10C1 English
Weekly outline
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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 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...10C1
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.
Additionally on Wednesday mornings in session 1, you will have half the lesson in the library to research and plan your documentary for Global Studies.
Learning Context links:Our context: He waka eke noa - strength of group enhances individuality / the most important thing in life is the connections we make with others -
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 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:
Self-regulated by learners.Kia ora...10C1
Our context: He waka eke noa - strength of group enhances individuality / the most important thing in life is the connections we make with others -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 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:
Students are NOT obligated to complete ANY homework in English in year 10, it is your personal choice to self-regulate your learning this year. This is to allow you to experiment with time management strategies; however, if you are want ing 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...10C1
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.
Additionally on Wednesday mornings in session 1, you will have half the lesson in the library to research and plan your documentary for Global Studies.
Learning Context links:Our context: He waka eke noa - strength of group enhances individuality / the most important thing in life is the connections we make with others -
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 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:
Self-regulated by learners.Kia ora...10C1Our context: He waka eke noa - strength of group enhances individuality / the most important thing in life is the connections we make with others -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 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:
Students are NOT obligated to complete ANY homework in English in year 10, it is your personal choice to self-regulate your learning this year. This is to allow you to experiment with time management strategies; however, if you are want ing 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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This week you will have in-class guidance on writing your assessment analysis/report. Please arrive in class with any questions you may need answered.
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Holidays brought forward, 28th March - April 15th.
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Kia ora 10C1,
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/NTAzODMyMDU0NjZa/t/all
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Kia ora 10C1,
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/NTAzODMyMDU0NjZa/t/all
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Kia ora...10C1, this is our penultimate week engaging with our term 1 learning context, next week we will begin preparing for our collaboration with Health - with a focus on writing.
Success Criteria: I can/have...
- Refined, and reflected upon, my learning from our first context.
Activities:
#1 Film Study (The Secret Life of Walter Mitty),
#2 Short film study (Two Cars, One Night),
#3 Independent documentary film study (Where to Invade Next),
#4 Documentary + Cinema Film review (Voting Rights in NZ). -
Kia ora...10C1, this is our final week engaging with our term 1 learning context, next week we will begin our collaboration with Health - with a focus on writing.
Success Criteria: I can/have...
- Refined, and reflected upon, my learning from our first context.
Activities:
#1 Film Study (The Secret Life of Walter Mitty),
#2 Short film study (Two Cars, One Night),
#3 Independent documentary film study (Where to Invade Next),
#4 Documentary + Cinema Film review (Voting Rights in NZ). -
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:
- Health/English collaboration
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. -
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. -
Note on Common Assessment Task in English
As you are aware, the term 4 CAT for English is a response to film essay. All film revision and learning resources from your film study are in your books or on google classroom (search by topic: English CAT: visual text: Pūrākau from your analysis)
You will be assessed on your discussion of ideas within and beyond the texts, as well as your technical writing skills.
If you wish to, you can practise your essay writing, using any of the following practice questions. I am happy to give feedback :)
- Write an essay exploring how today’s audience can learn from the experiences of one or more characters who take risks in order to make change.
- Identify a conflict in a text you have studied. Write an essay exploring how this conflict shows an important idea or ideas in the text.
- Select an idea in the text you have studied. Write an essay exploring how this idea is important in the text as a whole.
- Using an important setting in a text you have studied, explore how the setting was important to an idea OR character in the text.
- Mauria te pono (Believe in yourself) Write an essay exploring a moment where a character shows a strong sense of self belief and discuss how and why this belief impacts on the development of the character.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...a range of career pathways, integrating a range of sources to discover the huge variety of career pathways available to students in Aotearoa
- We are synthesising and organising information through our personal career pathways investigation (combined with Global Studies)
Success Criteria:
- I have completed the Careers Quest
- I have identified entry and personal requirements for 4-5 of the suggested careers
- I have completed my work experience letter with clear understanding of formal written communication
- I have participated in preparation activities in class (meeting/ phoning an employer - role plays)
Term 4 Context: Future Pathways
You may have an idea of a career you want to look into, or you may not have decided what career pathway you will choose. This term, we will be exploring a variety of career pathways so that you have some ideas about what options are out there!
Monday: Quick fire career study: exploring a variety of careers and identifying key skills and qualities that employers want to see (this differs depending on the career pathway). See Google classroom for the resource: "Future Pathways - week 1 activities"
Thursday and Friday: work experience preparation (letters, meeting your potential emplyers, next steps) . Skills: formal and informal communication (verbal and written)
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...a range of career pathways, integrating a range of sources to discover the huge variety of career pathways available to students in Aotearoa
- We are synthesising and organising information through our personal career pathways investigation (combined with Global Studies)
Success Criteria:
- I have completed the Careers Quest
- I have identified entry and personal requirements for 4-5 of the suggested careers
- I have completed my work experience letter with clear understanding of formal written communication
- I have participated in preparation activities in class (meeting/ phoning an employer - role plays)
Term 4 Context: Future Pathways
You may have an idea of a career you want to look into, or you may not have decided what career pathway you will choose. This term, we will be exploring a variety of career pathways so that you have some ideas about what options are out there!
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EXPLORE / TŪHURA learning intentions:
- We are REFLECTING on the refined range of career pathways we discovered last week and are aiming to PLAN a rewarding interaction with our work experience hosts.
- We are REFLECTING on what we ideally want from a week of witnessing/contributing to the working world.
- Connect my chosen work experience pathway with a positive and fulfilling possible future that is personalised to me
Explain what outcome I want (in an ideal world) from work experience
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EXPLORE / TŪHURA learning intentions:
- We are REFLECTING on the refined range of career pathways we discovered last week and are aiming to PLAN a rewarding interaction with our work experience hosts.
- We are REFLECTING on what we ideally want from a week of witnessing/contributing to the working world.
Connect my chosen work experience pathway with a positive and fulfilling possible future that is personalised to meExplain what outcome I want (in an ideal world) from work experience
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Term 4 Context: Future Pathways
- We are EXPLORING the careers we have found employment opportunities within (work experience).
- We are Reflecting on the experiences we encounter throughout the week in relation to our future.
Success criteria
- write a reflection on the highlights and lowlights of your working week, considering the impact these experiences should have on my future plans in education..
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Term 4 Context: Future Pathways
- We are EXPLORING the careers we have found employment opportunities within (work experience).
- We are Reflecting on the experiences we encounter throughout the week in relation to our future.
Success criteria
- write a reflection on the highlights and lowlights of your working week, considering the impact these experiences should have on my future plans in education..
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