Weekly outline

  • General

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  • Term 1: Week 1


  • Term 1: Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING concepts of Tangata Tiriti and Tangata Whenua.
    • We are EXPLORING the relations between Asian Tauiwi and Tangata Whenua.
    • We are EXPLORING different cases of cultural interaction around the Treaty and imagining how the future might look in 2040.

    Kia ora ngā taiohinga mā, nau mai haere mai.

    Kohikohi ngā kākano, whakaritea te pārekereke, kia puāwai ngā hua

    Gather the seeds, prepare the seedbed carefully, and you will be gifted with abundance of food

    Our learning context this term is ‘Changing Places’’ - and in global studies this will relate to your home community here in Flatbush/Ōwairoa - and its global reach. From Polynesian origins to present-day diversity We will be asking 3 big questions for inquiry this term and we will be exploring them in different ways - so we get a more complete picture.

    1. Who are Tangata Tiriti & who are Tangata Whenua?

    2. How did our community in Flatbush/Ōwairoa form over time?

    3. What could 2040 look like in our community?

    Success Criteria:

    I can discuss and define the terms: Tangata Tiriti & Tangata Whenua.

    I can explain how our community came to be in Flatbush/Ōwairoa.

    I understand the part the Treaty plays in my life and in our collective future..

    Activities:

    Inquiry stage 1 - intro to colonialism Edpuzzle



  • Term 1: Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING concepts of Tangata Tiriti and Tangata Whenua.
    • We are EXPLORING the relations between Asian Tauiwi and Tangata Whenua.
    • We are EXPLORING different cases of cultural interaction around the Treaty and imagining how the future might look in 2040.

    Kia ora ngā taiohinga mā, nau mai haere mai.

    Kohikohi ngā kākano, whakaritea te pārekereke, kia puāwai ngā hua

    Gather the seeds, prepare the seedbed carefully, and you will be gifted with abundance of food

    Our learning context this term is ‘Changing Places’’ - and in global studies this will relate to your home community here in Flatbush/Ōwairoa - and its global reach. From Polynesian origins to present-day diversity We will be asking 3 big questions for inquiry this term and we will be exploring them in different ways - so we get a more complete picture.

    1. Who are Tangata Tiriti & who are Tangata Whenua?

    2. How did our community in Flatbush/Ōwairoa form over time?

    3. What could 2040 look like in our community?

    Success Criteria:

    I can discuss and define the terms: Tangata Tiriti & Tangata Whenua.

    I can explain how our community came to be in Flatbush/Ōwairoa.

    I understand the part the Treaty plays in my life and in our collective future..

    Activities:

    Inquiry stage 1 - intro to colonialism Edpuzzle



  • Term 1: Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING concepts of Tangata Tiriti and Tangata Whenua.
    • We are EXPLORING the relations between Asian Tauiwi and Tangata Whenua.
    • We are EXPLORING different cases of cultural interaction around the Treaty and imagining how the future might look in 2040.

    Kia ora ngā taiohinga mā, nau mai haere mai.

    Kohikohi ngā kākano, whakaritea te pārekereke, kia puāwai ngā hua

    Gather the seeds, prepare the seedbed carefully, and you will be gifted with abundance of food

    Our learning context this term is ‘Changing Places’’ - and in global studies this will relate to your home community here in Flatbush/Ōwairoa - and its global reach. From Polynesian origins to present-day diversity We will be asking 3 big questions for inquiry this term and we will be exploring them in different ways - so we get a more complete picture.

    1. Who are Tangata Tiriti & who are Tangata Whenua?

    2. How did our community in Flatbush/Ōwairoa form over time?

    3. What could 2040 look like in our community?

    Defining Tangata Tiriti: 

    At Waitangi in 1989 when he was chair of the Waitangi Tribunal, Sir Edward Taihakurei Durie, current chair of the Māori Council, referred to non-Māori as Tangata Tiriti: those who belong to this land by right of te Tiriti o Waitangi/the Treaty of Waitangi. He noted that without the Treaty they would have no lawful presence in such numbers nor any legitimate political role in this part of the Pacific. Put another way, in the Treaty there were Tangata Whenua – people of the land – and Tangata Tiriti – people of the Treaty. (Tangata Tiriti includes everyone who cannot whakapapa to a Māori ancestor, not just white people from Britain as it is not an ethnic term). In te Tiriti the Crown undertook to respect and uphold the tino rangatiratanga of the many independent hapū in exchange for the right to govern its own subjects within the boundaries of the land granted to them. Those same subjects, or citizens as we say now, were therefore also bound to recognise the mana whenua status (independent authority) of their local hapū with all their powers of tino rangatiratanga. However the Crown (‘Kāwanatanga’ in te Tiriti) quickly got out of control, unilaterally taking to itself the power to govern the whole country and all of its citizens. Now that Tangata Tiriti have at last begun to understand the Treaty they have begun to accept the responsibility to promote the establishment of an honourable Kāwanatanga – the one promised in the Treaty. The Treaty was and is an invitation to Tangata Tiriti to belong in this land IF the Treaty is honoured. It is the basis of the developing culture of Tangata Tiriti and of their nationhood.

    Success Criteria:

    I can discuss and define the terms: Tangata Tiriti & Tangata Whenua.

    I can explain how our community came to be in Flatbush/Ōwairoa.

    I understand the part the Treaty plays in my life and in our collective future..

    Activities:

    Inquiry stage 1 - intro to colonialism Edpuzzle





  • Term 1: Week 5

       EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING concepts of Tangata Tiriti and Tangata Whenua.
    • We are EXPLORING the relations between Asian Tauiwi and Tangata Whenua.
    • We are EXPLORING different cases of cultural interaction around the Treaty and imagining how the future might look in 2040.

  • Term 1: Week 6

       EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING concepts of Tangata Tiriti and Tangata Whenua.
    • We are EXPLORING the relations between Asian Tauiwi and Tangata Whenua.
    • We are EXPLORING different cases of cultural interaction around the Treaty and imagining how the future might look in 2040.

  • Term 1: Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on traditional navigation technologies and how they were designed
    • We are FOCUSING on drawing a star compass with cardinal directions and quadrants
    • We are DISCUSSING early navigation of the Pacific
    • We are DISCUSSING of the origins of the Polynesian people and how they navigated across the Pacific Ocean
    • We are DISCUSSING the similarities between various Pacific languages and cultures

    Kia ora 9F1.  This week we are learning important Social Science key skills (compare & contrast) through the comparison of Waka Hourua and the Endeavour.  

    Success Criteria:  I can...

    • Locate key facts
    • Write using full sentences (literacy integration)
    • Compare and contrast using a Venn diagram

    Activities:

    1. Shared class viewing of video: 'Life on the HMS Endeavour'
    2. Complete 'Speech Bubble' facts using full sentences. 
    3. Class discussion and activity using Venn Diagrams to compare and contrast (please refer to Google Classroom).


    Further Learning:
    What other graphic organisers have you used to organise your thinking across different areas of learning?



  • Term 1: Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on traditional navigation technologies and how they were designed
    • We are FOCUSING on drawing a star compass with cardinal directions and quadrants
    • We are DISCUSSING early navigation of the Pacific
    • We are DISCUSSING of the origins of the Polynesian people and how they navigated across the Pacific Ocean
    • We are DISCUSSING the similarities between various Pacific languages and cultures

    Kia ora 9F1.  This week we are learning important Social Science key skills through Captain Hook's mapping.  

    Success Criteria:  I can...

    • Locate lines of longitude and latitude on a map
    • Read closely for information (literacy integration)
    • Understand navigation and mapping techniques of the Pacific

    Activities:

    1. Please read the article on Captain Cook and his mapping techniques. 
    2. Class discussion of mapping skills: 'Longitude and Latitude' (please refer to Google Classroom).


    Further Learning:
    Can you locate lines of longitude and latitude on Google Earth?


  • Term 1: Week 9

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on traditional navigation technologies and how they were designed
    • We are FOCUSING on drawing a star compass with cardinal directions and quadrants
    • We are DISCUSSING early navigation of the Pacific
    • We are DISCUSSING of the origins of the Polynesian people and how they navigated across the Pacific Ocean
    • We are DISCUSSING the similarities between various Pacific languages and cultures

    Kia ora 9F1.  This week we will start to learn about the role of Star Compass navigation in our 'Changing Places' context.  

    Success Criteria: I can...

    • Read closely for information
    • Understand traditional navigation techniques
    • Discuss early navigation and human migration of the Pacific
    • Calculate the speed, distance & duration of waka (numeracy integration)

    Activities:

    1. Read through the article about the expedition.
    2. Watch the video on Star Compass navigation.
    3. Begin to answer the questions in your Global Studies Exercise Book (Refer to Google Classroom).


    Further Learning:
    Have a go at calculating speed, distance and duration of waka!


  • Term 1: Week 10

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a field trip to the Auckland War Memorial Museum so that we can SHARE stories of migration of the Pacific
    • We are SHARING stories of the archeology of the Pacific
    • We are CONSULTING to learn how archaeologists study the past by EXAMINING material remains

    Kia ora 9F1.  This week we are continuing our learn about the role of Star Compass navigation in our 'Changing Places' context.  

    Success Criteria: I can...

    • Read closely for information (literacy integration)
    • Understand traditional navigation techniques
    • Discuss early navigation and human migration of the Pacific
    • Calculate the speed, distance & duration of waka (numeracy integration)

    Activities:

    1. Read through the article about the expedition.
    2. Watch the video on Star Compass navigation.
    3. Finish answering the questions in your Global Studies Exercise Book (Refer to Google Classroom).


    Further Learning:
    Check out the Auckland War Memorial Museum website in preparation for our trip (Friday of Term 2, Week 1). 



  • April Holidays: Week 1

  • April Holidays: Week 2

  • Term 2 Week 1

  • Term 2 Week 2

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on environmental issues by explaining the causes of Climate Change
    • We are FOCUSING on environmental issues by describing the impacts of Climate Change on different communities
    • We are FOCUSING on environmental issues by explaining the causes of deforestation
    • We are FOCUSING on environmental issues by describing the impacts of deforestation on different communities

  • Term 2 Week 3


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on environmental issues by explaining the causes of Climate Change
    • We are FOCUSING on environmental issues by describing the impacts of Climate Change on different communities
    • We are FOCUSING on environmental issues by explaining the causes of deforestation
    • We are FOCUSING on environmental issues by describing the impacts of deforestation on different communities

    Kia ora...

    Success Criteria:

    I am able to explain key words, phrases and effects of Climate Change. I am able to collaborate within a group to research impacts of Climate Change and present this information.

    Activities:

    1. Climate Challenge Q&A...
    2. Group Research collaboration...

    Further Learning:
    All this information will be beneficial for Assessment 1. Please feel free to find your own resources to help your information collation.

  • Term 2 Week 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    FOCUS / ARONGA learning intentions:
    • We are FOCUSING on environmental issues by explaining the causes of Climate Change
    • We are FOCUSING on environmental issues by describing the impacts of Climate Change on different communities
    • We are FOCUSING on environmental issues by explaining the causes of deforestation
    • We are FOCUSING on environmental issues by describing the impacts of deforestation on different communities


    Kia ora...Year 9's.  This week the focus remains on Climate Change and the impact this has on communities.

    Success Criteria:

    I am able to research information on Climate Change.

    I can demonstrate collaborative group work and communication.

    Activities:

    1. Q & A activity. Teacher and class discussion (refer to Google Classroom)
    2. Group collaboration and research fact finding skills for upcoming class feedback on Impacts.

    Further Learning:
    All this information will be beneficial for Assessment 1. Please feel free to find your own resources to help your information collation.


  • Term 2 Week 5

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on environmental issues by explaining the causes of Climate Change
    • We are FOCUSING on environmental issues by describing the impacts of Climate Change on different communities
    • We are FOCUSING on environmental issues by explaining the causes of deforestation
    • We are FOCUSING on environmental issues by describing the impacts of deforestation on different communities

    Kia ora everyone. This week our learning objective is to understand what deforestation is and why it is happening.

    Success Criteria:

    I am able to define deforestation.

    I can explain the consequences of deforestation and land use

    I am able to describe some ways humans have contributed to this

    Activities:

    1. WWF Question and Answer (refer to Google Classroom)
    2. Definition and keyword tables
    3. Edpuzzle and videos.

    Further Learning:
    There are further videos on Deforestation and the communities affected for you to watch.


  • Term 2 Week 6


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on environmental issues by explaining the causes of Climate Change
    • We are FOCUSING on environmental issues by describing the impacts of Climate Change on different communities
    • We are FOCUSING on environmental issues by explaining the causes of deforestation
    • We are FOCUSING on environmental issues by describing the impacts of deforestation on different communities

    Kia ora everyone!! 

    Success Criteria:

    This is assessment week where will be collating all of our knowledge and learning into a concise and compact format.

    Activities:

    1. Assessment instructions and discussion
    2. Start Assessment
    3. Working on Assessment



  • Term 2 Week 7

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are investigating different types of environmental protest movements
    • We are EXPLORING protest by identifying key organisations actively involved
    • We are EXPLORING how people respond to Climate Change and Deforestation
    • We are analysing the role of social activism and environmental justice movments

  • Term 2 Week 8

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are investigating different types of environmental protest movements
    • We are EXPLORING protest by identifying key organisations actively involved
    • We are EXPLORING how people respond to Climate Change and Deforestation
    • We are analysing the role of social activism and environmental justice movements

    Kia ora Team 9F1 and welcome to the week of protests and social movements.

    Success Criteria:

    We will be able to explain the concept of social activism, environmental justice movements and how this has brought about Social change

    Activities:

      1. Ed Puzzles
      2. Videos

    Further Learning:

    There are many organisations around the world that you can investigate to further understand what their goals are.



  • Term 2 Week 9

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • Our Plan and Do recognises strengths and limitations of social activism and social action campaigns.
    • We are designing a socially activated placard piece of art to portray a message (logo) and campaign

  • Term 2 Week 10

  • Holiday 1

  • Holiday 2

  • Week 1 Term 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the 2023 election by discussing the importance of democracy
    • We are FOCUSING on the 2023 election by explaining New Zealand’s electoral system (MMP)
    • We are FOCUSING on the 2023 election by comparing key politicians and political parties
    • We are FOCUSING on the 2023 election by explaining the functions of New Zealand parliament
    • We are FOCUSING on the 2023 election by describing the process of making laws


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • Our Plan and Do recognises strengths and limitations of social activism and social action campaigns.
    • We are designing a socially activated placard piece of art to portray a message (logo) and campaign

    Kia ora and Welcome back Team 9F1. This week is all about activists, protests, campaigns and the relationship between slogans and social justice. We are investigating areas of slogan logos and how art and language work together to make meaning...or not.

    Success Criteria:

    We can identify a claim about Climate Change and evaluate supporting evidence for this. 

    We can explain the relationship between art and language to convey a message.

    Activities:

    1. Videos
    2. Collaborative work

    Further Learning:


  • Week 2 Term 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the 2023 election by discussing the importance of democracy
    • We are FOCUSING on the 2023 election by explaining New Zealand’s electoral system (MMP)
    • We are FOCUSING on the 2023 election by comparing key politicians and political parties
    • We are FOCUSING on the 2023 election by explaining the functions of New Zealand parliament
    • We are FOCUSING on the 2023 election by describing the process of making laws


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • Our Plan and Do recognises strengths and limitations of social activism and social action campaigns.
    • We are designing a socially activated placard piece of art to portray a message (logo) and campaign

    Kia ora Team 9F1 and welcome to Week 2! This week our focus is on creating a socially responsive placard to send a message for a campaign. 

    Success Criteria:

    1. Students can effectively present their placards and convey their message.
    2. Students can explain the rationale behind their design choices and message.
    3. Students can reflect on the overall process of creating the placards and the importance of activism.

    Activities:

    1. Design a placard using a variety of mediums




  • Week 3 Term 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the 2023 election by discussing the importance of democracy
    • We are FOCUSING on the 2023 election by explaining New Zealand’s electoral system (MMP)
    • We are FOCUSING on the 2023 election by comparing key politicians and political parties
    • We are FOCUSING on the 2023 election by explaining the functions of New Zealand parliament
    • We are FOCUSING on the 2023 election by describing the process of making laws


    Kia ora Team.  This week our focus turns to our current political landscape within Aōtearoa investigating democracy, why it is important, what other political systems there are in the world, decision making strategies and the origins of democracy in ancient Greece.

    Success Criteria:

    We will be able to explain why democracy is important, describe differences between political systems, investigate forms of government and the state of these within a global context.

    Activities:

      1. Class discussion - decision making and democracy
      2. NZ Laws, group activity 
      3. Types of Government class discussion
      4. Democratic Elections Reading Comprehension
      5. “The State of Democracy Around the World Map” + questions
      6. Origins of democracy worksheet



  • Week 4 Term 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the 2023 election by discussing the importance of democracy
    • We are FOCUSING on the 2023 election by explaining New Zealand’s electoral system (MMP)
    • We are FOCUSING on the 2023 election by comparing key politicians and political parties
    • We are FOCUSING on the 2023 election by explaining the functions of New Zealand parliament
    • We are FOCUSING on the 2023 election by describing the process of making laws


    Kia ora Team.  This week our focus turns to ancient Greece the origin of democracy, understanding what government actually does, the branches  and responsibilities each has and laws surrounding common rules and tradition.

    Success Criteria:

    We will be able to outline what the role of our government has, the branches of governing and the responsibilities involved within the 3 branches.

    Activities:

    1. Class discussions on - What does our government do?
    2. Worksheet on what the governing powers of the 3 branches are
    3. Election match up activity
    4. Athenian origins of Democracy
    5. Origins of democracy worksheet
    6. Word Search and definitions of terms.




  • Week 5 Term 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the 2023 election by discussing the importance of democracy
    • We are FOCUSING on the 2023 election by explaining New Zealand’s electoral system (MMP)
    • We are FOCUSING on the 2023 election by comparing key politicians and political parties
    • We are FOCUSING on the 2023 election by explaining the functions of New Zealand parliament
    • We are FOCUSING on the 2023 election by describing the process of making laws


    Kia ora everyone and welcome to Week 5.

    This week our focus is looking at what MMP elections are, what the 3 branches of government roles are, why we need the separation of powers and how electorates are decided.


    Success Criteria:

    I can outline how the three branches of government work

    I can discuss why we need separation of powers

    I can describe how an MMP election functions.


    Activities:

      1. Worksheet activities
      2. Videos
      3. Groups discussions
      4. Kahoot
      5. Fruit Elections

     


  • Week 6 Term 3

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on the 2023 election by discussing the importance of democracy
    • We are FOCUSING on the 2023 election by explaining New Zealand’s electoral system (MMP)
    • We are FOCUSING on the 2023 election by comparing key politicians and political parties
    • We are FOCUSING on the 2023 election by explaining the functions of New Zealand parliament
    • We are FOCUSING on the 2023 election by describing the process of making laws

    Kia ora everyone.  This week's focus is on New Zealand's electoral system of MMP and how this works, what our involvement as citizens are, what are electorate and party votes and the 5% rule. Democracy is the basis of our political system and this is displayed through our ability to vote and choose candidates for local and general elections.

    Success Criteria:

    I can evaluate Aotearoa’s political system and reflect on how it allows for me to be involved in making political change

     I can describe how an MMP election works

    I can describe how electorates are decided 

    Activities:
    1. Video's
    2. Fruit Election
    3. Kahoot
    4. Parliament VR Activity
    5. Worksheet activities

     




  • Week 7 Term 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING forms of international government systems and comparing these with Aōtearoa New Zealand
    • We are EXPLORING what role propaganda and political satire has in political systems


    This is assessment week where will be collating all of our knowledge and learning into a concise and compact format.

    Activities:

    1. Assessment instructions and discussion
    2. Start Assessment
    3. Working on Assessment



  • Week 8 Term 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING forms of international government systems and comparing these with Aōtearoa New Zealand
    • We are EXPLORING what role propaganda and political satire has in political systems


    This week is all about our 1 Pager Poster Assessments on Forms of Government.




  • Week 9 Term 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING forms of international government systems and comparing these with Aōtearoa New Zealand
    • We are EXPLORING what role propaganda and political satire has in political systems

    This week is about our 1 Page Poster Assessment on Forms of Government.



  • Week 10 Term 3

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are planning to participate & actively contribute to the Ngāhere Whānau Elections.
    • We are PLANNING to develop a policy around 'climate change' so that we can add to our Political Party's Policy portfoliO


    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are Reflecting on how we can participate in government systems
    • We are REFLECTING on the importance of voting and being heard

    Kia ora TEAM and welcome to the last week of term.  This week has a focus on how a Bill becomes an Act to finally being passed as a law. Our Whanau elections have been productive in learning how different roles are managed within a political party, the advantage and necessity of campaign work and having policies that are watertight and sound.

    Success Criteria:

    I can summarise the process of a bill becoming a law

    Activities:

    1. Videos
    2. Notetaking
    3. Storyboards
    4. Quiz








  • Holidays 1

  • Holidays 2

  • Week 1 Term 4

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are Reflecting on how we can participate in government systems
    • We are REFLECTING on the importance of voting and being heard

    Kia ora Team and Welcome back to Term 4. This week is Aōtearoa's Election countdown where will will have a newly elected Government for the next 3 years.  The Beehive is where all the action will be for the new cabinet and a place where laws, bills, acts and discussions on the most important issues of New Zealanders are debated. 

    Success Criteria:

    I can evaluate Aotearoa’s political system and reflect on how it allows for me to be involved in making political change

    Activities:

    1. Storyboard of how Bills become Laws
    2. VR Scavenger Hunt
    3. Weekly Quiz

    .  




  • Week 2 Term 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    We are FOCUSING on the differing types of conspiracy theories from the past and modern day
    We are FOCUSING on the monetising of conspiracy theories and fake news and the economics of this
    We are FOCUSING on how conspiracy theories can enrich or potentially damage lives and livelihoods


    Kia ora Team and Welcome to Week 2.


    Success Criteria:

    I am able to define what a conspiracy theory is and the motivations behind these.

    Activities:

    1. Reading & Vocabulary Comprehension Articles
    2. Word Searches
    3. Role Plays



  • Week 3 Term 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    We are FOCUSING on the differing types of conspiracy theories from the past and modern day
    We are FOCUSING on the monetising of conspiracy theories and fake news and the economics of this
    We are FOCUSING on how conspiracy theories can enrich or potentially damage lives and livelihoods
    We are FOCUSING on the importance of challenging conspiracy theories and what role the media has in reporting.

    Welcome to Week 3 Team.  This week's focus is looking at the definition of conspiracy theories and discuss their common characteristics, such as secrecy, distrust, and alternative explanations.

    Success Criteria:

    1. We can investigate the principles of critical thinking, including the importance of evidence, logical reasoning,  skepticism and the role of satire.

    Activities:

    1. Videos
    2. Collaborative Work


  • Week 4 Term 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    We are FOCUSING on the differing types of conspiracy theories from the past and modern day
    We are FOCUSING on the monetising of conspiracy theories and fake news and the economics of this
    We are FOCUSING on how conspiracy theories can enrich or potentially damage lives and livelihoods
    We are FOCUSING on the importance of challenging conspiracy theories and what role the media has in reporting.

    Welcome to Week 4 Team.  This week's focus is evaluating information from multiple sources and assessing for credibility and possible bias. Concepts such as misinformation, disinformation, satire and what is clickbait will be investigated.

    Success Criteria:

    1. We can investigate the principles of critical thinking, including the importance of evidence, logical reasoning,  skepticism, the role of satire and how clickbait works.

    Activities:

    1. Videos
    2. Collaborative Work
    3. Worksheet activities
    4. KWL Charts




  • Week 5 Term 4

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    We are FOCUSING on the differing types of conspiracy theories from the past and modern day
    We are FOCUSING on the monetising of conspiracy theories and fake news and the economics of this
    We are FOCUSING on how conspiracy theories can enrich or potentially damage lives and livelihoods
    We are FOCUSING on the importance of challenging conspiracy theories and what role the media has in reporting.

    Kia ora Team and Welcome to Week 5!! This week we are investigating how misinformation can influence people and how far information can be spread.

    Success Criteria:

    I am able to interpret some attributes of the human psychology behind misinformation and how this affects our interpretation.

    Activities:

    1. Videos
    2. Comprehension, Q & A's
    3. EdPuzzle



  • Week 6 term 4

    Hi Team

    This week is all about the Common Assessment Tasks CAT that you will be involved with. 

    For Global - CAT Overview - 1 hour

    • 30 mins - Resource Interpretation 

    • 30 mins - Numeracy Skills

    What to bring to the CAT: Laptop + charger, pens, ruler, highlighters. 



  • Week 7 Term 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the impact of misinformation and bias in the news by investigating why independent research is important
    • We are EXPLORING why conspiracy theories are so appealing and how we can avoid falling for them by analysing the science behind this
    • We are EXPLORING various historical conspiracy theories by applying independent research to ascertain validity
    • We are EXPLORING conspiracy theories and what effect they have on people and industry

    Kia ora Team! This week we are going to put our journalistic & editing skills to the test and we you will be producing your own news headlines...

    Success Criteria:

    •We can create a news headline video to be assessed and peer reviewed for credibility, authenticity and news worthiness.

    Activities:

    1. Quiz
    2. Videos
    3. Group Collaboration




  • Week 8 Term 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the impact of misinformation and bias in the news by investigating why independent research is important
    • We are EXPLORING why conspiracy theories are so appealing and how we can avoid falling for them by analysing the science behind this
    • We are EXPLORING various historical conspiracy theories by applying independent research to ascertain validity
    • We are EXPLORING conspiracy theories and what effect they have on people and industry

    Kia ora Team.  This week we are working on our Deadline News video clip.

    Success Criteria:

    I am able to produce a document outlining Key Team Member roles, short synopsis on what the Breaking news clip is about and an outline of a script. This will be presented in a whole class scenario and judged on attributes as per your instruction document.

    Activities:

    1. Script writing
    2. Videoing & Editing


  • Week 9 Term 4

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on how mis/disinformation and conspiracy theories circulate and how to evaluate this information through independent researching.


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to produce a breaking news video so that we can demonstrate how News can be convincing and circulate on media despite being completely fake.

    Success Criteria:

    I am able to produce a document outlining Key Team Member roles, short synopsis on what the Breaking news clip is about and an outline of a script. This will be presented in a whole class scenario and judged on attributes as per your instruction document.

    Activities:

    1. Script writing
    2. Videoing & Editing


  • Week 10 Term 4

    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on how mis/disinformation and conspiracy theories circulate and how to evaluate this information through independent researching.