9C1 English
Weekly outline
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Kia ora welcome to 2020 English year 9's! This year we are going to attempt to have fun as we learn where it's possible. In google classroom you will find a doc. "responding to unfamiliar texts" - this will be a guide for learning for our start-up; and, there is a 'language features' revision sheet there - knowing these features and how to use them is an important part of achieving in English this year - so please become familiar with them i when you find time. We'll begin this term focussing on building the skillset necessary to conduct a close-reading of a visual text (film study). To build these skills we'll look at some spoken word poetry to begin.
Success Criteria: I can/have...
- Use Prior Knowledge to infer meaning and predict what will happen next within a text.
- Examine the connotation of a text.
- Identified comprehension strategies to work on in 2020.
Activities:
- See google classroom - "Responding to Unfamiliar Texts
Introduction to High School level English:
Studying English is different from studying many other subjects. You do need to learn some facts, such as the names of characters in your text, the structure of a play and the meaning of some terms, but your success will depend largely on:
• your understanding and interpretation of the material and the author’s/director’s purpose
• your ability to reflect that understanding and present your own perspective and viewpoint in your writing
• your ability to support and develop your ideas with specific examples.
In addition, here are some general hints you may find useful:
If you do not understand some material first solution is: reread it.
Go back and read the material before the troublesome section, as this may help to set the scene. If you still do not understand, email me and set a meeting or bring it up in class discussion time. Please do not leave problems until the end of the year to solve – solve them as they occur!
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Kia ora welcome to 2020 English year 10's. Please bare with me over the first week or so as I get to know your names. We'll begin this term focussing on building the skillset necessary to conduct a close-reading of a visual text (film study). To build these skills we'll look at some spoken word poetry to begin.
Success Criteria: I can/have...
- Use Prior Knowledge to infer meaning and predict what will happen next within a text.
- Examine the connotation of a text.
- Identified comprehension strategies to work on in 2020.
Activities:
- See google classroom - "Responding to Unfamiliar Texts
Introduction to High School level English:
Studying English is different from studying many other subjects. You do need to learn some facts, such as the names of characters in your text, the structure of a play and the meaning of some terms, but your success will depend largely on:
• your understanding and interpretation of the material and the author’s/director’s purpose
• your ability to reflect that understanding and present your own perspective and viewpoint in your writing
• your ability to support and develop your ideas with specific examples.
In addition, here are some general hints you may find useful:
If you do not understand some material first solution is: reread it.
Go back and read the material before the troublesome section, as this may help to set the scene. If you still do not understand, email me and set a meeting or bring it up in class discussion time. Please do not leave problems until the end of the year to solve – solve them as they occur!
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Kia ora...9C1
Overview:
Over the next 3 weeks we will be completing our film study of:
“The Secret Life of Walter Mitty”; it is a 2013 American adventure comedy-drama film directed, co-produced by and starring Ben Stiller and written by Steve Conrad. The film also stars Kristen Wiig, Shirley MacLaine, Adam Scott, Kathryn Hahn, and Sean Penn.
Learning Context links:Our context:
He waka eke noa - individual differences make the partnership strong.
As we will see over the coming weeks Walter Mitty's character goes through a comprehensive transformation which provides us a doorway to critically engage with our learning context in an interesting way. Because, his transformation is directly linked to his quest fro partnership and increased sense of belonging. It is the strength others see in him that allows Walter to undertake the journey his evolution requires. Hence, the overarching theme in the film intersects conceptually with our learning context above.
Success Criteria: I can/have...
- Constructed a textual analysis for sections 1, 2, 3 & 4 of the film study.
- Reflected on 3-4 different themes using inference and connotation
Activities:
- See Google Classroom - Film Study-guide, Documentary review & planning template, Film techniques slideshow, Inference slideshow, Connotations slideshow
Homework:
Activities:
Self-regulated by learners.- See Google Classroom - Film Study-guide, Documentary review & planning template, Film techniques slideshow, Inference slideshow, Connotations slideshow
Homework:Students are NOT obligated to complete ANY homework in English in year 9, it is your personal choice to self-regulate your learning this year. This is to allow you to experiment with time management strategies which is a lifelong skill you need to be equipped with for the future; however, if you are wanting more work; either ask for extension learning, or you are always welcome to work on classwork at home.
Academic evidence for the value of minimising homework in Junior College:
https://www.healthline.com/health-news/children-more-homework-means-more-stress-031114#3
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Kia ora...9C1
Overview:
Over the next 3 weeks we will be completing our film study of:
“The Secret Life of Walter Mitty”; it is a 2013 American adventure comedy-drama film directed, co-produced by and starring Ben Stiller and written by Steve Conrad. The film also stars Kristen Wiig, Shirley MacLaine, Adam Scott, Kathryn Hahn, and Sean Penn.
Learning Context links:Our context:
He waka eke noa - individual differences make the partnership strong.
As we will see over the coming weeks Walter Mitty's character goes through a comprehensive transformation which provides us a doorway to critically engage with our learning context in an interesting way. Because, his transformation is directly linked to his quest fro partnership and increased sense of belonging. It is the strength others see in him that allows Walter to undertake the journey his evolution requires. Hence, the overarching theme in the film intersects conceptually with our learning context above.
Success Criteria: I can/have...
- Constructed a textual analysis for sections 1, 2, 3 & 4 of the film study.
- Reflected on 3-4 different themes using inference and connotation
Activities:
- See Google Classroom - Film Study-guide, Documentary review & planning template, Film techniques slideshow, Inference slideshow, Connotations slideshow
Homework:
Activities:
Self-regulated by learners.- See Google Classroom - Film Study-guide, Documentary review & planning template, Film techniques slideshow, Inference slideshow, Connotations slideshow
Homework:Students are NOT obligated to complete ANY homework in English in year 9, it is your personal choice to self-regulate your learning this year. This is to allow you to experiment with time management strategies which is a lifelong skill you need to be equipped with for the future; however, if you are wanting more work; either ask for extension learning, or you are always welcome to work on classwork at home.
Academic evidence for the value of minimising homework in Junior College:
https://www.healthline.com/health-news/children-more-homework-means-more-stress-031114#3
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Kia ora...9C1
Overview:
Over the next 3 weeks we will be completing our film study of:
“The Secret Life of Walter Mitty”; it is a 2013 American adventure comedy-drama film directed, co-produced by and starring Ben Stiller and written by Steve Conrad. The film also stars Kristen Wiig, Shirley MacLaine, Adam Scott, Kathryn Hahn, and Sean Penn.
Learning Context links:Our context:
He waka eke noa - individual differences make the partnership strong.
As we will see over the coming weeks Walter Mitty's character goes through a comprehensive transformation which provides us a doorway to critically engage with our learning context in an interesting way. Because, his transformation is directly linked to his quest fro partnership and increased sense of belonging. It is the strength others see in him that allows Walter to undertake the journey his evolution requires. Hence, the overarching theme in the film intersects conceptually with our learning context above.
Success Criteria: I can/have...
- Constructed a textual analysis for sections 1, 2, 3 & 4 of the film study.
- Reflected on 3-4 different themes using inference and connotation
Activities:
- See Google Classroom - Film Study-guide, Documentary review & planning template, Film techniques slideshow, Inference slideshow, Connotations slideshow
Homework:
Activities:
Self-regulated by learners.- See Google Classroom - Film Study-guide, Documentary review & planning template, Film techniques slideshow, Inference slideshow, Connotations slideshow
Homework:Students are NOT obligated to complete ANY homework in English in year 9, it is your personal choice to self-regulate your learning this year. This is to allow you to experiment with time management strategies which is a lifelong skill you need to be equipped with for the future; however, if you are wanting more work; either ask for extension learning, or you are always welcome to work on classwork at home.
Academic evidence for the value of minimising homework in Junior College:
https://www.healthline.com/health-news/children-more-homework-means-more-stress-031114#3
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Chad assessment 1 Assignment
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Assessment for Chad 2 Assignment
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This week you will get in-class guidance on the completion of your assessment.
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Holidays brought forward, 28th March - April 15th.
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Kia ora 9C1,
Welcome back to term 2. We hope that you have been able to relax and recharge your energy levels. It certainly wasn’t the holiday we would have liked, but we trust that you were playing your part in the fight against Covid 19 and supporting New Zealand by staying at home.
As we begin to refocus our attention on learning, there is no doubt that the start of this term will be different. We will all be learning together how to best manage learning time; while balancing it with time to stay healthy, time with family, and time to care for and stay in contact with others. We recognise that not everything we would normally do in the classroom can be replicated online. However this will be a time to learn new forms of critical thinking, communication and collaboration skills.Success Criteria: I can/have...
- refined and applied film study skills.
Activities:
- Distance Learning Projects on google classroom
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Kia ora 9C1,
Welcome back to term 2. We hope that you have been able to relax and recharge your energy levels. It certainly wasn’t the holiday we would have liked, but we trust that you were playing your part in the fight against Covid 19 and supporting New Zealand by staying at home.
As we begin to refocus our attention on learning, there is no doubt that the start of this term will be different. We will all be learning together how to best manage learning time; while balancing it with time to stay healthy, time with family, and time to care for and stay in contact with others. We recognise that not everything we would normally do in the classroom can be replicated online. However this will be a time to learn new forms of critical thinking, communication and collaboration skills.Success Criteria: I can/have...
- refined and applied film study skills
Activities:
- Distance Learning Projects on google classroom - https://classroom.google.com/u/0/w/NTEwNTYyNjI1MTNa/t/all
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Kia ora...9C1
If you have already completed these projects, please let me know and then continue on with your Global Studies distance learning projects for now.Success Criteria: I can/have...
- Refined, and reflected upon, the learning around cinema and symbolism of term 1's context
Activities:
- #1 Film Study (The Secret Life of Walter Mitty),
#2 Short film study (Two Cars, One Night)- #3 Unfamiliar Text
- Education Perfect
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Kia ora...9C1
If you have already completed these projects, please let me know and then continue on with your Global Studies distance learning projects for now.Success Criteria: I can/have...
- Refined, and reflected upon, the learning around cinema and symbolism of term 1's context
Activities:
- #1 Film Study (The Secret Life of Walter Mitty),
#2 Short film study (Two Cars, One Night)- #3 Unfamiliar Text
- Education Perfect
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Kia ora...In anticipation of our return next week, this week is dedicated to completing our critical thinking course on Education Perfect so as to develop the skills we will apply in our new learning context.
Additionally, there is a distance learning project for you to work on, this will be due Friday 24 May.
Success Criteria: I can/have...
- Define critical thinking
- Think critically about my learning
Activities:
- Education Perfect
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Kia ora tatou,
This week we will finish off any outstanding distance learning tasks. We are aiming to end the week with a clean slate of completed learning in preparation for our excursion into our next learning context.
All tasks are either on google classroom or Education Perfect.
If you complete all tasks before the end of the week. please see me for next learning steps.
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Kia ora...we are learning to recognise and apply the MHJC research process. We will do this by engaging with Morgan Spurlock's documentary Supersize me.
Super Size Me
While examining the influence of the fast food industry, Morgan Spurlock personally explores the consequences on his health of a diet of solely McDonald's food for one month.
While examining the influence of the fast food industry, Morgan Spurlock personally explores the consequences on his health of a diet of solely McDonald's food for one month.
Success Criteria: I can/have...
- Identify and describe the MHJC research process
Activities:
- Google classroom
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Kia ora...This week we will begin implementing the research process within our collaboration with Health Studies. In English we will focus on identifying what stage pf the process we are at currently and recognising the next steps in our learning
Step 1: Choose your topic
First you have to come up with some ideas. Your inquiry question can start out very broad. Think about the general area or field you’re interested in – it’s often a good idea to choose a topic that you already know a bit about.
Do some reading to begin narrowing down your topic. Look for the top journals in your field and skim through some recent issues. If an article interests you, check the reference list to find other relevant sources.
As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.
Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your teacher.
>>Read more about narrowing down a research topic
Step 2: Identify a problem
So you’ve settled on a topic and found a niche – but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem.
The problem might be a practical issue – for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.
Alternatively, you might choose to investigate a theoretical problem – for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.
To put the problem in context and set your objectives, you can write a problem statement. This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.
>>Read more about defining a research problem
Step 3: Formulate research questions
Next, based on the problem statement, you need to write one or more research questions. These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.
A strong research question should be specific enough that you can answer it thoroughly. It should also be complex enough to require in-depth investigation, analysis, and argument.
Questions that can be answered with “yes/no” or with easily available facts are not complex enough for an inquiry
>>See research question examples
Step 4: Create a research design
The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.
There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. Ask: what is it that you hope to find out?
>>Read more about creating a research design
Success Criteria: I can/have...
- conduct a research inquiry using the MHJC research process
Activities:
- Health/English collaboration
See google classroom for study guides/learning activities
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Kia ora...This week we will begin implementing the research process within our collaboration with Health Studies. In English we will focus on identifying what stage pf the process we are at currently and recognising the next steps in our learning
Step 1: Choose your topic
First you have to come up with some ideas. Your inquiry question can start out very broad. Think about the general area or field you’re interested in – it’s often a good idea to choose a topic that you already know a bit about.
Do some reading to begin narrowing down your topic. Look for the top journals in your field and skim through some recent issues. If an article interests you, check the reference list to find other relevant sources.
As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.
Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your teacher.
>>Read more about narrowing down a research topic
Step 2: Identify a problem
So you’ve settled on a topic and found a niche – but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem.
The problem might be a practical issue – for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.
Alternatively, you might choose to investigate a theoretical problem – for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.
To put the problem in context and set your objectives, you can write a problem statement. This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.
>>Read more about defining a research problem
Step 3: Formulate research questions
Next, based on the problem statement, you need to write one or more research questions. These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.
A strong research question should be specific enough that you can answer it thoroughly. It should also be complex enough to require in-depth investigation, analysis, and argument.
Questions that can be answered with “yes/no” or with easily available facts are not complex enough for an inquiry
>>See research question examples
Step 4: Create a research design
The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.
There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. Ask: what is it that you hope to find out?
>>Read more about creating a research design
Success Criteria: I can/have...
- conduct a research inquiry using the MHJC research process
Activities:
- Health/English collaboration
See google classroom for study guides/learning activities
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Success Criteria: I can/have...
- conduct a research inquiry using the MHJC research process
Activities:
- English collaboration with one other Learning pathway (through reflecting on what learnig has already taken place this year which you wish to inquire into further..
See google classroom for study guides/learning activities
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Learning intentions:
Through selecting and reading a variety of texts during your research, you are demonstrating an understanding of a range of reading comprehension strategies to make meaning and respond to texts by summarising ideas in the texts in your own words.
When reflecting on the reliability of your sources and the information , you are showing understanding of the ideas, links, and/or viewpoints within, across and beyond the texts (author purpose).See Reflect section of the research doc.
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Kia ora…
The Oral Tradition
Like many native peoples, the culture of the Maori people was highly oratory. Much of their storytelling revolved around composing, memorizing, and performing all different kinds of poems, war chants, laments, and prayers. They were often thought to have a highly figurative and often rare poetic beauty. The oral production also had a definite religious element to it--seeing as it was believed that both language and knowledge had been acquired from the gods, religious ritual often played a large part in these productions. Within all of these poems, songs, chants, and prayers, they formed and cultivated their own mythology to record their past and tell the legends and stories of their gods and tribal heroes, like the story of Kupe discovering Aotearoa.
The storytelling methods of the Maori were rarely direct. They did not rely on or use solid concepts and direct ideas. Rather, they would tend towards using all kinds of imagery and fantastical elements to both understand their history and convey it to others. Therefore, their songs, myths, and prayers endure as a living record of their collective tribal memory.
In a culture that is completely oral such as the pre-European Maori, their stories and myths survived only if they were successfully transmitted from one generation to the next. It was a big deal and often a very complicated affair. The stories were all told orally, and involved a long and complicated string of speakers and receivers that extended for generations, all working together to keep the stories and myths alive.
In Maori, traditional songs are called waiata. There were three different kinds of waiata: the waiata tangi, which were laments for the dead or lost; waiata aroha, which were songs about the nature of love, as well as familial love and kinship; and waiata whaiaaipo, which were songs for courtship and romantic love.
As well as these, there are songs of lesser importance: pao, which were songs of gossip; poi, songs that accompanied traditional dances; oriori, songs composed for those children who would be heirs, in order for them to learn about their heritage; and karanga, a chant sung or performed by the women of the tribe in order to welcome or farewell visitors to their tribe.
Apart from traditional songs, there were also various types of chants that were recited as opposed to performed. These were the karakia, which invoked the power of the gods to assist or protect the chanter; the paatere, which were chants by women in order to address or rebut against slander or gossip; kaioraora, chants directed at an enemy to express abuse, hatred, and promise of terrible revenge; and haka, a war chant accompanied by fierce gestures, expressions, rhythmic movement, and stamping. The haka sometimes included stylized violence, and the stunning and intimidating nature of these chants has made them some of the most famous among the Maori oral traditions.
Success Criteria: I can/have...
Recognise the historical significance of Pūrākau storytelling.
Use abstract symbolism to enhance the meaning of a story.
Activities:
Symbolisation of a Pūrākau -
The Oral Tradition
Like many native peoples, the culture of the Maori people was highly oratory. Much of their storytelling revolved around composing, memorizing, and performing all different kinds of poems, war chants, laments, and prayers. They were often thought to have a highly figurative and often rare poetic beauty. The oral production also had a definite religious element to it--seeing as it was believed that both language and knowledge had been acquired from the gods, religious ritual often played a large part in these productions. Within all of these poems, songs, chants, and prayers, they formed and cultivated their own mythology to record their past and tell the legends and stories of their gods and tribal heroes, like the story of Kupe discovering Aotearoa.
The storytelling methods of the Maori were rarely direct. They did not rely on or use solid concepts and direct ideas. Rather, they would tend towards using all kinds of imagery and fantastical elements to both understand their history and convey it to others. Therefore, their songs, myths, and prayers endure as a living record of their collective tribal memory.
In a culture that is completely oral such as the pre-European Maori, their stories and myths survived only if they were successfully transmitted from one generation to the next. It was a big deal and often a very complicated affair. The stories were all told orally, and involved a long and complicated string of speakers and receivers that extended for generations, all working together to keep the stories and myths alive.
In Maori, traditional songs are called waiata. There were three different kinds of waiata: the waiata tangi, which were laments for the dead or lost; waiata aroha, which were songs about the nature of love, as well as familial love and kinship; and waiata whaiaaipo, which were songs for courtship and romantic love.
As well as these, there are songs of lesser importance: pao, which were songs of gossip; poi, songs that accompanied traditional dances; oriori, songs composed for those children who would be heirs, in order for them to learn about their heritage; and karanga, a chant sung or performed by the women of the tribe in order to welcome or farewell visitors to their tribe.
Apart from traditional songs, there were also various types of chants that were recited as opposed to performed. These were the karakia, which invoked the power of the gods to assist or protect the chanter; the paatere, which were chants by women in order to address or rebut against slander or gossip; kaioraora, chants directed at an enemy to express abuse, hatred, and promise of terrible revenge; and haka, a war chant accompanied by fierce gestures, expressions, rhythmic movement, and stamping. The haka sometimes included stylized violence, and the stunning and intimidating nature of these chants has made them some of the most famous among the Maori oral traditions.
Success Criteria: I can/have...
Recognise the historical significance of Pūrākau storytelling.
Use abstract symbolism to enhance the meaning of a story.
Activities:
Symbolisation of a Pūrākau -
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Mātauranga Māori
The term mātauranga Māori literally means Māori knowledge and is closely aligned to the period of pre-European contact as it encompasses traditional concepts of knowledge and knowing that Māori ancestors brought with them to Aotearoa/New Zealand. The survival of the Māori language is a cultural and historical marker linking us back to this period and demonstrates a continuum from pre-contact to the present day. Post first-contact, mātauranga Māori evolved in important and significant ways as the ancestors encountered new environments and contexts such as flora and fauna, climate and geography and in terms of the need to respond to new technology, languages and cultures they had not known or experienced before.
Te Ara Poutama embraces mātauranga Māori as a field of study for a raft of topics ranging from traditional knowledge such as te reo Māori, tikanga Māori and whakapapa to more contemporary areas of study such as kaitiakitanga, the Māori performing arts, Māori identity and Māori language revitalisation which are topics which reflect and respond to a changing world. -
Pūrākau
One as yet unaddressed impact of Aotearoa New Zealand’s colonisation was the ongoing erasure of mātauranga Māoritanga from intellectual credibility. Māori ways of relating to, and knowing of, the world are still presented by many as holding primitive value when compared to western scholarship. This is based on the same colonial fictions of inferiority with which the western view has positioned itself as the superior culture in contrast to the “natives” and ‘primitive” forms of society; this fiction has been promoted for the past 250 years in NZ. Although we are making improvements in society now, especially in the Health and Justice sectors, where Māori expert practitioners and ways of knowing have been getting included more in how these organisations operate on a day-to-day basis. The same cannot be said for all public sectors with a history of dramatic discrimination against Māori. There has definitely been a push for similar changes in NZ’s education system over the past decades, but education is a very slow moving vehicle. While we see more inclusion of kapa haka and events such as Māori language week (“why not the whole year?” Māori people ask), for the most part, mātauranga Māoritanga is still a foreigner in most mainstream NZ classrooms. One important thing in mātauranga Māori is the telling of stories, often related to those stories we know from and about our ancestors. These oral histories hold stores of carefully passed on knowledge that has helped our people navigate the world successfully, both philosophically & geographically for many generations. Māori society was not perfect - no-one ever claimed it was, but it is generally agreed that it was without the horrendous inequality and health statistics we are identified with in the western model of NZ we live in today. By demonstrating an understanding of the intellectually significant place of pūrākau in mātauranga Māori, we can skilfully respond to the colonial fiction that casually labels these historical and philosophical roadmaps as no more than imaginative stories told by a “race” of “natives”, with no real importance, nor benefit to interacting with the world. Making these points to the people around us who may not have been provided this understanding is not only important for Māori; it stands to benefit us all, because added to the absence of the massive inequality - it can also be assumed that our current environmental challenges that are presently not being thought about in terms of “for the future”, would not be so disastrous as they now are, if more western nations had tried to learn from indigenous peoples rather than attempt to ‘vanquish’ them from existence (as The Papal Bull Romanus Pontifex put it). Below you will find a guide for how to approach each section in your literary analysis of a pūrākau.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...a range of ways at looking at well-being integrating a range of sources to discover the huge variety of well-being practices available to students in Aotearoa
- We are synthesising and organising information through our investigation ways in which we can access and contribute to the well-being of ourselves and the wider community (combined with Global Studies)
We will aim to explore a range of wellbeing activities to do both in MHJC and in the community. Outcome: produce a Wellbeing Guide for the Community/ reviews of range of activities E.g. 10 things to get outside in Flat Bush/ things to do in MHJC during break times etc. (can be video, brochure, site, etc - details to be confirmed)
orienteering
map reading
exploring community facilities
bubble soccer
clean up the areas we visit
athletics prep?
bird count
smorgasbord of activities - must meet dimensions of hauora
Week 1: Massive idea gathering on PADLET for teachers and students - week 1 school
Success Criteria:
- Contributed to the idea gathering- discuss a range of ways to access and participate in things directed at well-being.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...a range of ways at looking at well-being integrating a range of sources to discover the huge variety of well-being practices available to students in Aotearoa
- We are synthesising and organising information through our investigation into different ways in which we can access and contribute to the well-being of ourselves and the wider community (combined with Global Studies)
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of ways of presenting information and REFLECTING on how to provide the most engaging and informative sort of (heritage tourism-based) guidance for the members of our community who would like to know more about the place they live.
- We are critically evaluating the different ways in which information is communicated in contexts of guided tours.
1. Compare different options for presenting information that is intended to guide individuals & groups around our communities history in an inclusive manner.
2. Contrast the different considerations this sort of enterprise needs post-COVID-19
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of ways of presenting information and REFLECTING on how to provide the most engaging and informative sort of (heritage tourism-based) guidance for the members of our community who would like to know more about the place they live.
- We are critically evaluating the different ways in which information is communicated in contexts of guided tours.
1. Compare different options for presenting information that is intended to guide individuals & groups around our communities history in an inclusive manner.
2. Contrast the different considerations this sort of enterprise needs post-COVID-19
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LO -
- develop an understanding of the concept of tūrangawaewae in terms of how it can be used to analyse the connections held between people and places.
- Discover local histories related to the earliest communities in our Hauraki-Manakau-Tāmaki area
SC -
- apply tūrangawaewae in terms of understanding human geography in NZ
- recount significant histories of the local area
Firstly, we will finish off our interrogation of how different New Zealanders view the significance of Tangata Whenua and their stories. Then,
Our Local Place in Flatbush - what is this place? Years 1200 - 1700
in the late 13th century, the Tainui waka sailed into the Hauraki Gulf and became an enduring part of the story of Auckland and Aotearoa New Zealand.
Using the concept of Tūrangawaewae as a way to try and understand the research we will look at in a deeper way, we will explore these early travels across what we now know as Auckland and reflect on how these stories have come to shape the environment around us today.
Once we have completed a good historical investigation of the relevant research on the early years of the Tainui ventures in the area, you will be tasked with taking on the personality of some person who features in these stories; after doing some fine-tuning research on this person and their life, you will write a "postcard for the future" as them; attempting to adopt their perspective on this place - What was tūrangawaewae for them, and what did this mean to the person?
Extra-background for Experts:
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LO -
- develop an understanding of the concept of tūrangawaewae in terms of how it can be used to analyse the connections held between people and places.
- Discover local histories related to the earliest communities in our Hauraki-Manakau-Tāmaki area
SC -
- apply tūrangawaewae in terms of understanding human geography in NZ
- recount significant histories of the local area
Firstly, we will finish off our interrogation of how different New Zealanders view the significance of Tangata Whenua and their stories. Then,
Our Local Place in Flatbush - what is this place?
in the late 13th century, the Tainui waka sailed into the Hauraki Gulf and became an enduring part of the story of Auckland and Aotearoa New Zealand.
Using the concept of Tūrangawaewae as a way to try and understand the research we will look at in a deeper way, we will explore these early travels across what we now know as Auckland and reflect on how these stories have come to shape the environment around us today.
Once we have completed a good historical investigation of the relevant research on the early years of the Tainui ventures in the area, you will be tasked with taking on the personality of some person who features in these stories; after doing some fine-tuning research on this person and their life, you will write a "postcard for the future" as them; attempting to adopt their perspective on this place - What was tūrangawaewae for them, and what did this mean to the person?
Extra-background for Experts:
https://www.rnz.co.nz/audio/player?audio_id=2500645 -
LO'sWe are planning to create a heritage guide for our local community that resembles this one (linked to below)
OUR HISTORY is a booklet series produced by the Heritage Department of the Auckland Regional Council (ARC).It is a cultural heritage education and advocacy project established to provide information about local history and regionally significant historic resources.
For further information: • Contact the Auckland Regional Council Ph: 09 366 2000 • See the Auckland Regional Council website (www.arc.govt.nz) Please do not remove or disturb any archaeological remains. They are an important record of our history and are protected by law.
Duder Regional Park is on the Whakakaiwhara Peninsula at the entrance to the Wairoa River near Clevedon. The Peninsula has a long and rich history, which begins with the visit of the famous Tainui canoe in the 1300s. Ngäi Tai were the first people to live on the Whakakaiwhara Peninsula. They lived there for hundreds of years, building gardens and a pä (defended fortification) on the point. It is an important place to Ngäi Tai because of its Tainui history, the excellent views over the Hauraki Gulf and the availability of food such as shellfish, eels, sharks, and berries and birds from the forest. Thomas Duder purchased the Peninsula and surrounding land from Ngäi Tai in 1866. The Duder family farmed the Peninsula for the next 130 years. For many years, the Peninsula was used as an unfenced grazing area for sheep, while the rest of the farm was developed. From the 1930s, the Duders began converting the Peninsula into a productive farm. This involved 30 years of clearing the scrub, putting up fences, ploughing the land and sowing the pasture. The Peninsula was also a popular place for fishing, picnics, boating and camping. The Auckland Regional Council bought the Whakakaiwhara Peninsula in 1994. Today, visitors can still see signs of the past on the Peninsula, as well as enjoying the pockets of original native forest and some of the best coastal views in the Auckland region.
What to see and do...
• Follow the Farm Loop Walk to Whakakaiwhara Pä and see the earthwork remains of this fortified Mäori settlement (2½ hours return).
• Follow the coastal walk to one of the many beaches. Take your togs, a picnic or your fishing rod, as visitors have done for over 100 years.
• Visit the pockets of original native forest and see the trees and plants Mäori used for eating, weaving, dyeing and building.
• Watch the birdlife and hunt for shells at Duck Bay (Waipokaia). • Join an Auckland Regional Council volunteer day to help out with planting and conservation work. • Follow the orienteering course, go horse-riding (with a permit) or mountain-biking.
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LO's
We are planning to create a heritage guide for our local community that resembles this one (linked to below)
OUR HISTORY is a booklet series produced by the Heritage Department of the Auckland Regional Council (ARC).It is a cultural heritage education and advocacy project established to provide information about local history and regionally significant historic resources.
For further information: • Contact the Auckland Regional Council Ph: 09 366 2000 • See the Auckland Regional Council website (www.arc.govt.nz) Please do not remove or disturb any archaeological remains. They are an important record of our history and are protected by law.
Duder Regional Park is on the Whakakaiwhara Peninsula at the entrance to the Wairoa River near Clevedon. The Peninsula has a long and rich history, which begins with the visit of the famous Tainui canoe in the 1300s. Ngäi Tai were the first people to live on the Whakakaiwhara Peninsula. They lived there for hundreds of years, building gardens and a pä (defended fortification) on the point. It is an important place to Ngäi Tai because of its Tainui history, the excellent views over the Hauraki Gulf and the availability of food such as shellfish, eels, sharks, and berries and birds from the forest. Thomas Duder purchased the Peninsula and surrounding land from Ngäi Tai in 1866. The Duder family farmed the Peninsula for the next 130 years. For many years, the Peninsula was used as an unfenced grazing area for sheep, while the rest of the farm was developed. From the 1930s, the Duders began converting the Peninsula into a productive farm. This involved 30 years of clearing the scrub, putting up fences, ploughing the land and sowing the pasture. The Peninsula was also a popular place for fishing, picnics, boating and camping. The Auckland Regional Council bought the Whakakaiwhara Peninsula in 1994. Today, visitors can still see signs of the past on the Peninsula, as well as enjoying the pockets of original native forest and some of the best coastal views in the Auckland region.
What to see and do...
• Follow the Farm Loop Walk to Whakakaiwhara Pä and see the earthwork remains of this fortified Mäori settlement (2½ hours return).
• Follow the coastal walk to one of the many beaches. Take your togs, a picnic or your fishing rod, as visitors have done for over 100 years.
• Visit the pockets of original native forest and see the trees and plants Mäori used for eating, weaving, dyeing and building.
• Watch the birdlife and hunt for shells at Duck Bay (Waipokaia). • Join an Auckland Regional Council volunteer day to help out with planting and conservation work. • Follow the orienteering course, go horse-riding (with a permit) or mountain-biking.
-
LO's
We are planning to create a heritage guide for our local community that resembles this one (linked to below)
OUR HISTORY is a booklet series produced by the Heritage Department of the Auckland Regional Council (ARC).It is a cultural heritage education and advocacy project established to provide information about local history and regionally significant historic resources.
For further information: • Contact the Auckland Regional Council Ph: 09 366 2000 • See the Auckland Regional Council website (www.arc.govt.nz) Please do not remove or disturb any archaeological remains. They are an important record of our history and are protected by law.
Duder Regional Park is on the Whakakaiwhara Peninsula at the entrance to the Wairoa River near Clevedon. The Peninsula has a long and rich history, which begins with the visit of the famous Tainui canoe in the 1300s. Ngäi Tai were the first people to live on the Whakakaiwhara Peninsula. They lived there for hundreds of years, building gardens and a pä (defended fortification) on the point. It is an important place to Ngäi Tai because of its Tainui history, the excellent views over the Hauraki Gulf and the availability of food such as shellfish, eels, sharks, and berries and birds from the forest. Thomas Duder purchased the Peninsula and surrounding land from Ngäi Tai in 1866. The Duder family farmed the Peninsula for the next 130 years. For many years, the Peninsula was used as an unfenced grazing area for sheep, while the rest of the farm was developed. From the 1930s, the Duders began converting the Peninsula into a productive farm. This involved 30 years of clearing the scrub, putting up fences, ploughing the land and sowing the pasture. The Peninsula was also a popular place for fishing, picnics, boating and camping. The Auckland Regional Council bought the Whakakaiwhara Peninsula in 1994. Today, visitors can still see signs of the past on the Peninsula, as well as enjoying the pockets of original native forest and some of the best coastal views in the Auckland region.
What to see and do...
• Follow the Farm Loop Walk to Whakakaiwhara Pä and see the earthwork remains of this fortified Mäori settlement (2½ hours return).
• Follow the coastal walk to one of the many beaches. Take your togs, a picnic or your fishing rod, as visitors have done for over 100 years.
• Visit the pockets of original native forest and see the trees and plants Mäori used for eating, weaving, dyeing and building.
• Watch the birdlife and hunt for shells at Duck Bay (Waipokaia). • Join an Auckland Regional Council volunteer day to help out with planting and conservation work. • Follow the orienteering course, go horse-riding (with a permit) or mountain-biking.
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