Weekly outline

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  • Term 1: Week 1

    Image result for waitangi day


    Kia ora 10F1.  

    Welcome back to school! 

    Term One's context is ‘The Game changers"  however in Global we will be looking at Leadership through sports and Human Rights.These areas will support you with both camp and NCEA in Term 2.You will also be exploring the significance of the treaty and it's identity and place through the Māori World View.

    Authentic Outcomes:  Camp Adair, Performance of the 'Kia Mana Ake' school haka, and personal mihi in Te Reo. 

    This week we will sign up to our 10F1 'Google Classroom' page to complete our 'Why do we Celebrate Waitangi Day?' learning activity.  Next week you will also get the opportunity to deliver your own personal mihi.

    AO: Understand how the Treaty of Waitangi is responded to differently by people in different times and places


    Google classroom code: 

    Class code: To be given by your teacher

     




    Activities:

    1. Refer to current events articles - 2018 and 2019 Waitangi Day messages (speeches) by Prime Minister Jacinda Adern.  
      Note-taking of key messages from 2019 speech. 

    2. View the video below...  Waitangi - What Really Happened: Part 1  

    3. Open the document in Google Classroom titled, 'Why do we celebrate Waitangi day?'  and record your name and class. 

    4. View video (as a class) 'The Treaty of Waitangi - An Introduction'.
       
    5. Complete questions 1-3 using the link provided and the information learned from the short video. 

    6. View the A3 hard copy of the Treaty of Waitangi in English, Maori translation, then the Maori version that has been translated into English again.  Discuss. 

    7. Complete the chart on Pg 2, to identify the similarities and differences between the English and Maori versions of the Treaty. Highlight which of the 3 articles are 'the same' or 'different'.

    8. Complete questions 5 & 6 then revise your document, before 'turning in'.

    Further Learning:

        Please complete any unfinished questions for homework and 'Turn in' your finished document by Monday 12th February. 

        As discussed in class, please listen to the first 8 minutes of this audio.Thank you for listening to the second 7 minutes in class.Make sure you jot down your interesting points from the audio.We will discuss this in class.The link is below.

        https://www.rnz.co.nz/audio/player?audio_id=2533060




      1. Term 1: Week 2


        Image result for leadership


        Kia Ora Everyone

        AO: UNDERSTAND HOW THE WAYS IN WHICH LEADERSHIP OF GROUPS IS ACQUIRED AND EXERCISED HAVE CONSEQUENCES FOR COMMUNITIES AND SOCIETIES

        AO: Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

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

        • Understand the definition of Leadership

        • Understand that Leaders take on various roles

        Success Criteria: I can/have...

        • A better understanding of the definition of Leadership

        • Understood that the role of Leadership can be undertaken in various form.

        • Understand the leadership roles that we are participate in. (in and outside school)

        Activities:

        1. Who are these people and what do they have in common? 

        2. What makes a good leader-Brainstorm: Pair share 

        3. Students explore and discuss the Fortune website together. (Resource below)

        4. 5. Begin exploring the 100 leaders gallery website. Identify some Leaders of Interest from this website as this will assist you with getting started with your Historical Leader presentation. (Resource below)

        5. Leadership at camp/community: Identify some areas where you will display Leadership at the upcoming Year 7 camp.If you were challenged to be great leader in your school/community what are some ways you could lead?

              6. Using this link:https://www.thebalance.com/top-leadership-skills-2063782, describe how you would use these skills at Camp as a Year 10 Leader.

        Resources

          1. http://100leaders.org/leader-gallery

          2. http://fortune.com/2014/03/20/worlds-50-greatest-leaders/



      2. Term 1: Week 3

        Image result for leadership FOR STUDENTS


        Kia Ora Everyone


        AO: UNDERSTAND HOW THE WAYS IN WHICH LEADERSHIP OF GROUPS IS ACQUIRED AND EXERCISED HAVE CONSEQUENCES FOR COMMUNITIES AND SOCIETIES

        AO: Understand how the ideas and actions of people in the past have had a significant impact on people’s lives.

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

        • Understand the definition of Leadership

        • Understand that Leaders take on various roles

        Success Criteria: I can/have...

        • A better understanding of the definition of Leadership

        • Understood that the role of Leadership can be undertaken in various form.

        • Understand the leadership roles that we are participate in. (in and outside school)

        Activities:

        DO NOW: LEADERSHIP DIRECTED CLASS TASK

        1. Who are these people and what do they have in common? 

        2. What makes a good leader-Brainstorm: Pair share 

        3. Students explore and discuss the Fortune website together. (Resource below)

        4. 5. Begin exploring the 100 leaders gallery website. Identify some Leaders of Interest from this website as this will assist you with getting started with your Historical Leader presentation. (Resource below)

        5. Leadership at camp/community: Identify some areas where you will display Leadership at the upcoming Year 7 camp.If you were challenged to be great leader in your school/community what are some ways you could lead?

              6. Using this link:https://www.thebalance.com/top-leadership-skills-2063782, describe how you would use these skills at Camp as a Year 10 Leader.

        Resources

          1. http://100leaders.org/leader-gallery

          2. http://fortune.com/2014/03/20/worlds-50-greatest-leaders/


      3. Term 1: Week 4


        Kia ora everyone

        This week we will be focusing on different styles of Leadership.


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

        • Understand the different leadership styles

        • Understand the importance of leadership styles qualities.

        Success Criteria: I can/have...

        • Confidently identify different leadership styles for various leaders (both historic and current leaders)

        • Understand the difference between a skill and quality that leaders possess.

        • Understand the leadership qualities that make a great leader.

        Activities:

          1. From the list of characteristics and qualities that you identified from last week, rate yourself against this list. (1- being the lowest and 10 being the highest rating).

          2. Great leaders -Choose at least 5 leaders of your choice. What type of skills/qualities do you think they possess? What type of Leadership style do you think the display and why?

          3. Leadership quiz: https://www.kent.ac.uk/careers/sk/leadership.htm

          4. Begin working on our  Leadership presentation task




      4. Term 1: Week 5

        Image result for chasing great


        Kia ora everyone

        Continuing our context of Leadership,This week we will be focusing one of our Great Leaders in NZ Sport - Richie McCaw.

        AO: UNDERSTAND HOW THE WAYS IN WHICH LEADERSHIP OF GROUPS IS ACQUIRED AND EXERCISED HAVE CONSEQUENCES FOR COMMUNITIES AND SOCIETIES.


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

        • Understand the story of Richie McCaw

        Success Criteria: I can/have...

        • Understand how determination and commitment leads to success
        • Understand that Richie McCaw is a true inspiration and leader to many young people.
        • Understand the role of leadership in the sporting profession.
        • Understand that leaders take on various roles.

        Activities:

        1. Film Study: Chasing Great - Complete Google doc questions

        2. Analysing quotes from the documentary


      5. Term 1: Week 6

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are FOCUSING to enhance our understanding of Leadership from a sporting profession through our study of the documentary: Chasing Great
        • We are FOCUSING to compare Richie McCaw's style of Leadership to other Leaders that we are researching
        • We are FOCUSING to develop our understanding of Leadership through a Human Rights perspectives by describing how leaders see to gain their rights and justice


        Activities:

        - Assessment 1: Completion of research files

        - Assessment check in

        - Introduction to Human Rights

        - Case Study: Rosa Park and Black Civil Rights, Archibald Baxter: Conscientious Objector NZ



      6. Term 1: Week 7

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are FOCUSING to enhance our understanding of Human Rights by looking at various violations
        • We are FOCUSING to develop our understanding of Leadership through a Human Rights perspectives by describing how leaders see to gain their rights and justice

        Activities:

        • Introduction to Human Rights - Slideshow presentation
        • Human Right Activity Cards
        • Amnesty International Video
        • Case Studies: Archibald baxter 

      7. Term 1: Week 8

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are FOCUSING to develop our understanding of Leadership through a Human Rights perspectives by describing how leaders seek to gain their rights and justice


        Activities

        • DO NOW: Countries and Continents
        • Introduction to Human Rights - Slideshow presentation
        • Human Right Activity Cards
        • Amnesty International Video
        • Case Studies: Nelson Mandela and Apartheid (Tic Tac Toe Task)
        • For this week: Please work on your assessment task -Leadership Essay/ Report.Please make sure that you refer to the rubric as a checklist to ensure that you have covered all criteria in your report/essay.

      8. 30 March - 5 April

        Schools OUT! Join us for some school holiday fun! at Wesley Market ...

      9. 6 April - 12 April

        Schools OUT! Join us for some school holiday fun! at Wesley Market ...

      10. Term 2: Week 1

        Welcome back to Term 2. We hope our... - Boronia Heights State ...

        Kia Ora Everyone


        Welcome back to Term 2!  As per Mr Morrison's e-mail ,we're going to be conducting online learning for the first two weeks of the term 2. Please complete the set tasks as this will help you for your NCEA. Other set tasks will include Education Perfect which will help you with skill development and content knowledge for Global Studies.Watch the space for these tasks early next week.This week we will focus on Human Rights.

        As you are now familiar with the 30 Human Rights, I would like you to read the attached articles below and identify violations of Human Rights.


        FOCUS / ARONGA learning intentions:

        • We are FOCUSING to develop our understanding of Human Rights

        Activities

        • DO NOW: Join the https://www.geoguessr.com/ link and click on famous places...join the link for free.It is an awesome site..explore and have fun!
        • Human Right Article Task: Human Rights and Coronavirus :Read the articles/s and Identify the Social Issue/s/ possible issue/s, Identify the violation of Human rights (Which human right has been violated? using the 30 human rights that you have studied) and provide reasons why this has been violated.All work must be completed in your Global Studies Books.

        https://www.theguardian.com/commentisfree/2020/mar/19/coronavirus-pandemic-human-rights

        https://www.amnesty.org/en/latest/news/2020/02/explainer-seven-ways-the-coronavirus-affects-human-rights/

        https://www.aljazeera.com/indepth/opinion/coronavirus-conundrum-human-rights-200320120352737.html

        https://www.hrw.org/news/2020/03/19/human-rights-dimensions-covid-19-response#_Toc35446578



      11. Term 2: Week 2

        Racism - Social Issues And Concepts Word Cloud Illustration ...


        Kia Ora Everyone

        This week we will focus on creating your groups for a Possible NCEA assessment.If NCEA does not take place, I will still continue with part of this as a context in class.You will also get an opportunity to explore issues from various social organisations.This exploration will then assist you in choosing your final social injustice issue.Essentially your task would be reading these sites. You will also be required to begin with some definitions which I will post as we go along. 



        See you on Wednesday: 22nd April at 8.30am via Google Meet


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

        • Explore and be well informed on various social justice topics
        • Looking at the work organisations do to assist in social justice issues locally,nationally and globally

        Success Criteria: I can/have...

        • I am well informed on various social injustice issues and can decide on a social injustice topic to research.
        • Start thinking about my choice of social issue.

        Activities:

        1. Research different social organisations to explore the different social issues that they are currently investigating/creating an awareness on. (Refer to list of organisations below). 
        2. http://www.aljazeera.com/programmes/faultlines/2013/10/america-hidden-harvest-20131029793687761.html - CHILD LABOUR
        3. Gender based violence in the Pacific -https://www.youtube.com/watch?v=s0H5q9Jwjzg
        4. Please add in your name to a group that you would like to work with - I will submit the google doc on Monday.

        - UNICEF (https://www.unicef.org/)

        - Human Rights Watch (https://www.hrw.org/)

        - Amnesty International (https://www.amnesty.org.nz/issues)


      12. Term 2: Week 3

        Social Issues - Lessons - Tes Teach



        Kia Ora Everyone


        Catch up on Wednesday via Google Meet at 8.30am


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

        • Explore and develop an understanding of various social issue

        Success Criteria: I can/have...

        • Developed a better understanding of the different types of social issues in developed and less developed countries.

        Activities: 

        1. Continue exploring Resources on social issues (access the links through Google classroom)

        LGBTI Rights
        The Guardian. ‘Gay rights in the US, state by state’ [Online] http://www.theguardian.com/world/interactive/2012/may/08/gay-rights-united-states [15 May 2016]
        DoSomething.org. ‘11 Facts About Gay Rights’ [Online] https://www.dosomething.org/facts/11-facts-about-gay-rights [15 May 2016]
        Socarides, R. ‘North Carolina and the Gay-Rights Backlash’ [Online] http://www.newyorker.com/news/news-desk/north-carolina-and-the-gay-rights-backlash [15 May 2016]

        Stop Torture

        How to stop torture (July 2011). TEDGlobal 2011. [12.35 minutes] [Online] https://www.ted.com/talks/karen_tse_how_to_stop_torture?language=en [15 May 2016]
        Physicians for Human Rights. ‘Stopping Torture Around the World: Building Capacity to Document and Prosecute’ [Online] http://physiciansforhumanrights.org/issues/torture/international-torture/?referrer=https://www.google.co.nz/ [15 May 2016]
        Stop-Torture. [Online] http://www.stop-torture.com/ [15 May 2016]

        Stop the death sentence

        Von Drehle, D. ‘The Death of the Death Penalty’ [Online] http://time.com/deathpenalty/ [15 May 2016]
        The Editorial Board. ‘The Death Penalty Endgame’ [Online] http://www.nytimes.com/2016/01/17/opinion/sunday/the-death-penalty-endgame.html?_r=0 [15 May 2016]


        Gender-based violence in the Pacific

        Heise, L. ‘Gender-based abuse: the global epidemic’ [Online] http://www.scielo.br/scielo.php?pid=S0102-311X1994000500009&script=sci_arttext [15 May 2016]
        Asian Pacific Institute on Gender-based violence. http://www.api-gbv.org/violence/index.php
        UN Women. ‘Climate Change, Disasters and Gender-Based Violence in the Pacific’ [Online] http://www.uncclearn.org/sites/default/files/inventory/unwomen701.pdf [15 May 2016]


        Refugees
        Apa, A. ‘Cross-Examination: New Zealand’s Questionable Commitment to Refugee Settlement’ [Online] http://equaljusticeproject.co.nz/2015/06/cross-examination-new-zealands-questionable-commitment-to-refugee-settlement/ [15 May 2016]
        The UN Refugee Agency (UNHCR). http://www.unhcr.org/cgi-bin/texis/vtx/home
        Vergel de Dios, M. ‘Sehar’s Story’ [Online]   [15 May 2016]



      13. Term 2: Week 4


        Kia Ora Everyone


        Catch up on Wednesday via Google Meet at 8.30am


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

        • Explore and develop an understanding of Developed and less developed countries
        • Understand the research process and the APA referencing method

        Success Criteria: I can/have...

        • Understand the factors that categorise developed and less developed countries 
        • Developed a better understanding of the different types of social issues in developed and less developed countries.
        • Can reference my work using various resources confidently by using the APA Referencing method

        Activities:

        1. Education perfect tasks on inequalities
        2. LEDC and MEDC - https://www.youtube.com/watch?v=_dkUdTx-CFI
        3. Slideshow - Country indicators . 
        4. Question: Do you think NZ is a developed or developing country? List 3-5 factors to support your answer. List 3 other countries that are similar to NZ. List 3 other countries that are at the opposite end of the spectrum to NZ and why?
        5. APA Reference document 
        6. Leadership and Apartheid shared doc
        7. Continue exploring Resources on social issues
        8. Understanding Definitions

      14. Term 2: Week 5

        New Zealand Human Rights Commission - ElearningWorld.org


        Kia Ora Everyone


        This week I will be introducing the context, together with some other skill based work.


        Google Meet Session: Wed -13 May @ 8.40am


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

        • Explore and develop an understanding of various social issue
        • Explore and investigate Human Rights in NZ
        • Discover how to formulate focus questions and improve our research skills

        Success Criteria: I can/have...

        • Developed a better understanding of the different types of social issues in developed and less developed countries.
        • Understand human rights in NZ and apply this to the Coronavirus pandemic
        • Using an educational to support me in formulating questions which can assist me in the research process 

        Activities: Distance Learning

        1. Continue exploring Resources on social issues (Links on google classroom)
        2. Education Perfect Tasks -Focus on Research skills
        3. Articles 1 and 2 -Human rights and Coronavirus: Using a PMI Chart, read the articles in the(resource section)and complete the PMI in your book/google doc.Then transfer information to your Global Studies - T2 Folder.
        4. Articles 3 and 4: Complete the assigned google doc.Then transfer information to your Global Studies - T2 Folder.
        5. Complete the assigned Education Perfect Tasks -It will be assigned on Monday morning).Please e-mail me if you cannot access Education Perfect.


        Resources:

        Resources on Social Issues:

        1. Refugee Crisis (On google classroom)

        2. Death penalty(On google classroom)

        Articles:

        1. https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=12328519

        2. https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=12329658

        3. Was the lockdown illegal? https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=12330117

        4. https://www.stuff.co.nz/national/300006947/lockdown-only-lawful-if-health-risks-justified--government-lawyer




      15. Term 2: Week 6

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

        • Explore and develop an understanding of various social issue
        • Explore and investigate Human Rights in NZ
        • Use the story of human rights to understand it's purpose and journey

        Success Criteria: I can/have...

        • Developed a better understanding of the different types of social issues in developed and less developed countries.
        • Understand human rights in NZ and it's relevant Acts
        • Understand the importance of Human Rights

        Activities: Published on the shared Year 10 website

        1. Continue exploring Resources on social issues (Death penalty)
        2. Education Perfect Tasks -Focus on Research skills (Update)
        3. Update on Global Folder
        4. Introduction of Human Rights and it's journey (Google doc)


        Resources:

        On your website


      16. Term 2: Week 7

        Image result for ncea

        Kia Ora Everyone

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

        • Understand our Achievement Standard for NCEA Level 

        • Explore social injustice issues in Malawi

        • Success Criteria: I can/have...

        • Understand the detailed achievement standard

        • Understand the requirements of NCEA /MHJC Assessment

        • Decided on a social issue for my NCEA /MHJC Assessment

        Activities:

        DO NOW: Sign up to the Forest 40 hour famine shared doc from Mrs Ulika Singh/ Parent permission forms :response required to Mr Rubanand

        - Class read: Introduction to AS 91042

        - Class read: Detailed AS/MHJC contextualised document 

        - Introduction to the documents for the NCEA process (Research,social action, report)

        - Student Exemplars (Past year)

        -  Sign up to NCEA/ Confirmation of students completing MHJC Assessment

        - At home task:Social Studies concepts :Definitions

        - Case studies


        Resources:

        - Please refer to your NCEA Google classroom page




      17. Term 2: Week 8

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are FOCUSING to identify ,describe, and explain our selected Social Injustice Issue from Malawi
        • We are FOCUSING to develop a report on our personal involvement in a prepared/organised Social Action
        • We are FOCUSING to discuss human rights violations of our selected Social Issue.
        • We are FOCUSING on developing an understanding of the research process by identifying core steps that will guide you in developing your research skills

        Activities

        - As per google classroom page and Year 10 Forest website


      18. Term 2: Week 9

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are FOCUSING to identify ,describe, and explain our selected Social Injustice Issue from Malawi
        • We are FOCUSING to develop a report on our personal involvement in a prepared/organised Social Action
        • We are FOCUSING to discuss human rights violations of our selected Social Issue.
        • We are FOCUSING on developing an understanding of the research process by identifying core steps that will guide you in developing your research skills

        Activities:

        - Complete the 40 hour famine evaluation/reflection on the social action planner document

        - Begin exploring researach documents (As per google classroom) - evidence file and 3 focus questions

        - Tic Tac Toe Task (skill development)

        - Follow the researach process to research social issue of the group

      19. Term 2: Week 10

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are FOCUSING to identify ,describe, and explain our selected Social Injustice Issue from Malawi
        • We are FOCUSING to develop a report on our personal involvement in a prepared/organised Social Action
        • We are FOCUSING to discuss human rights violations of our selected Social Issue.
        • We are FOCUSING on developing an understanding of the research process by identifying core steps that will guide you in developing your research skills

        Activities:

        - Continue working both with your Human rights issue research file/plan (group) and your independent research file (individual).Ensure that you acquire a range of resources both as a group and independently.

        - Upload checkpoint 1 onto google classroom: 20 June 

      20. Term 2: Week 10

        PLAN & DO / WHAKAMAHI

        PLAN & DO / WHAKAMAHI learning intentions:

        • We are PLANNING to perform our 40 hour famine Social Action and other planned social actions so that we can create an awareness on our selected Social Injustice Issue.

        Activities:

        • Planning second/third social action
        • Participating in the social action and simultaneously completing the Social Action planner doc and the Social Action Log
        • Uploading CHECKPOINT 2: Social Action planner doc and the Social Action Log
        • Discussion of reporting documents
        • Discussion of the marking grid -NCEA Students ONLY
        • Fast finishers:Use student exemplars to skim and scan in preparation for next week's report
        • Fast finishers: Highlight research file in preparation for report writing


      21. Term 2: Week 12

        Image result for important date

        PLAN & DO / WHAKAMAHI

        PLAN & DO / WHAKAMAHI learning intentions:

        • We are PLANNING to perform our 40 hour famine Social Action and other planned social actions so that we can create an awareness on our selected Social Injustice Issue.
        • We are planning to report on our personal involvement in a social justice and human rights action


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

        • start our write up and complete the assessment task both at MHJC level as well as NCEA level
        • proofread our work by checking through the assessment task and ticking the checklist.

        Success Criteria: I can/have...

        • Completed my task either at MHJC level or NCEA level
        • Uploaded as a PDF.
        • Uploaded the documents required as my task assessment 

        Activities:

        1. Due date and time (3 July) at 5pm
        2. Final checkpoint 3 to be uploaded onto google classroom
        3. For students uploading as an MHJC effort:you are upload a research file,research plan and social action planner and a report. Upload as a PDF.
        4. For students uploading as NCEA: refer to the marking grid. Upload your report as a PDF.Do not forget your evaluation!


      22. 6 July - 12 July

      23. 13 July - 19 July

      24. Term 3: Week 1


        Image result for careers images


        Kia ora everyone

        AO: Understand how exploration and innovation create opportunities and challenges for people, places, and environments. 

        This week in Global Studies we will be setting the scene (Exploring) for our term 3 context which is: Life Hacks


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

        • Explore the definition of Life Hacks and its link to our Global curriculum

        • We are exploring to interpret the Career Model and apply this to discover ourselves

        • We are exploring to investigate tools that would assist us in making possible decisions on our future Career path

        • Discover our individual interests and skills for our future career path

        Success Criteria: I can/have...

        • Discover my interests, skills,  achievements, work values and personal qualities
        • I can/have an idea of the type of job that I would like to do.
        • Identify the skills that I have and what I still need to work on in order to guide me to my career path.

        Activities:

        DO NOW: Create a quick "fact card" for the Year 7 students on the celebration of Matariki.

        1. DO NOW: Who is your role model and why?What is their most significant achievement.What qualities do you share with them? 

          Inspiring video: https://www.youtube.com/watch?v=JFDiTvqdW2A

          What is a Career?

        2. DO NOW: Consider your interests, skills, values and qualities. You should also ask yourself:

            • What are my strengths?
            • What do I like to do in my spare time?
            • What are some of my achievements?
            • What things am I passionate about?


        3. Introduction of Careers NZ - Please bookmark this page.Navigating through the Careers NZ Website and complete tools on Careers NZ website.

        4. IMPORTANT NOTICE: PLEASE CREATE AN ACCOUNT ON CAREERS NZ SO THAT YOU WOULD HAVE ACCESS TO THESE TOOLS (YOUR RESULTS) FOR FUTURE PURPOSES

          Understanding the 4 step model and where do I start: https://www.careers.govt.nz/plan-your-career/start-to-plan-or-change-your-career/where-do-i-start/#cID_7143

          Know your skills task : http://knowyourskills.careers.govt.nz/ - a) watch video as a class b) Why are skills important task c)Know it show it questions and matching task d)Identifying skills  e)looking for skills  f)evidence 

          https://www.careers.govt.nz/tools/ 

          1. Career Quest Task: Using the Careers NZ website, use the tool named Career quest (You are required to complete all 78 questions).Please save your work after you have completed your task.


      25. Term 3: Week 2

        EXPLORE / TŪHURA

        EXPLORE / TŪHURA learning intentions:

        • We are exploring to interpret the Career Model and apply this to discover ourselves
        • We are exploring to investigate tools that would assist us in making possible decisions on our Career path

        Activities:

        - Career Quest task

        - Skill matcher

        - 8 Effective skills (Monitor your skill development). Based on the 8 effective skills required for NZ Employment, rate yourself out of a scale of 1-10)



      26. Term 3: Week 3

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on discussing our roles and responsibilities of a young worker
        • We are focusing on enhancing our communications skills through the Interview process
        • We are focusing on developing a CV to enhance your application after the work experience process.

        Activities:

        - Using the CV template to draft a CV

        - Assessing skill level and next steps to improve


      27. Term 3: Week 4

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on discussing our roles and responsibilities of a young worker
        • We are focusing on enhancing our communications skills through the Interview process
        • We are focusing on developing a CV to enhance your application after the work experience process.

        Activities:

        - Using the CV template to draft second part of the CV. Please use the link below to support you in creating a good CV.

        - Understanding the requirements of the CV Assessment task.

        - Using the skill matcher tool to assess your current skill level and your next steps for improvement

        Follow up: Resources

        - https://www.careers.govt.nz/job-hunting/new-to-new-zealand/tips-for-creating-a-nz-style-cv/


      28. Term 3: Week 5

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on enhancing our well being through Forest's Five Ways to wellbeing

        Activities:


      29. Term 3: Week 6




        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on discussing our roles and responsibilities of a young worker
        • We are focusing on enhancing our communications skills through the Interview process
        • We are focusing on developing a CV to enhance your application after the work experience process.

        Activities:

        - Using the CV template to draft second part of the CV. Please use the link below to support you in creating a good CV.

        - Understanding the requirements of the CV Assessment task.

        - Using the skill matcher tool to assess your current skill level and your next steps for improvement

        Go to the search bar on Careers NZ and type in Skills Matcher. Click on the skill matcher hyperlink.Click on the "Get Started"button to begin. Please make sure that you have created an account before you begin. Take note of the skills identified after you have complete this tool. These ideas would assist you in completing the skills section of your CV document.

        - Fast Finishers: Refer to the link below on the 7 employability skills and read this carefully to support you in completing your CV

        Further learning and Follow up: Resources

        https://www.careers.govt.nz/resources/tools-and-activities/employability-skills/



      30. Term 3: Week 7

        PLAN & DO / WHAKAMAHI

        PLAN & DO / WHAKAMAHI learning intentions:

        • We are focusing on developing a CV to support our work experience journey.

        Activities:

        DO NOW: Current events: The Impact of Covid on people, place and environment.

        - Using the CV template to draft second part of the CV. Please use the link below to support you in creating a good CV.

        - Understanding the requirements of the CV Assessment task.

        - Using the skill matcher tool to assess your current skill level and your next steps for improvement

        - Proofread CV and submit: 4 September @3pm


        Follow up: Resources

        - https://www.careers.govt.nz/job-hunting/new-to-new-zealand/tips-for-creating-a-nz-style-cv/

        - https://www.employment.govt.nz/starting-employment/rights-and-responsibilities/young-employees/



      31. Term 3: Week 8

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on discussing our roles and responsibilities of a young worker
        • We are focusing on enhancing our communications skills through the Interview process

        Activities:

        - Using the  link https://www.careers.govt.nz/resources/tools-and-activities/employability-skills/ to undertsand our roles and responsibiliites

        - Roleplay: Showcasing and developing our Interview skills: 

        - Group Task: You and your group will be given an Interview Card with a set of questions. Each person will be allocated a role by ASE. 

        - CV resubs


      32. Term 3: Week 9


        Kia Ora Everyone

        Welcome to Maori Language Week.

        The National Māori Flag

        This year for Māori Language Week, we are having a “Māori Language Moment” at 12pm on Monday 14th September to commemorate the actual time and day in 1972, when 30,000 signatures were delivered to Parliament calling for te reo Māori to be taught in schools.

        We will also be participating in this event with thousands of others across the country, by choosing a/various Māori language activity/activities so that you are able to earn a cultural cornerstone.


        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are FOCUSING on discussing the analysis of cartoons in resource interpretation
        • We are FOCUSING on applying elements of a cartoons to examples of various cartoons. 
        • We are FOCUSING on engaging in various Maori activities to embrace Maori Language Week

        Activities:

        - Resource Interpretation group task - Choosing a current event and gathering resources to research the current event

        - Resource Interpretation group task - Analysing Cartoons

        - Resubs of CV's

        - Participation in Maori Language Week activities


      33. Term 3: Week 10

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on enhancing our resource Interpretation skills by choosing and studying resources that would develop assist us in our upcoming CAT Assessment.

        Activities:

        - Using the current event chosen by your group, research and collect sources that would assist you in enhancing your resource interpretation skills.Remember to choose a variety of resources for example: articles, cartoons, memes, maps etc.

        - Use slideshow from Mrs Selagan to guide you in completing the task.


      34. 28 September - 4 October

      35. 5 October - 11 October

      36. Term 4: Week 1

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are FOCUSING on discussing the analysis of cartoons in resource interpretation
        • We are FOCUSING on applying elements of a cartoons to examples of various cartoons. 
        • We are FOCUSING on engaging in various current event cartoons

        Activities:

        - DO NOW: Class/Team building activities based on the 7 Employability skills

        - Resource Interpretation group task - Choosing a current event and gathering resources to research the current event: FINAL SLIDESHOW TO BE E-MAILED TO THE CLASS.

        - Resource Interpretation group task - Analysing Cartoons








      37. Term 4: Week 2

        FOCUS / ARONGA






        AO: 

        • Understand how people’s management of resources impacts on social sustainability..

        • Understand how people seek and have sought growth through business, enterprise, and innovation.


        Kia ora everyone

        As we continue to explore the working world, this week will be focusing on writing a good cover letter to support your CV for a well rounded job application.

        FOCUS / ARONGA learning intentions:

        • We are focusing on exploring various employment websites to discover a variety of job opportunities.
        • We are focusing on choosing one job advertisement and developing a well structured letter to enhance the job application process.

        Activities for the Week: (You will be working through the google document which can be accessed on google classroom)
        - Exploring the following websites: Seek.co.nz, Trademe jobs, Indeed.com
        - After browsing through various websites, please select your top 3 choices. You will then consult with Mrs Selagan who would discuss and support you in making your final choice.
        - After making your final choice of job, you will be required to draft a cover letter for the job of your choice with support from the Careers NZ website (Refer to the link)Access to the Careers NZ cover letter: https://www.careers.govt.nz/job-hunting/cvs-and-cover-letters/how-to-write-a-cover-letter/

        - You would also be using the class example below to support you in practising to write a draft copy.

        - Please finalise your group Resource Interpretation task and once completed share this with me so that I can share this with 10F2 for revision purposes.



        CLASS EXAMPLE

        Job Advertisement 1: Burger Fuel

        Do you have career driven mindset and the passion to reach your full potential within a very proud, NZ owned international company? Then Burger Fuel is your vehicle! BurgerFuel is a New Zealand burger restaurant with 88 locations in six countries, including 54 locations in New Zealand.

        FROM ROOKIE TO INDUSTRY LEADER!!!!
        While previous customer service experience is preferred, with our International and Local training program, we are thrilled to be able to develop keen, reliable rookies with a strong work ethic, into Industry leaders.


        We are looking for people who have:
        • First class communication and time management skills.
        • Honesty, integrity and reliability.
        • A genuine passion for customer experience.
        • An excellent attitude.
        • Fantastic personal presentation and a winning smile.

        “IT’S NOT ENOUGH TO CREATE THE BEST BURGER IN THE WORLD, WE BELIEVE IN CREATING THE BEST COMPANY AND WANT OUR PEOPLE TO COME TOGETHER TO BUILD ON AN AMAZING BUSINESS AND HAVE FUN AT THE SAME TIME”

        Because we know there’s more to you than just your CV, we want to give you the chance to let your personality shine. Simply create a quick video of yourself answering the three questions below and submit it with your application.

        1. Why do you want to work for BurgerFuel?
        2. What is your secret BurgerFuel power (i.e. why should we hire you!)?
        3. What are you most passionate about?

        Full-time, day-time, night-time, party-time…don’t be shy! Get filming, click the link to apply and follow the instructions to let your application process begin!

        Applicants for this position should have NZ residency or a valid NZ work visa.






      38. Term 4: Week 3

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on enhancing our resource Interpretation skills by choosing and studying resources that would develop assist us in our upcoming CAT Assessment.

        Activities:

        - Group Resource Interpretation Task NOW due: Wednesday (28 October)

        - Supporting those students that have completed revision answers for Cartoon analysis task.


      39. Term 4: Week 4

        FOCUS / ARONGA







        Kia ora everyone

        You will aim to finish the first draft to your cover letter from the Burgerfuel Job Application.

        FOCUS / ARONGA learning intentions:

        • We are focusing on exploring various employment websites to discover a variety of job opportunities.
        • We are focusing on choosing one job advertisement and developing a well structured letter to enhance the job application process.

        Activities for the Week: (You will be working through the google document which can be accessed on google classroom)
        - Do Now Activities:  Cartoon Interpretation practice

        - Practise to write a draft copy - Burgerfuel Advertisement.

        - Please finalise your group Resource Interpretation task and once completed share this with me so that I can share this with 10F2 for revision purposes.

        - Work Experience Update



      40. Term 4: Week 5

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on enhancing our resource (cartoon) Interpretation skills by choosing and studying resources that would develop assist us in our upcoming CAT Assessment.

        Activities:

        - Answers to CAT practice paper 1 - Electorates

        - Complete CAT Practice 2 paper on google classroom - Section A only.

        - Websites to explore: indeed.com, seek.co.nz, trademe jobs


      41. Term 4: Week 6

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on discussing our roles and responsibilities of a young worker
        • We are focusing on enhancing our communications skills through the Interview process
        • We are focusing on developing a CV and a cover letter to enhance your application after the work experience process.

        Activities:

        - DO NOW: Work experience booklet to issue and read through information in the booklet

        - Roles and responsibilities of a young worker

        - Job Application process - use the google doc to choose your jobs on write a cover letter. Use the prompts on the google doc and Careers NZ to support you.

        - We only have one session this week due to your trip - Thursday and Friday - Trip to Rotorua linked to the Careers context - Adventure Tourism - Enjoy you trip, have fun!


      42. Term 4: Week 7

        Course: 10M2 English


        Have a super week at Work experience, have fun and DO NOT forget to complete your work experience booklets. I cannot wait to hear about your experience in Wk 8.


        Best wishes on this wonderful journey.

      43. Term 4: Week 8

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        • We are focusing on discussing and understanding our roles and responsibilities of a young worker when entering the working world.
        • We are focusing on enhancing our communications skills through the Interview process

        Activities:

        - Reflections and feedback from work experience

        - Roles and responsibilities of a young worker

        - Tips and tricks from Careers NZ on Interviews - https://www.careers.govt.nz/job-hunting/interviews/

        - Roleplay: Interviews



      44. Term 4: Week 9

        Reflections of the Year and plans for the holidays

        What are you doing for your wellbeing during the holidays?

        Farewells

        It's Okay To Say 'Happy Holidays' - Home | Facebook

      45. 14 December - 20 December