of the Commonwealth.

  
  

  History of Commonwealth Games	I can explore a few aspects of  History of Commonwealth Games	I can identify a few aspects of  History of Commonwealth Games	I can focus on some aspects of History of Commonwealth Games	I can explain some aspects of History of Commonwealth Games
  Selected Member Countries:  Australia, Canada, England, India, Jamaica, Malaysia, South Africa and  Samoa	I may attempt to find out a few things about my assigned country	I can identify a few things about some member countries	I can describe various aspects of member countries	I can confidently explain various aspects of member countries
  Commonwealth Games’ Values such as Humanity, Equality and Destiny.	I can explore the Commonwealth Games’ Values	I can identify the Commonwealth Games’ Values	I can describe the Commonwealth Games’ Values	I can explain the Commonwealth Games’ Values
  Making connections with MHJC values	I can explore the connections between the values of Commonwealth games and MHJC	I can identify the connections between the values of Commonwealth games and MHJC	I can describe the connections between the values of Commonwealth games and MHJC	I can explain the connections between the values of Commonwealth games and MHJC

  Resources:

  https://vimeo.com/555083650
  

  
  
• Select week 15 August - 21 August

  15 August - 21 August
  Term 3: Week 4
  
  
  

  EXPLORE / TŪHURA learning intentions:

  We are EXPLORING...Commonwealth Games by researching about the selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
  
  
    
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
  • 
    

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to confidently participate in the Te Wai Commonwealth Games so that we can apply our knowledge and understanding of the selected Commonwealth Nations, Commonwealth Games and their Values.

  Activities:

  -Learning about different Commonwealth countries.

  -Marking the Commonwealth countries on the world map.

  Success Criteria: 

  History of Commonwealth Games	I can explore a few aspects of  History of Commonwealth Games	I can identify a few aspects of  History of Commonwealth Games	I can focus on some aspects of History of Commonwealth Games	I can explain some aspects of History of Commonwealth Games
  Selected Member Countries:  Australia, Canada, England, India, Jamaica, Malaysia, South Africa and  Samoa	I may attempt to find out a few things about my assigned country	I can identify a few things about some member countries	I can describe various aspects of member countries	I can confidently explain various aspects of member countries
  Commonwealth Games’ Values such as Humanity, Equality and Destiny.	I can explore the Commonwealth Games’ Values	I can identify the Commonwealth Games’ Values	I can describe the Commonwealth Games’ Values	I can explain the Commonwealth Games’ Values
  Making connections with MHJC values	I can explore the connections between the values of Commonwealth games and MHJC	I can identify the connections between the values of Commonwealth games and MHJC	I can describe the connections between the values of Commonwealth games and MHJC	I can explain the connections between the values of Commonwealth games and MHJC

  Resources:

  http://www.youngcommonwealth.org/members/
  

  
  

  • Select activity Commonwealth Countries on Map

    

    Commonwealth Countries on Map File

    Completion

    Students must

    

    Mark as done
  • Select activity Commonwealth Countries

    

    Commonwealth Countries File

    Completion

    Students must

    

    Mark as done
• Select week 22 August - 28 August

  22 August - 28 August
  Term 3: Week 5
  
  
  

  EXPLORE / TŪHURA learning intentions:
  

  
  We are EXPLORING...Commonwealth Games by researching about the selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
  
    
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
  • 
    

  Activities:

  -Comparing different Commonwealth countries on the bases of their population, land area, literacy rate and G.D.P. etc. 

  -Learning to use graphs for 'comparing & contrasting'

  Success Criteria: 

  History of Commonwealth Games	I can explore a few aspects of  History of Commonwealth Games	I can identify a few aspects of  History of Commonwealth Games	I can focus on some aspects of History of Commonwealth Games	I can explain some aspects of History of Commonwealth Games
  Selected Member Countries:  Australia, Canada, England, India, Jamaica, Malaysia, South Africa and  Samoa	I may attempt to find out a few things about my assigned country	I can identify a few things about some member countries	I can describe various aspects of member countries	I can confidently explain various aspects of member countries
  Commonwealth Games’ Values such as Humanity, Equality and Destiny.	I can explore the Commonwealth Games’ Values	I can identify the Commonwealth Games’ Values	I can describe the Commonwealth Games’ Values	I can explain the Commonwealth Games’ Values
  Making connections with MHJC values	I can explore the connections between the values of Commonwealth games and MHJC	I can identify the connections between the values of Commonwealth games and MHJC	I can describe the connections between the values of Commonwealth games and MHJC	I can explain the connections between the values of Commonwealth games and MHJC

  Resources:

  Graph Papers

  
  

  • Select activity Exemplar

    

    Exemplar File

    Completion

    Students must

    

    Mark as done
• Select week 29 August - 4 September

  29 August - 4 September
  Term 3: Week 6
  
  
  

  EXPLORE / TŪHURA learning intentions:
  

  
  We are EXPLORING...Commonwealth Games by researching about the selected member countries viz. Australia, Canada, England, India, Jamaica, Malaysia, South Africa and Samoa
  
    
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.
  • 
    

  Activities:

  -Learning to make a bar graph and a line graph for 'comparison/contrast'

  -Making a graph using the medal tally of our selected 8 Commonwealth countries in 2022 games

  Success Criteria: 

  History of Commonwealth Games	I can explore a few aspects of  History of Commonwealth Games	I can identify a few aspects of  History of Commonwealth Games	I can focus on some aspects of History of Commonwealth Games	I can explain some aspects of History of Commonwealth Games
  Selected Member Countries:  Australia, Canada, England, India, Jamaica, Malaysia, South Africa and  Samoa	I may attempt to find out a few things about my assigned country	I can identify a few things about some member countries	I can describe various aspects of member countries	I can confidently explain various aspects of member countries
  Commonwealth Games’ Values such as Humanity, Equality and Destiny.	I can explore the Commonwealth Games’ Values	I can identify the Commonwealth Games’ Values	I can describe the Commonwealth Games’ Values	I can explain the Commonwealth Games’ Values
  Making connections with MHJC values	I can explore the connections between the values of Commonwealth games and MHJC	I can identify the connections between the values of Commonwealth games and MHJC	I can describe the connections between the values of Commonwealth games and MHJC	I can explain the connections between the values of Commonwealth games and MHJC

  Resources:

  Graph Papers

  https://www.birmingham2022.com/medals

  https://www.youtube.com/watch?v=ReW4MPqXTvA
  

  https://www.youtube.com/watch?v=p4oOtkLvdGE
  

  
  
• Select week 5 September - 11 September

  5 September - 11 September
  Term 3: Week 7
  
  
  

  EXPLORE / TŪHURA learning intentions:

  We are EXPLORING...Commonwealth Games by connecting their values with MHJC values.
  
    
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING... on Commonwealth Games by defining their values such as Humanity, Equality and Destiny.

  Activities:

  -Learning about the values of Commonwealth Games.

  -Learning to use a KWL chart.

  Success Criteria: 

  History of Commonwealth Games	I can explore a few aspects of  History of Commonwealth Games	I can identify a few aspects of  History of Commonwealth Games	I can focus on some aspects of History of Commonwealth Games	I can explain some aspects of History of Commonwealth Games
  Selected Member Countries:  Australia, Canada, England, India, Jamaica, Malaysia, South Africa and  Samoa	I may attempt to find out a few things about my assigned country	I can identify a few things about some member countries	I can describe various aspects of member countries	I can confidently explain various aspects of member countries
  Commonwealth Games’ Values such as Humanity, Equality and Destiny.	I can explore the Commonwealth Games’ Values	I can identify the Commonwealth Games’ Values	I can describe the Commonwealth Games’ Values	I can explain the Commonwealth Games’ Values
  Making connections with MHJC values	I can explore the connections between the values of Commonwealth games and MHJC	I can identify the connections between the values of Commonwealth games and MHJC	I can describe the connections between the values of Commonwealth games and MHJC	I can explain the connections between the values of Commonwealth games and MHJC

  Resources:

  https://www.insidethegames.biz/articles/1104661/social-purpose
  

  https://www.futurelearn.com/info/courses/sport-inclusion/0/steps/41640
  

  
  

  
  
• Select week 12 September - 18 September

  12 September - 18 September
  Term 3: Week 8
  
  
  

  EXPLORE / TŪHURA learning intentions:

  We are EXPLORING...Commonwealth Games by connecting their values with MHJC values.
  
  
    
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING... on Commonwealth Games by connecting their values with MHJC values such as Ako (Thinking & Learning Strategies, Feedback, The Brain and Digital Literacy), Pono (Active Citizen, Digital Citizen and Hauora), Awhinatanga (Resilient Mindset, Positive Partnerships and Culturally Connected) and Wananga (Innovation, Great Ako, Active Learner and Active Assessor)

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to confidently participate in the Te Wai Commonwealth Games so that we can apply our knowledge and understanding of the selected Commonwealth Nations, Commonwealth Games and their Values.

  Activities:

  -Learning about MHJC values.

  -Building connections between the Commonwealth Games values and MHJC values

  Success Criteria: 

  History of Commonwealth Games	I can explore a few aspects of  History of Commonwealth Games	I can identify a few aspects of  History of Commonwealth Games	I can focus on some aspects of History of Commonwealth Games	I can explain some aspects of History of Commonwealth Games
  Selected Member Countries:  Australia, Canada, England, India, Jamaica, Malaysia, South Africa and  Samoa	I may attempt to find out a few things about my assigned country	I can identify a few things about some member countries	I can describe various aspects of member countries	I can confidently explain various aspects of member countries
  Commonwealth Games’ Values such as Humanity, Equality and Destiny.	I can explore the Commonwealth Games’ Values	I can identify the Commonwealth Games’ Values	I can describe the Commonwealth Games’ Values	I can explain the Commonwealth Games’ Values
  Making connections with MHJC values	I can explore the connections between the values of Commonwealth games and MHJC	I can identify the connections between the values of Commonwealth games and MHJC	I can describe the connections between the values of Commonwealth games and MHJC	I can explain the connections between the values of Commonwealth games and MHJC

  Resources:

  
  

  
  
• Select week 19 September - 24 September

  19 September - 24 September
  Term 3: Week 9
  
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.

  • We are FOCUSING... on Commonwealth Games by defining their values such as Humanity, Equality and Destiny.

  • We are FOCUSING... on Commonwealth Games by connecting their values with MHJC values such as Ako (Thinking & Learning Strategies, Feedback, The Brain and Digital Literacy), Pono (Active Citizen, Digital Citizen and Hauora), Awhinatanga (Resilient Mindset, Positive Partnerships and Culturally Connected) and Wananga (Innovation, Great Ako, Active Learner and Active Assessor)

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to confidently participate in the Te Wai Commonwealth Games so that we can apply our knowledge and understanding of the selected Commonwealth Nations, Commonwealth Games and their Values.

  Activities:

  Global Studies Assessment 2 to be submitted by 29th September; Thursday; 3 P.M. on MHOL.

  Success Criteria: 

  History of Commonwealth Games	I can explore a few aspects of  History of Commonwealth Games	I can identify a few aspects of  History of Commonwealth Games	I can focus on some aspects of History of Commonwealth Games	I can explain some aspects of History of Commonwealth Games
  Selected Member Countries:  Australia, Canada, England, India, Jamaica, Malaysia, South Africa and  Samoa	I may attempt to find out a few things about my assigned country	I can identify a few things about some member countries	I can describe various aspects of member countries	I can confidently explain various aspects of member countries
  Commonwealth Games’ Values such as Humanity, Equality and Destiny.	I can explore the Commonwealth Games’ Values	I can identify the Commonwealth Games’ Values	I can describe the Commonwealth Games’ Values	I can explain the Commonwealth Games’ Values
  Making connections with MHJC values	I can explore the connections between the values of Commonwealth games and MHJC	I can identify the connections between the values of Commonwealth games and MHJC	I can describe the connections between the values of Commonwealth games and MHJC	I can explain the connections between the values of Commonwealth games and MHJC

  
  

  Resources:

  Assessment details

  • Select activity 2022-7W1 Global Studies Assessment 2: Commonwealth Games

    

    2022-7W1 Global Studies Assessment 2: Commonwealth Games Assignment

    Completion

    Students must

    

    Mark as done
• Select week 26 September - 2 October

  26 September - 2 October
  Term 3: Week 10
  
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING... on Commonwealth Games by developing our understanding about the history of the British Empire, Commonwealth countries and timeline of the games.

  • We are FOCUSING... on Commonwealth Games by defining their values such as Humanity, Equality and Destiny.

  • We are FOCUSING... on Commonwealth Games by connecting their values with MHJC values such as Ako (Thinking & Learning Strategies, Feedback, The Brain and Digital Literacy), Pono (Active Citizen, Digital Citizen and Hauora), Awhinatanga (Resilient Mindset, Positive Partnerships and Culturally Connected) and Wananga (Innovation, Great Ako, Active Learner and Active Assessor)

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to confidently participate in the Te Wai Commonwealth Games so that we can apply our knowledge and understanding of the selected Commonwealth Nations, Commonwealth Games and their Values.

  Activities: 2 sessions this week due to holiday on Monday

  Global Studies Assessment 2 to be submitted by 29th September; Thursday; 3 P.M. on MHOL.

  Success Criteria: 

  History of Commonwealth Games	I can explore a few aspects of  History of Commonwealth Games	I can identify a few aspects of  History of Commonwealth Games	I can focus on some aspects of History of Commonwealth Games	I can explain some aspects of History of Commonwealth Games
  Selected Member Countries:  Australia, Canada, England, India, Jamaica, Malaysia, South Africa and  Samoa	I may attempt to find out a few things about my assigned country	I can identify a few things about some member countries	I can describe various aspects of member countries	I can confidently explain various aspects of member countries
  Commonwealth Games’ Values such as Humanity, Equality and Destiny.	I can explore the Commonwealth Games’ Values	I can identify the Commonwealth Games’ Values	I can describe the Commonwealth Games’ Values	I can explain the Commonwealth Games’ Values
  Making connections with MHJC values	I can explore the connections between the values of Commonwealth games and MHJC	I can identify the connections between the values of Commonwealth games and MHJC	I can describe the connections between the values of Commonwealth games and MHJC	I can explain the connections between the values of Commonwealth games and MHJC

  Resources:

  consult assessment resources from last week.
  
  
• 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

  Kia Ora 7W1.  This term we are going to learn about 'Consumer Protection.'  

  "We aim to equip you with the knowledge, skills, attitudes and values to be informed and confident consumers. You will examine and describe the factors that influence people’s purchasing decisions.

  Key concepts:

  • Goods and services
  • Market
  • Services
  • Choices
  • Financial decision-making

  Conceptual understanding:

  • Financial decision-making is influenced by local and global markets and advertising and affects the community."

  https://ssol.tki.org.nz/Social-studies-1-10/Teaching-and-learning/Learning-units
  
  

  Activities:
  

  -Learning 'Consumer Protection' vocabulary

  -Understanding about 'Needs & Wants.'

  Resources:

  Vocabulary slides: https://docs.google.com/presentation/d/1Yw3PIVLjInLu2JT_sRELqL5Zgot2-p-PrLqonNMeGTE/edit?usp=sharing

  
  
• Select week 24 October - 30 October

  24 October - 30 October
  Term 4: Week 2
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are exploring…….‘Consumers & Producers’ by finding the differences between wants & needs and goods & services.
  • We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
  • We are exploring……..‘Consumers & Producers’ by discovering how persuasive advertising influences consumer behaviour.

  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on participating in the Wai Whanau Master Chef Competition by applying our Term 4 learning and working collaboratively.

  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  Plan & Do

  • We are PLANNING to apply our learning about ‘Consumers & Producers’ so that we can become informed consumers and make informed choices.

  Big Idea: Kai & Kindness

  Success Criteria: 

  Needs &Wants	I can identify the differences between wants & needs	I can name the differences between wants & needs	I can define the differences between wants & needs	I can describe the differences between wants & needs
  Goods & Services	I can identify the differences between goods & services	I can name the differences between goods & services	I can define the differences between goods & services	I can describe the differences between goods & services
  Rights & Responsibilities	I can identify the the rights and responsibilities of the consumers and producers	I can name a few rights and responsibilities of the consumers and producers	I can define the rights and responsibilities of the consumers and producers	I can describe the rights and responsibilities of the consumers and producers
  Persuasive Advertising	I can identify how persuasive advertising influences consumer behaviour	I can define how persuasive advertising influences consumer behaviour	I can describe how persuasive advertising influences consumer behaviour	I can explain how persuasive advertising influences consumer behaviour

  
  

  Activities:  (2 sessions this week)

  Learning about 'Goods & Services.'

  
  
• Select week 31 October - 6 November

  31 October - 6 November
  Term 4: Week 3
  
  
  

  EXPLORE / TŪHURA learning intentions:

  We are exploring…….‘Consumers & Producers’ by finding the differences between wants & needs and goods & services.
  We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
  We are exploring……..‘Consumers & Producers’ by discovering how persuasive advertising influences consumer behaviour.
  
  

  Big Idea: Kai & Kindness

  Success Criteria: 

  Needs &Wants	I can identify the differences between wants & needs	I can name the differences between wants & needs	I can define the differences between wants & needs	I can describe the differences between wants & needs
  Goods & Services	I can identify the differences between goods & services	I can name the differences between goods & services	I can define the differences between goods & services	I can describe the differences between goods & services
  Rights & Responsibilities	I can identify the the rights and responsibilities of the consumers and producers	I can name a few rights and responsibilities of the consumers and producers	I can define the rights and responsibilities of the consumers and producers	I can describe the rights and responsibilities of the consumers and producers
  Persuasive Advertising	I can identify how persuasive advertising influences consumer behaviour	I can define how persuasive advertising influences consumer behaviour	I can describe how persuasive advertising influences consumer behaviour	I can explain how persuasive advertising influences consumer behaviour

  
  

  Activities:  
  

  -Learning about the differences in 'Consumers & producers'
  -Am I a consumer?
  
  Resources:
  
  https://www.youtube.com/watch?v=PAbBd0UjPzE
  https://www.youtube.com/watch?v=dgJ0nw4hfBY
  
  
• Select week 7 November - 13 November

  7 November - 13 November
  Term 4: Week 4
  
  
  

  EXPLORE / TŪHURA learning intentions:

  We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
  
  

  Success Criteria: 

  Needs &Wants	I can identify the differences between wants & needs	I can name the differences between wants & needs	I can define the differences between wants & needs	I can describe the differences between wants & needs
  Goods & Services	I can identify the differences between goods & services	I can name the differences between goods & services	I can define the differences between goods & services	I can describe the differences between goods & services
  Rights & Responsibilities	I can identify the the rights and responsibilities of the consumers and producers	I can name a few rights and responsibilities of the consumers and producers	I can define the rights and responsibilities of the consumers and producers	I can describe the rights and responsibilities of the consumers and producers
  Persuasive Advertising	I can identify how persuasive advertising influences consumer behaviour	I can define how persuasive advertising influences consumer behaviour	I can describe how persuasive advertising influences consumer behaviour	I can explain how persuasive advertising influences consumer behaviour

  
  

  Activities:  
  

  -Learning about consumers' rights
  -Learning about consumers' responsibilities
  
  Resources:
  
  
• Select week 14 November - 20 November

  14 November - 20 November
  Week 5
  
  
  

  EXPLORE / TŪHURA learning intentions:

  We are exploring…….‘Consumers & Producers’ by finding the differences between wants & needs and goods & services.
  We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
  We are exploring……..‘Consumers & Producers’ by discovering how persuasive advertising
  influences consumer behaviour.
  
    
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on participating in the Wai Whanau Master Chef Competition by applying our Term 4 learning and working collaboratively.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  Plan & Do

  • We are PLANNING to apply our learning about ‘Consumers & Producers’ so that we can become informed consumers and make informed choices.

  Success Criteria: 

  Needs &Wants	I can identify the differences between wants & needs	I can name the differences between wants & needs	I can define the differences between wants & needs	I can describe the differences between wants & needs
  Goods & Services	I can identify the differences between goods & services	I can name the differences between goods & services	I can define the differences between goods & services	I can describe the differences between goods & services
  Rights & Responsibilities	I can identify the the rights and responsibilities of the consumers and producers	I can name a few rights and responsibilities of the consumers and producers	I can define the rights and responsibilities of the consumers and producers	I can describe the rights and responsibilities of the consumers and producers
  Persuasive Advertising	I can identify how persuasive advertising influences consumer behaviour	I can define how persuasive advertising influences consumer behaviour	I can describe how persuasive advertising influences consumer behaviour	I can explain how persuasive advertising influences consumer behaviour

  
  

  Activities:  
  

  -Learning how to be an informed consumer/customer.
  -Learning how to complain about bad goods/services.
  
• Select week 21 November - 27 November

  21 November - 27 November
  Week 6
  
  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  We are exploring…….‘Consumers & Producers’ by finding the differences between wants & needs and goods & services.
  We are exploring……..‘Consumers & Producers’ by investigating the rights and responsibilities of the consumers and producers.
  We are exploring……..‘Consumers & Producers’ by discovering how persuasive advertising
   influences consumer behaviour.
  
    
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on participating in the Wai Whanau Master Chef Competition by applying our Term 4 learning and working collaboratively.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  Plan & Do

  • We are PLANNING to apply our learning about ‘Consumers & Producers’ so that we can become informed consumers and make informed choices.

  Success Criteria: 

  Needs &Wants	I can identify the differences between wants & needs	I can name the differences between wants & needs	I can define the differences between wants & needs	I can describe the differences between wants & needs
  Goods & Services	I can identify the differences between goods & services	I can name the differences between goods & services	I can define the differences between goods & services	I can describe the differences between goods & services
  Rights & Responsibilities	I can identify the the rights and responsibilities of the consumers and producers	I can name a few rights and responsibilities of the consumers and producers	I can define the rights and responsibilities of the consumers and producers	I can describe the rights and responsibilities of the consumers and producers
  Persuasive Advertising	I can identify how persuasive advertising influences consumer behaviour	I can define how persuasive advertising influences consumer behaviour	I can describe how persuasive advertising influences consumer behaviour	I can explain how persuasive advertising influences consumer behaviour

  
  

  Activities:  
  

  -Learning how to be an informed consumer/customer.

  -Learning about 'Scams.'

  -Learning how to deal with scams. 
• Select week 28 November - 4 December

  28 November - 4 December
  Term 4:Week 7
  
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING...on participating in the Wai Whanau Master Chef Competition by applying our Term 4 learning and working collaboratively.

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  Plan & Do

  • We are PLANNING to apply our learning about ‘Consumers & Producers’ so that we can become informed consumers and make informed choices.

  Success Criteria: 

  Needs &Wants	I can identify the differences between wants & needs	I can name the differences between wants & needs	I can define the differences between wants & needs	I can describe the differences between wants & needs
  Goods & Services	I can identify the differences between goods & services	I can name the differences between goods & services	I can define the differences between goods & services	I can describe the differences between goods & services
  Rights & Responsibilities	I can identify the the rights and responsibilities of the consumers and producers	I can name a few rights and responsibilities of the consumers and producers	I can define the rights and responsibilities of the consumers and producers	I can describe the rights and responsibilities of the consumers and producers
  Persuasive Advertising	I can identify how persuasive advertising influences consumer behaviour	I can define how persuasive advertising influences consumer behaviour	I can describe how persuasive advertising influences consumer behaviour	I can explain how persuasive advertising influences consumer behaviour

  
  

  Activities:  
  

  -Learning how to be an informed consumer/customer.

  -Learning how persuasive advertising influences consumer behaviour.

  Resources:
  https://www.youtube.com/watch?v=T9pafxa8cCY
  
  
  
• Select week 5 December - 11 December

  5 December - 11 December

  
  
• Select week 12 December - 18 December

  12 December - 18 December