Weekly outline

  • General

    • Folder icon

      Useful resources like - how when to use sophisticated punctuation, persuasive devices etc,

    • File icon

      Response to written text conclusion

    • File icon

      List of techniques you car refer to in a written text

    • Folder icon

      Useful resources like - how when to use sophisticated punctuation, persuasive devices etc,

    • File icon

      Response to written text conclusion

    • File icon

      List of techniques you car refer to in a written text

    • Assignment icon

      For the purpose of this assessment you will choose a topic to research then present your findings in a balanced argument. We have been looking at the array of information online and how to navigate the content online to ensure the information is credible. Whilst you can choose your own ‘topic’ to research, your argument needs to look at both sides, but also needs to include your own conclusions.


      There are two parts to this research process.

      Part 1. Research Investigation 2 weeks 

      Part 2. Discursive Essay 2 weeks 


    • Assignment icon

      This term our focus is on reducing inequality. Over the term you will be exploring the issue of inequality as presented in the film The Book Thief. 

      In this assessment activity you are required to create a static image that develops an idea about a text you have studied. Ensure that the static image you submit for assessment:

      • develops and structures your ideas – the idea you are portraying is a main idea from the text 
      • is appropriate to the audience 
      • uses visual and verbal language features that are appropriate to the purpose and audience such as images, symbolism, colour, quotations
      • uses visual and verbal language features with control to command attention.
      • explain the choices you have made in regard to your static image

  • TERM 1 WEEK 1

    Welcome

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

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

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

    Success Criteria: I can/have...

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

    Activities:

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


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  • TERM 1 WEEK 2

    Kia ora Year 10s. This week we will begin looking at a poem by Witi Ihimaera. This week is a special reminder of what our obligations are under the Treaty of Waitangi. As people from many lands we come with our own stories and journey. But now as people of Aotearoa what is your vision of a bicultural New Zealand? What part can you play in making your vision a reality?

    Treaty of Waitangi

    Success Criteria:

    • We are unpacking what the Treaty of Waitangi in reference to Witi Ihimaera's poem Our Watch Now
    • We are discussing what would Aotearoa be like if all New Zealanders embraced the concept of being a multi-cultural country underpinned by bicultural foundations?” 

    Activities:

    1. Read / Listen to the poem Our Watch Now
    2. Complete the Pre, during and Post Reading Activities
    3. NZ Place names in Māori

    Further Learning:
    Reading Plus



  • TERM 1 WEEK 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by analysing a range of information text
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by classifying information into fact or fiction
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by interpreting various sources of information
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by organising the texts into key ideas that have been developed


    Activities:

    1. Use the Google Slides on Google Classroom to unpack Fakenews
    2. Complete Activities

    Further Learning:
    Reading Plus


  • TERM 1 WEEK 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by analysing a range of information text
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by classifying information into fact or fiction
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by interpreting various sources of information
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by organising the texts into key ideas that have been developed


    Activities:

    1. Use the Google Slides on Google Classroom to unpack Fakenews
    2. Complete Activities

    Further Learning:
    Reading Plus



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  • TERM 1 WEEK 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by analysing a range of information text
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by classifying information into fact or fiction
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by interpreting various sources of information
    • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by organising the texts into key ideas that have been developed



    Activities:

    1. Use the Google Slides on Google Classroom to unpack Fakenews
    2. Complete Activities

    Further Learning:
    Reading Plus



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  • TERM 1 WEEK 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by developing our understanding the impact of wokeism, cancel culture and gaslighting
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by identifying the bias that is evident in the texts
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by explaining the source and purpose of bias in text and the tools used to create this
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by responding to text through a range of genre


    Activities:

    1. Use the Google Slides on Google Classroom - choose an issue that plagues GenZ and apply your understanding of how to do research
    2. Complete Activities

    Further Learning:
    Reading Plus


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  • TERM 1 WEEK 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by developing our understanding the impact of wokeism, cancel culture and gaslighting
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by identifying the bias that is evident in the texts
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by explaining the source and purpose of bias in text and the tools used to create this
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by responding to text through a range of genre


    Activities:

    1. Use the Google Slides on Google Classroom - Trash and Treasure Activity 10 sources to 6 and then CRAAP test 6 sources
    2. Complete Activities

    Further Learning:
    Reading Plus


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  • TERM 1 WEEK 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by developing our understanding the impact of wokeism, cancel culture and gaslighting
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by identifying the bias that is evident in the texts
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by explaining the source and purpose of bias in text and the tools used to create this
    • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by responding to text through a range of genre


    Activities:

    1. Use the Google Slides on Google Classroom - What is my Legacy - self identified issue
    2. Complete Activities

    Further Learning:
    Reading Plus


  • TERM 1 WEEK 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can collaborate on an issueWe are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can prepare a presentation in the medium of our choosing
    • We are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can share our thoughts/views on an issue
  • TERM 1 WEEK 10


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can collaborate on an issueWe are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can prepare a presentation in the medium of our choosing
    • We are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can share our thoughts/views on an issue

    Success Criteria


    Activities:

    Model UN


  • HOLIDAYS

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  • HOLIDAYS

  • TERM 2 WEEK 1

    anzac

    Welcome back after the holidays. Hope you have had a good break. On Tuesday we commemorated ANZAC Day. So as part of English lessons this week we will continue to honour the lives and legacy of the brave men and women who fought at Gallipoli for the land we stand on. 

    Kia ora...

    Success Criteria:

    • We are exploring the experiences of the the men in the 28th Māori Battalion so that we can identify the challenges these men faced, both from within and the external forces.
    • We are exploring the experiences of the men in the film Tama Tu so that we can analyse how film techniques employed by Taika Waititi to highlight the trauma of war.

    Activities:

    1. Viewing the film Tama Tu and analysing the film techniques used.
    2. Reading Assessment on EP

    Further Learning:
    From next week and for the rest of the term our context details as below:

    Year 10 -   Risky Business

    Whakataukī: “Whāia te mātauranga hei oranga mō koutou”             

    Metaphorical: Seek after learning for the sake of your wellbeing

    Literal: This whakatauki (saying) teaches that in a world full of noise and  confusion, wisdom and wellbeing will come when we ask questions with a genuine desire to understand the answers.

    How might we make informed financial and social decisions SO THAT we can take calculated risks that enhance our wellbeing?




  • TERM 2 WEEK 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by recognising that there are multiple perspectives in a text
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by interpreting how texts are composed for the overall impact
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by empathising with characters and their experiences by connecting key ideas across a range of text
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by investigating a range of narrative perspectives and the effect it has on the viewers

    Success Criteria:

    p

    Activities:

    1. Literature Circles 

    Further Learning:

    1. EP activities 


  • TERM 2 WEEK 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by recognising that there are multiple perspectives in a text
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by interpreting how texts are composed for the overall impact
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by empathising with characters and their experiences by connecting key ideas across a range of text
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by investigating a range of narrative perspectives and the effect it has on the viewers


    Success Criteria:

    p

    Activities:

    1. Literature Circles 

    Further Learning:

    1. EP activities 


  • TERM 2 WEEK 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by recognising that there are multiple perspectives in a text
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by interpreting how texts are composed for the overall impact
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by empathising with characters and their experiences by connecting key ideas across a range of text
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by investigating a range of narrative perspectives and the effect it has on the viewers

    Success Criteria:

    p

    Activities:

    1. Literature Circles 

    Further Learning:

    1. EP activities 


  • TERM 2 WEEK 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by recognising that there are multiple perspectives in a text
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by interpreting how texts are composed for the overall impact
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key settings and how they have been selected by the author for effect
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key ideas that are developed through the text and the purpose of exploring these themes
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by empathising with characters and their experiences by connecting key ideas across a range of text
    • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by investigating a range of narrative perspectives and the effect it has on the viewers


    Success Criteria:

    p

    Activities:

    1. Literature Circles 

    Further Learning:

    1. EP activities 


  • TERM 2 WEEK 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing the range of perspectives presented in the text.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by explaining the effect of the setting on character development.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by deducing how character development is affected by external factors.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing and contrasting the characters and their motivation/decisions.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by discussing the choices made by characters and how it affects the narrative of the story.


    Success Criteria:

    p

    Activities:

    1. Literature Circles - novels


    Further Learning:
    Education perfect Tasks.



  • TERM 2 WEEK 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing the range of perspectives presented in the text.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by explaining the effect of the setting on character development.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by deducing how character development is affected by external factors.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing and contrasting the characters and their motivation/decisions.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by discussing the choices made by characters and how it affects the narrative of the story.


    Success Criteria:




  • TERM 2 WEEK 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing the range of perspectives presented in the text.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by explaining the effect of the setting on character development.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by deducing how character development is affected by external factors.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing and contrasting the characters and their motivation/decisions.
    • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by discussing the choices made by characters and how it affects the narrative of the story.
  • TERM 2 WEEK 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply our understanding of the key ideas in a text so that we can respond to a text.
    • We are PLANNING to apply our understanding of the key ideas in a text so that we can apply our understanding of text, the character decisions and the impact of the setting in the text
  • TERM 2 WEEK 10

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply our understanding of the key ideas in a text so that we can respond to a text.
    • We are PLANNING to apply our understanding of the key ideas in a text so that we can apply our understanding of text, the character decisions and the impact of the setting in the text
  • 3 July - 9 July

  • 10 July - 16 July

  • TERM 3 WEEK 1

    Year 10 -   Elections: Reducing Inequlaties

    Whakataukī: “Kia whakatōmuri te haere whakamua”             

    Metaphorical: I walk backwards into the future with my eyes fixed on my past

    Literal: This whakatauki (saying) teaches that In order to navigate well into our collective future, we need to clearly understand our past. This is the key way through which we can reduce inequalities that exist in our societ


    How might we develop our understanding of inequalities through a range of context SO THAT we can take action?



  • TERM 3 WEEK 2


    Welcome back Year 10's. You worked well on the camera shots and angles. You must remember that:

    • IF THE DIRECTOR DOES THEIR JOB PROPERLY, EVERYTHING THAT YOU SEE AND HEAR IN A FILM IS DONE FOR A REASON.
    • THE DIRECTOR HAS USED TECHNIQUES ON PURPOSE TO TELL THE STORY.
    • SO, WHEN ANALYSING A SCENE, YOU SHOULD ASK, “WHY HAVE THEY DONE THIS?”


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

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

    Success Criteria:



    Resources:

  • TERM 3 WEEK 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

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

    Success Criteria:



    Resources:


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  • TERM 3 WEEK 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

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

    Success Criteria:



    Resources:


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  • TERM 3 WEEK 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining the effect of colour and imagery in a propaganda poster
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by deducing how visual and verbal language techniques affect our emotions
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by choosing a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest

    Success Criteria:


    Activities:

    1. Linked on Google Classroom

    Further Learning:


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  • TERM 3 WEEK 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining the effect of colour and imagery in a propaganda poster
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by deducing how visual and verbal language techniques affect our emotions
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by choosing a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest

    Success Criteria:


    Activities:

    1. Linked on Google Classroom

    Further Learning:


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  • TERM 3 WEEK 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining the effect of colour and imagery in a propaganda poster
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by deducing how visual and verbal language techniques affect our emotions
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by choosing a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest

    Success Criteria:


    Activities:

    1. Linked on Google Classroom

    Further Learning:


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  • TERM 3 WEEK 8

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply our understanding of the key ideas in a text so that we can explain how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are PLANNING to apply our understanding of the key ideas in a text so that we can apply our understanding of verbal and visual language features through a static image
    • We are PLANNING to apply our understanding of the key ideas in a text so that we can justify our selection of language and visual techniques by being able to share the impact of these techniques
    • We are PLANNING to apply our understanding of the key ideas in a text so that we can deduce how visual and verbal language techniques affect our emotions and impacts the audience

    Success Criteria:


    Activities:

    1. Linked on Google Classroom

    Further Learning:
    Write here...


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  • TERM 3 WEEK 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to apply our understanding of the key ideas in a text so that we can explain how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are PLANNING to apply our understanding of the key ideas in a text so that we can apply our understanding of verbal and visual language features through a static image
    • We are PLANNING to apply our understanding of the key ideas in a text so that we can justify our selection of language and visual techniques by being able to share the impact of these techniques
    • We are PLANNING to apply our understanding of the key ideas in a text so that we can deduce how visual and verbal language techniques affect our emotions and impacts the audience

    Success Criteria:


    Activities:

    1. Linked on Google Classroom

    Further Learning:
    Write here...



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  • TERM 3 WEEK 10

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on the impact of my static image by assessing the effectiveness of the verbal and visual techniques used in my static image

    Success Criteria:


    Activities:

    1. Google Classroom

    Further Learning:
    Write here...



  • 25 September - 1 October

  • 2 October - 8 October

  • TERM 4 WEEK 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING careers by integrating sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
    • We are EXPLORING careers by recognising and understanding the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.
    • We are EXPLORING careers by investigating how to shape texts for different audiences and purposes
    • We are EXPLORING careers by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are EXPLORING careers by conveying and sustaining personal voice where appropriate.

    Success Criteria:


    Activities:

    1. CV Writing
    2. Cover Letter
    Further Learning:

    Reading Plus



  • TERM 4 WEEK 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING careers by integrating sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
    • We are EXPLORING careers by recognising and understanding the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.
    • We are EXPLORING careers by investigating how to shape texts for different audiences and purposes
    • We are EXPLORING careers by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are EXPLORING careers by conveying and sustaining personal voice where appropriate.

    Success Criteria:


    Activities:

    1. CV Writing
    2. Cover Letter
    Further Learning:

    Reading Plus





  • TERM 4 WEEK 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING careers by integrating sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
    • We are EXPLORING careers by recognising and understanding the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.
    • We are EXPLORING careers by investigating how to shape texts for different audiences and purposes
    • We are EXPLORING careers by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are EXPLORING careers by conveying and sustaining personal voice where appropriate.


    Success Criteria:


    Activities:

    1. CV Writing
    2. Cover Letter
    Further Learning:

    Reading Plus





  • TERM 4 WEEK 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on understanding how careers are ever changing by being reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
    • We are FOCUSING on understanding how careers are ever changing by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are FOCUSING on understanding how careers are ever changing by creating a range of increasingly varied and complex texts by integrating sources of information and processing strategies
    Success Criteria:

    a

    Activities:

    1. Careers NZ Quizzes
    2. Interview Mock ups

    Further Learning:
    Write here...


  • TERM 4 WEEK 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on understanding how careers are ever changing by being reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
    • We are FOCUSING on understanding how careers are ever changing by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are FOCUSING on understanding how careers are ever changing by creating a range of increasingly varied and complex texts by integrating sources of information and processing strategies


    Success Criteria:

    a

    Activities:

    1. Careers NZ Quizzes
    2. Interview Mock ups

    Further Learning:
    Write here...


  • TERM 4 WEEK 6

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on understanding how careers are ever changing by being reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
    • We are FOCUSING on understanding how careers are ever changing by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are FOCUSING on understanding how careers are ever changing by creating a range of increasingly varied and complex texts by integrating sources of information and processing strategies


    Success Criteria:

    a

    Activities:

    1. Careers NZ Quizzes
    2. Interview Mock ups

    Further Learning:
    Write here...


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  • TERM 4 WEEK 7

    cerritoscollege on X: "Finals week is only 10 days away. Beginning Monday,  May 7, library will be open until 1 a.m. Study hard, you must. May the  Force be with you! Library

  • TERM 4 WEEK 8

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  • TERM 4 WEEK 9

  • TERM 4 WEEK 10