Weekly outline

  • General

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  • 29 January - 4 February

  • 5 February - 11 February

    Success Criteria

    Students will gain a thorough understanding why water is essential to human health and well-being and will be able to list several benefits of water to good health.


  • 12 February - 18 February

    Success Criteria

    Students will gain a thorough understanding of the controversy that surrounds the use of infant formula in low-income countries and be able to recount the pivotal role of clean drinking water – and the implications of what happens when formula is mixed with contaminated water.


  • 19 February - 25 February

    Success Criteria

    Students will gain an un understanding of the scientific support for the use of fluoride in Auckland drinking water and be able to recount some of its health benefits.


  • 26 February - 3 March

    Water Controversies in New Zealand

    Success Criteria

    Students will gain a basic introduction to the issue of microplastics in the water and air in New Zealand and potential harmful impacts on our health and the environment – and be able to recount specific impacts in both areas.



  • Week 6: Water Controversies Continued

    Success Criteria: 

    By the end of the week students will be able to recount key differences and health impacts of sports drinks versus energy drinks versus plain water. In terms of the current event, students will be able to name the fundamental tenets of Christianity, and be able to identify the names of some of the major branches.


  • Week 7 - Current Events

    Success Criteria: By the end of the lesson students will be able to describe the concept of Hinduism, Buddhism, and Islam and recount key tenets.

  • Week 8

    Please follow the instructions - due at on Friday April 5th.

  • 25 March - 31 March

  • Week 10 Global

    Assessment duie at the end of Week 10 by 3:00 pm. 

  • Week 11 - Global presentations

    Success criteria: Students will solidify their knowledge of a particular invasive species and be about to recount at least two ways to mitigate its presence in New Zealand. 

    Students will take the information in the assessment, work with a partner (no more than 3) and create a poster to be presented lesson 3. You will stand in front of the class and present for 3 to 5 minutes. You poster will focus on the problem posed by the species and how to mitigate it (stop its spread) in New Zealand.  

  • 15 April - 21 April

  • 22 April - 28 April

  • T2 Week 1

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    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING & analyse basic concepts related to race & racism


    Success Criteria
    Students will gain a basic understanding of the history and biology behind the concept of race and will be able to explain the statement: ‘While race is a myth, it is also a social reality.’  By the end of this week, they should be able to recount key terms and ideas that are associated with racism including what constitutes ethnicity and ethnic groups.

  • T2 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING & analysing concepts related to race in New Zealand

    Success Criteria: 

    By the end of the week students will be able to identify at least 3 specific types of discrimination perpetrated against Maaori in Pukekohe and be able to define intergenerational trauma.

  • T2 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING & analysing concepts related to race in New Zealand


      Success Criteria: 

      By the end of the week students will be able to identify at least 3 specific types of discrimination perpetrated against Maaori in Pukekohe and be able to define intergenerational trauma.

  • T2 Week 4

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on investigating & exploring Maaori discrimination


    Growing Up Maaori in Pukekohe

     Success Criteria

    Students will gain an understanding of what it was like for Maaori to grow up in Pukekohe and the various forms of the racial segregation (separation) that took place there from the 1920s to the early 1960s. By the end of the week, they will be able to list at least four examples of racial segregation that took place in the community.   

     

     


  • T2 Week 5

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on investigating & exploring Maaori discrimination


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    Success Criteria:

    Students will become familiar with the extent of Maaori racism across New Zealand during the 20th century including cases involving employment, housing, rental accommodation, hospitals, and in general.  


  • T2 Week 6

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    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on investigating & exploring Maaori discrimination


    The Power of Pictures: Visual Evidence of Discrimination

    Success Criteria

    Students will become familiar with iconic images from the era of Maaori racial segregation and how to analyse them based on the social, cultural and historical context of the period they were taken.  


  • T2 Week 7

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can justify the claim that Maaori were the first settlers of Aotearoa


    Success Criteria:

    Students will become familiar with present-day issues about racism in New Zealand including controversies surrounding the use of Golliwog Dolls and Black Face. They will come away with an understanding of why these are considered inappropriate.


  • T2 Week 8: Of Rats & Men - Dispeling the Myth that Maaori did not Settle New Zealand

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    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING... so that we can justify the claim that Maaori were the first settlers of Aotearoa

    Success Criteria:

    Students will use critical thinking and mainstream science to counter claims that Maaori were not the first to settle New Zealand and they will be able to recount key evidence that supports this position.  


  • T2 Week 9

    Collaborative Presentations

                 Success Criteria: 

    Students will be able to describe when and how their own ethnic group faced discrimination in New Zealand and be able to recount at least three specific examples.

    Task Instructions:

    For this assignment you will focus on the big ideas studied in class during Term 2 to raise awareness of the history of racial discrimination in Aotearoa New Zealand. The big ideas include Discrimination / Inclusion and / Tolerance and Cultural Diversity. You will select one of these four ethnic groups: Indian, Chinese, Pasifca or Maaori and create a written response in the form of a poster or Powerpoint presentation. This is a collaborative assignment and students are expected to work in groups of 2 to 4 (with teacher permission). Students also have the option of creating a script and recording their presentation which will then be shown to the class. Presentations will be during sessions 2 and 3 of Week 10. Recorded script should be 3 to 5-minutes long and must be created using a script. Powerpoints should be limited to no more than 12 slides and 10 minutes.

    In your Poster/Powerpoint/Recording, you must address the following three questions:

    1. Why did the discrimination happen - what beliefs led to your chosen group being treated differently?

    2. How did the New Zealand government contribute to the discrimination of the ethnic group (eg. laws, actions by police, etc.)?

    3. What are short- and/or long-term consequences of the discrimination?



    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING so students can empathise with their own ethnic group & reflect on their history of discrimination

  • T2 Week 10


    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions

    • We are REFLECTING so students can empathise with their own ethnic group & reflect on their history of discrimination


    Success Criteria: Students will be able to describe when and how their own ethnic group faced discrimination in New Zealand and be able to recount at least three specific examples.


    Task Instructions:

    For this assignment you will focus on the big ideas studied in class during Term 2

    to raise awareness of the history of racial discrimination in Aotearoa New Zealand.

    The big ideas include Discrimination / Inclusion and / Tolerance and Cultural

    Diversity. You will select one of these four ethnic groups: Indian, Chinese, Pasifca

    or Maaori and create a written response in the form of a poster or Powerpoint

    presentation. This is a collaborative assignment and students are expected to

    work in groups of 2 to 4 (with teacher permission). Students also have the option

    of creating a script and recording their presentation which will then be shown to

    the class. Presentations will be during sessions 2 and 3 of Week 10. Recorded

    script should be 3 to 5-minutes long and must be created using a script.

    Powerpoints should be limited to no more than 12 slides and 10 minutes.

    In your Poster/Powerpoint/Recording, you must address the following three

    questions:

    1. Why did the discrimination happen - what beliefs led to your chosen group

    being treated differently?

    2. How did the New Zealand government contribute to the discrimination of

    the ethnic group (eg. laws, actions by police, etc.)?

    3. What are short- and/or long-term consequences of the discrimination?


    Your poster should:

     ●  Fill the entire A3 page with color and text. T

     ●  Titles and headings that are visible and effective

     ●  One quote minimum for each question (from the provided resources)

     ●  Three illustrations with captions that connect the resources to the ethnic

    group

     ●  Handwriting is neat and legible


    Resource Bank:


    3 Maori

    Book: We Don’t Serve Maori Here (Robert E. Bartholomew)

    Book: Sorry Mate, We Don’t Cut Maori Hair (Robert Bartholomew & Catherine

    Tamihere) https://www.youtube.com/watch?v=jAUFdwrLTVE&t=958s -

    Documentary (No Maori Allowed) https://www.stuff.co.nz/pou-tiaki/300288698/our-

    history-of-mori-segregation-needs-to-be-part-of-the-curriculum

    https://www.nzherald.co.nz/kahu/opinion-our-forbidden-and-forgotten-history-of-

    maori-racial-segregation/FHOC5UKZ72H72KLL6M5RKACJ5M/

    https://www.auckland.ac.nz/en/news/2021/07/01/opinion-robert-bartholomew-

    segregation-in-Auckland.html

    https://www.auckland.ac.nz/en/news/2020/06/15/new-zealand-nation-grappling-its-

    racist-past.html https://www.stuff.co.nz/entertainment/tv-radio/130075649/tvnz-

    documentary-no-mori-allowed-revisits-pukekohes-history-of-segregation


    Indian

    Book: Invisible: New Zealand’s History of Exclusing Kiwi Indians (Jacqueline

    Leckie)

    https://thespinoff.co.nz/atea/27-06-2019/prehistory-of-a-beating-new-zealands-

    violent-anti-indian-past

    https://www.nzherald.co.nz/nz/black-lives-matter-indian-american-man-says-nz-

    more-racist-than-the-us/Q3NAVYJNBC553HNTBVDZX2MIDM/

    https://www.odt.co.nz/lifestyle/magazine/unwelcome-history

    https://www.stuff.co.nz/life-style/homed/renting/124933605/auckland-landlord-

    discriminated-against-tenants-called-indians-untrustworthy

    https://www.theguardian.com/world/2019/nov/04/new-zealand-accused-of-racism-

    after-visa-rule-throws-arranged-marriages-into-chaos


    Chinese

    https://teara.govt.nz/en/ethnic-and-religious-intolerance/page-3

    https://nzhistory.govt.nz/anti-chinese-hysteria-dunedin

    https://www.equaljusticeproject.co.nz/articles/of-monsters-and-migrants-a-

    history-of-asian-discrimination-in-new-zealands-immigration -legislation2021

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

    https://natlib.govt.nz/schools/teaching-and-learning-resources/te-kupenga-stories-

    of-aotearoa-nz/a-taxing-imposition


    Pacifica (Dawn Raids)

    https://nzhistory.govt.nz/culture/dawn-raids

    https://teara.govt.nz/en/zoomify/29588/dawn-raids

    https://e-tangata.co.nz/history/the-terror-of-the-dawn-raids/

    https://www.stuff.co.nz/national/explained/125524870/the-dawn-raids-explained-

    what-drove-the-government-to-target-pasifika-people


    3 https://www.youtube.com/watch?v=fueGYb822xQ&t=18s

    https://natlib.govt.nz/schools/topics/5e49fd0f5b0f2f000880426b/the-dawn-raids

  • 8 July - 14 July

  • Term 3 Week 1

    Success criteria: 

    At the end of this week, students will have a thorough understanding of Mātauranga Māori and how it complements science.  They will be able to describe the difference between the two as they are not the same and explain why Mātauranga Māori is a substantial body of knowledge that is worthy of respect. 



  • Term 3 Week 2

    Success Criteria:  

    Students will gain a better understanding of traditional Māori foods, how Māori view food, and be able to recount the best times to eat and to fast according to Māori tradition, and why kumara only grew well in certain places.
     




  • Term 3 Week 3

    Success criteria:

    At the end of this week, students will have a thorough understanding of Mātauranga Māori in relation to traditional Māori healing and be able to compare and define these two concepts.


  • Term 3 Week 4

    Success Criteria

    Students will be able to recite key definitions in relation to kaitiakitanga and how this concept relates to mana, tapu, mauri, and rāhui.



  • 12 August - 18 August

  • 19 August - 25 August

  • Term 3 Lesson 6 - Assessment preparation

    Success Criteria:  

    By the end of the week students will be familiar with basic aspects opf data collection including how to navigate the EPIC database online.  Each of the lessons this week will be led by your teacher and will be done as a collective in class to prepare you for your assessment.   

  • Term 3 Week 7 - Assessment

    Mātauranga Māori Assessment

    The Fall and Rise of Mātauranga Māori


  • Year 9 - Week 8

    Assessment is due on the 16th - please follow the instructions and ask questions of your teacher if you are unsure of anything.  

  • 16 September - 22 September

  • Term 3 Week 10 The Psychology of Fads

    Success Criteria: 

    Students are going to become knowledgeable on the psychology behind the pop-it fad that is sweeping through New Zealand schools and the functions it may serve.  They will also become familiar with the 4 phases of a fad: The Hidden Phase, The Breakout Phase, The Peak Phase, and the Decline Phase. 



  • 30 September - 6 October

  • 7 October - 13 October

  • Term 4 Week 1 - The Power of Fairytales


    Success Criteria

    Students will gain a basic understanding of fairytales and learn that while they may be fictional, they often have a powerful impact – for the better – on the people who read them.  By the end of the week they will be able to recount three functions of fairytales.





  • Term 2 Week 2 - Maori Myths

    Week 2: Māori Myths

    Success Criteria

    Students will gain a basic understanding of two Māori myths – that of Maui slowing the Sun and Kupe discovering in what is present-day New Zealand. Students will be able to recount key aspects of both myths.



  • Term 4 Week 3 - The Kentucky Fried Rat & Other Urban Legends

    Success Criteria: 

    Students will gain a basic understanding of urban legends and become familiar with three legends that are alive and well – and making the rounds. By the end of the week they will be able to write a summary of the Kentucky Fried Rat urban legend.


  • Term 4 Week 4

    Term 4 Week 4 - The Kentucky Fried Rat & Other Urban Legends continued plus CAT Review

    Success Criteria: 

    Students will gain a basic understanding of urban legends and become familiar with three legends that are alive and well – and making the rounds. By the end of the week they will be able to write a summary of the Kentucky Fried Rat urban legend.


  • Term 4 Week 5 Practice CAT

    Success Criteria: 

    By the end of the week students will be have to a good idea as to what to anticipate on the Week 6 CAT assessment and how to best address basic literacy and numeracy questions that will appear. 

    Here is the link to the CAT Review:

    https://docs.google.com/document/d/1Rcqo-0rDHryfRiYyRdm-mFdOopby3ppmsQpIANJyKLk/edit?usp=sharing

  • Term 4 Week 6 - CAT REVIEW

    CAT REVIEW - class revision - we will review in class - review already given out in week 5 - see week 5.

  • Term 4 Week 7

    Success Criteria: 

    Students will gain a basic understanding of the events surrounding the Salem Witch Trials of 1692 in what is now Salem, Massachusetts in the United States, and be able to explain how a belief in witches and demons led to the deaths of innocent people

  • 2 December - 8 December