Weekly outline

  • General

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  • Exercise Snacks - new routine

    The brain-changing benefits of exercise

    Snack on Exercise - Boost Your Mind, Body and Mood



  • Term 1 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by researching the achievements of Sir Peter Blake
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by interpreting maps of early Polynesian/Maori voyaging
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by discovering oral traditions that pass on the knowledge of early Polynesian/Maori voyaging




    Activities:

    1. Thinking and Learning Strategies - KWL Chart - literacy strategy - in your exercise book

    2. Fact File - Sir Peter Blake
    3. Documentary - Blakey
      https://vimeo.com/ondemand/blakey

    Further Learning....


  • Term 1 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by researching the achievements of Sir Peter Blake
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by interpreting maps of early Polynesian/Maori voyaging
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by discovering oral traditions that pass on the knowledge of early Polynesian/Maori voyaging


    Activities:

    1. Sir Peter Blake - activity grid
      - review the activity grid (link above and pdf attached below)
      - choose to complete THREE activities of your choice
    2. Sir Peter Blake - Legacy and how he is continuing to have an influence on NZ
      - google classroom activity
      - print your Word Cloud

    Further Learning....

  • Term 1 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by researching the achievements of Sir Peter Blake
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by interpreting maps of early Polynesian/Maori voyaging
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by discovering oral traditions that pass on the knowledge of early Polynesian/Maori voyaging


    Activities:

    1. Sir Peter Blake - Legacy and how he is continuing to have an influence on NZ
      - google classroom activity
      - print your Word Cloud

    2. Team New Zealand’s amazing 35-year America’s Cup journey
      a) Short promotional video - 
      Look like, Feels like, Sounds like activity in exercise book
      b) Three level reading guide activity - in google classroom.
      https://yachtracing.life/emirates-team-new-zealands-amazing-35-year-americas-cup-journey/

    Further Learning....


  • Term 1 Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by researching the achievements of Sir Peter Blake
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by interpreting maps of early Polynesian/Maori voyaging
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by discovering oral traditions that pass on the knowledge of early Polynesian/Maori voyaging







    Activities:
    1. Distance learning - MUST, SHOULD COULD activities for Global Studies
      https://docs.google.com/document/d/1tb8ASR7R51Mr8_bwmCa2PwdmNmpeNFmSE6qQIKRq6J0/edit?usp=sharing


    Further Learning:

    You need to.....


  • Term 1 Week 6

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by researching the achievements of Sir Peter Blake (and the America's Cup)





    Activities:
    1. Resource Interpretation ; Cartoons and Memes

      Meme
      i)  an image, video, a piece of text, etc., typically humorous in nature, that is copied and spread rapidly by internet users, often with slight variations.
      ii) While social media is a platform for communication, memes are a way of expressing a culturally-relevant idea. A meme is an image or video that represents the thoughts and feelings of a specific audience/group or the opinion of the creator. Most  memes are captioned photos intended to elicit humour. However, there are many viral video memes too.

      Political cartoon
      A drawing (often including caricature) made for the purpose of conveying editorial (the authors) commentary on politics, politicians, and current events. 

    2. Assessment 1 - introduction - English/Global combined - to start Monday week 7
      https://docs.google.com/document/d/1p9uPkBjJvWexBvCz9k4RDKCFSMsMJJdp8dofeFfkIpA/edit?usp=sharing
      Due Monday Week 8
    3. Meme scavenger hunt activity
      - Using Padlet - add Meme examples for the identified categories use the share link here to collaborate on a padlet
      https://padlet.com/klambert8/7njxuj40vpr4p1dr 


    4. Political cartoons; how to interpret a political cartoon - step by step process
      - Use the Google Slide show in the Google classroom
      - Open the PDF of cartoons below
      - Complete the activities detailed in the powerpoint.


      Our Collaborative Padlet - Meme Scavenger Hunt

      5. Made with Padlet



    Further Learning:

    You need to.....

    Complete the SHOULD and COULD activity in the Distance Learning
    Add to the Padlet - meme scavenger hunt

  • Term 1 Week 7

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by researching the achievements of Sir Peter Blake and the America's Cup




    Activities:
    1. 10 Global Studies/English Assessment 1 - Sir Peter Blake and the America's Cup - Meme/Political Cartoon
      - Remember you will have Global Studies sessions this week to work on this assessment. Your meme/political cartoon and explanation is due this Friday 6pm.
      - You will also have English sessions this week and next week to complete the English component. Your visual language features write up is due this Friday 26th March.

      All resources are in the Google classroom

      Global Studies support - Assessment 1: Create my own Meme/Political cartoon and explain/justify the point of view it is conveying

      You will be required to……

      i) Create/draw your meme/political cartoon to convey the legacy and influence (feelings/thoughts) of Sir Peter Blake or the America's Cup
      ii) Explain verbally what your meme/political cartoon represents; the person/event, ideas/action, impact on NZ
      - use the gathering & organising my ideas scaffold (copy for you in Google classroom)
      - make a AUDIO or VIDEO recording of your explanation

      Submission Date Global Studies: For the Meme/Cartoon 19th March 2021

      Use the copy made for you in the Google Classroom

    Further Learning:

    You need to.....work on your assessment due Friday 6pm


    </

  • Term 1 Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on NZ’s Water Safety Community Challenge by defining the preventable drowning issue through statistics
    • We are FOCUSING on NZ’s Water Safety Community Challenge by identifying the risks (causes) involved in water activities

    Success Criteria: I can/have...


    Activities:

    1. News - current events over the NZ summer: water safety and preventable drownings
      - basic facts
      - making predictions/generalisations
      - google classroom activity

    2. Preventable drowning statistics - scavenger hunt
      - statistic table
      - google classroom

    3. How to use evidence in my Responsible Behaviour write up


    Follow Up Tasks:


  • Term 1 Week 9

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on NZ’s Water Safety Community Challenge by defining the preventable drowning issue through statistics
    • We are FOCUSING on NZ’s Water Safety Community Challenge by identifying the risks (causes) involved in water activities

    Success Criteria: I can/have...


    Activities:

    1. Water Safety Code - Water Safety NZ
      - brainstorm; what do you think will be in this code
      - record the code in your books
      https://watersafety.org.nz/Community-Resources/Know%20before%20you%20go%20-%20the%20basic%20Water%20Safety%20Code

    2. Responsible Behaviours
      - use Ms Thomas document https://docs.google.com/document/d/10oVGbeM_CrGXckgw1yd2zAkUr1AK3VXl3IttdTYtemQ/edit?usp=sharing 
      - create a key (colour for each code)
      - colour code the Water Code you have recorded in your books

    3. Plan - how might I use the Water Safety NZ's water code in my responsible behaviour write up?

    4. Preventable Drownings in NZ
      "New Zealand has a drowning problem"

      Water is an intrinsic part of life in New Zealand. From the waka that first crossed the ocean to Aotearoa to our childhood memories of endless summer holidays at the beach. It is part of our identity. We are surrounded by it. We live in it. It sustains us and energises us.

      With a partner; read/watch/listen the below news article

      News Article 1
      https://www.tvnz.co.nz/one-news/new-zealand/over-12-000-new-zealanders-got-into-trouble-in-water-summer-acc-stats-show
      News Article 2
      https://www.stuff.co.nz/environment/124519343/new-zealands-coastal-drowning-statistics-are-getting-worse-not-better

      Using the article above - complete the Cause - Issue - Consequence chart in the google classroom
      - template copied for you to use

    5. eLearning course - select a course to complete from the link below
      https://www.dpanz.org.nz/e-learning/


    Follow Up Tasks:



  • Term 1 Week 10

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on NZ’s Water Safety Community Challenge by defining the preventable drowning issue through statistics
    • We are FOCUSING on NZ’s Water Safety Community Challenge by identifying the risks (causes) involved in water activities

    Success Criteria: I can/have...


    Activities:

    1. Success Criteria - evaluating my progress - Pair Share

    2. Preventable Drownings in NZ
      "New Zealand has a drowning problem"

      Water is an intrinsic part of life in New Zealand. From the waka that first crossed the ocean to Aotearoa to our childhood memories of endless summer holidays at the beach. It is part of our identity. We are surrounded by it. We live in it. It sustains us and energises us.

      With a partner; read/watch/listen the below news article

      News Article 1
      https://www.tvnz.co.nz/one-news/new-zealand/over-12-000-new-zealanders-got-into-trouble-in-water-summer-acc-stats-show
      News Article 2
      https://www.stuff.co.nz/environment/124519343/new-zealands-coastal-drowning-statistics-are-getting-worse-not-better

      Using the article above - complete the Cause - Issue - Consequence chart in the google classroom
      - template copied for you to use

    3. eLearning course - select a course to complete from the link below
      https://www.dpanz.org.nz/e-learning/


    Follow Up Tasks:

  • Term 1 Week 11

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by interpreting maps of early Polynesian/Maori voyaging
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by discovering oral traditions that pass on the knowledge of early Polynesian/Maori voyaging




    Activities:

    1. Reflecting - achievement with Assessment 1
      - whole class feedback; patterns and trends 
      - individual/independent reflection (template provided in Google classroom)
      - the TAAB is Success Criteria
      - how does this translate to the Explore Success Criteria

    2. Success Criteria - Focus
      - Traffic light activity (template in Google classroom)

    3. Heritage of Voyaging in NZ
      - Maori and Polynesian traditions
      - Looks like, Sounds like, Feels like - waka ama experience

    Further Learning....



  • Holidays

  • Holidays

  • Term 2 Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by interpreting maps of early Polynesian/Maori voyaging
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by discovering oral traditions that pass on the knowledge of early Polynesian/Maori voyaging


    Do Now:
    Maori Oral Histories - Library books - SSR: 15-20mins

    Activities:

    1. KWL chart - google document
      Polynesian and Maori Voyaging and Navigation Expertise
      - What do you already know? Complete the K column.

    2. Watch the introduction video
      Kaupapa On The Couch Get on the waka!
      - What do you want to find out? Complete W column

    3. Kupe - Maori Oral History
      Use the resources of the oral history that best suits you.
      Use a minimum of two resources, (1x written/audio and 1x visual) - more if necessary.
      Resource 1 - https://www.tourism.net.nz/new-zealand/about-new-zealand/kupe-and-te-wheke.html
      Resource 2 - https://eng.mataurangamaori.tki.org.nz/Support-materials/Te-Reo-Maori/Maori-Myths-Legends-and-Contemporary-Stories/Kupe-and-the-Giant-Wheke
      Resource 3 - http://www2.hawaii.edu/~dennisk/voyaging_chiefs/kupe.html
      Resource 4 - https://marlboroughnz.com/guides/heritage/kupe-the-octopus
      Resource 5 - 
      Resource 6 - https://instructionalseries.tki.org.nz/Instructional-Series/School-Journal/School-Journal-Level-2-May-2020/Kupe-and-the-Giant-Wheke
      Resource 7 - 

      THEN - complete the Learning Guide (handout) to recall the Story of Kupe

    4. Mapping activity 
      - create your own Google Map
      - use the resource link below
      - use pins on your Google Map to show and label where Kupe voyaging took him in NZ
       https://www.arcgis.com/apps/Cascade/index.html?appid=be9ec5ec3dc24405bc0d2a769fae81ee
      https://teara.govt.nz/en/first-peoples-in-maori-tradition/page-6#:~:text=According%20to%20some%20tribal%20narratives,fishing%20in%20Hawaiki%2C%20his%20homeland.&text=Kupe%20set%20out%20in%20his,brought%20him%20to%20New%20Zealand.

    Further Learning....





  • Term 2 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by interpreting maps of early Polynesian/Maori voyaging
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by discovering oral traditions that pass on the knowledge of early Polynesian/Maori voyaging



    Activities:

    1. Check learning activity completion
      - KWL chart - google document: Polynesian and Maori Voyaging and Navigation Expertise (complete KNOW column). ThenWatch the introduction video Kaupapa On The Couch Get on the waka! (now complete WANT column)
      - Kupe - Maori Oral History. Use the resources of the oral history that best suits you and THEN - complete the Learning Guide (handout) to recall the Story of Kupe
      - Mapping activity. create your own Google Map and use pins on your Google Map to show and label where Kupe voyaging took him in NZ
      https://www.arcgis.com/apps/Cascade/index.html?appid=be9ec5ec3dc24405bc0d2a769fae81ee
      https://teara.govt.nz/en/first-peoples-in-maori-tradition/page-6#:~:text=According%20to%20some%20tribal%20narratives,fishing%20in%20Hawaiki%2C%20his%20homeland.&text=Kupe%20set%20out%20in%20his,brought%20him%20to%20New%20Zealand.

      If all of the above is complete - SSR - Maori Oral History Stories

    2. Watch the short clip
      The Aotearoa History Show - Episode 2 | Tangata Whenua


    Further Learning....

    Ensure all the learning Activities identified in Activity 1 above are complete

  • Term 2 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by interpreting maps of early Polynesian/Maori voyaging
    • We are EXPLORING... New Zealand’s Voyaging/Sailing Heritage by discovering oral traditions that pass on the knowledge of early Polynesian/Maori voyaging



    Activities:

    1. DO NOW - Complete 15mins SSR - Maori Oral History Stories

    2. Polynesian migration - Where? When? How?
      Map hand out
      Read PDF - Where did the Polynesian's come from
      Watch the short clipThe Aotearoa History Show - Episode 2 | Tangata Whenua
      Draw on your handout the route you think the Polynesians took
      Check your route using the map PDF below
      FACKTS - Frame, Arrow compass, Colour, Key, Title, Scale


    3. Complete the readings, video and Waka building activity
      - model Waka building activity - Homework challenge
      Chapter I - An Ocean Voyaging Culture
      https://www.tupapa.nz/stories/ocean-voyaging-culture
      Chapter II - Journey from Polynesia
      https://www.tupapa.nz/stories/journey-from-polynesia

    4. Polynesians - The Master Navigators | How did Maori make their way to New Zealand

    Further Learning....

    Come to Wednesday S4 either with you model made or the materials to make your model
    Waka Making Challenge - You have made a virtual waka - can you make a mini model?

    A video to help you with ideas:
    https://www.youtube.com/watch?v=hpoIfnFbhIw 

    A diagram to help you
    https://www.sciencelearn.org.nz/resources/633-waka-hourua


  • Term 2 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust


    Success Criteria:


    Learning Activities

    1.  Introduction
      Definition: What are Human Rights? What is Social Justice?
      - write what you think the definitions are in your exercise book
      - travel peer share
      - watch 
      Video:
      Amnesty International Australia. (2008, November 30). Universal Declaration of Human Rights. Retrieved from 
      - Update definitions if you want

    2. Human Rights declaration document
      What articles/things do we think will be listed on this document?
      - First 5 Rights? Rights for Children, Rights for Physical Wellbeing, Rights for Emotional Wellbeing
      - A3 paper - in your group predict what these might be 

      MUST activity for Friday and Homework - due Monday session 2

    3. Exploring the Universal Declaration of Human Rights
      - activity in the Google Classroom
      - document created for you to work on

    4. Education Prefect task - Human rights

    Further Learning

    Exploring the UDHR google classroom activity and EP task


  • Term 2 Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust


    Success Criteria:


    Learning Activities

    1.  DO NOW - vocab reinforcement: Human Rights and Social Justice
      - Google Slideshow in classroom - complete Slides 1 & 2

    2. MUST & Hwk activity - checking your understanding:
      - Quizlet Live (https://quizlet.com/_9wgljf?x=1jqt&i=mneah)

    3. MUST & Hwk activity - checking your understanding: Groups of 4 (6x groups in total) - Rotation of 2x activities: Half working independently on EP Assessment and other half on group work (Pictionary and categorising) Then swap

      a) EP activity:  EP assessment: this has been assigned to test your understanding of the Smart Lesson - MUST activity on Friday 

      b) Introducing the Articles of the UDHR (https://docs.google.com/document/d/1IL2jI4xv6UpRmK2jT3SstE95W-YzxeNsQ0DEmjr4BLA/edit?usp=sharing)
      - Pictionary
      - Categorising

    4. Texts from English and the UDHR
      - collaborating with English
      https://classroom.google.com/c/MjYxODYwNTAyMzM0/a/MzQ4NDk2NDM5MTgz/details
      - use the writing prompts provided in the class comment and the simplified UDHR to write specifically about the Human Rights issue with supporting detail from the text




    5. MUST Activity Focus Friday
      - Nazi Germany and the Holocaust
      Focus Friday Global Studies MUST Activity 

      b) In your exercise book create a Flow Diagram using three large box to represent the 3x Phases to understand the Holocaust. (See the template below)



      c) In each box include - the Phase, the dates and bullet points identifying what happen in each phase.


    Further Learning

    Using the hand out of the simplified version of the UDHR, complete the categorising activity/colour coding activity as per the instructions below
    https://docs.google.com/document/d/1IL2jI4xv6UpRmK2jT3SstE95W-YzxeNsQ0DEmjr4BLA/edit?usp=sharing



  • Term 2 Week 6

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world

    Success Criteria:



    Learning Activities

    1.  Sub Saharan Africa
      - 10 top facts scavenger hunt
      - Peer share

    2. Developed vs Developing World - Haves, Have nots
    3. Gap Minder


    Further Learning




  • Term 2 Week 7

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING Human Rights & Social Justice issues in sub-Saharan Africa by explaining the causes and impact on children.

    Success Criteria - TAAB



    Learning Activities:

    1. Introduce Assessment Task
      https://docs.google.com/document/d/1sK9bGGOViA2xsSgU7MTjY0qUxn6IiKK7Z2qIi5ng4cQ/edit?usp=sharing 

    2. Becoming Informed about the issues facing children in sub-Saharan Africa

    3. Planning my 40 Hour Challenge and how I will record/log my participation


    Further Learning...

    NCEA opportunity - decision with home if required
    Work on your Evidence File


  • Term 2 Week 8

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING Human Rights & Social Justice issues in sub-Saharan Africa by explaining the causes and impact on children.
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our personal involvement in the 40 Hour famine so that we can empathise with people less fortunate than ourselves and raise funds to promote human rights and social justice.

    Success Criteria - TAAB



    Learning Activities:

    1. Assessment Task
      https://docs.google.com/document/d/1sK9bGGOViA2xsSgU7MTjY0qUxn6IiKK7Z2qIi5ng4cQ/edit?usp=sharing 

    2. Becoming Informed about the issues facing children in sub-Saharan Africa
      - Evidence File: focus on Human Rights issues related to POVERTY & FAMINE
      https://docs.google.com/document/d/1jhfJB6r8Dw6PhOlbBfWeiqqIFN3QAAQjbQE05vI-2bE/edit?usp=sharing (available in google classroom)

    3. Planning my 40 Hour Challenge and how I will record/log my participation
      - Social Action Plan and Log - PART 2
      https://docs.google.com/document/d/1m4rGx1yrpk9x5j3PycMw0615DGd734I4GGtzjNgD75I/edit?usp=sharing

    4. Understanding my research and linking to the UDHR
      - use padlet - add evidence that proves each human right is not being up held
      https://padlet.com/klambert8/ijf4k01fxb01mnhb 

    Made with Padlet

    Further Learning...

    Working to have your Evidence File and Social Action/Log for THURSDAY so you can back feedback from me in class.

    Gathering sponsors




  • Term 2 Week 9

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING Human Rights & Social Justice issues in sub-Saharan Africa by explaining the causes and impact on children.
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our personal involvement in the 40 Hour famine so that we can empathise with people less fortunate than ourselves and raise funds to promote human rights and social justice.

    Success Criteria - TAAB



    Learning Activities:

    1. Assessment Task
      https://docs.google.com/document/d/1sK9bGGOViA2xsSgU7MTjY0qUxn6IiKK7Z2qIi5ng4cQ/edit?usp=sharing 

    2. Checkpoint #1 - Was due Friday 3pm (Overdue)
      Becoming Informed about the issues facing children in sub-Saharan Africa
      - Evidence File: focus on Human Rights issues related to POVERTY & FAMINE
      https://docs.google.com/document/d/1jhfJB6r8Dw6PhOlbBfWeiqqIFN3QAAQjbQE05vI-2bE/edit?usp=sharing (available in google classroom)

    3. Checkpoint #2 - Was due Today 8am (Overdue)
      Finalise record/log of you participation - this was due at 8am this morning 
      - Social Action Log
      https://docs.google.com/document/d/1m4rGx1yrpk9x5j3PycMw0615DGd734I4GGtzjNgD75I/edit?usp=sharing

    4. Plan your SocialAction report using the template in the Google classroom
      https://classroom.google.com/c/MjYxODYwNTAyMzM0/a/MzY1Njk2NTQ2OTY5/details 


    5. Write you Social Action report (underneath your plan)

      Self check your planning using our class discussion notes:






    Further Learning...

    Planning and writing your Social Action Report

  • Term 2 Week 10

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING Human Rights & Social Justice issues in sub-Saharan Africa by explaining the causes and impact on children.
    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our personal involvement in the 40 Hour famine so that we can empathise with people less fortunate than ourselves and raise funds to promote human rights and social justice.

    Success Criteria - TAAB



    Learning Activities:

    1. Assessment Task
      https://docs.google.com/document/d/1sK9bGGOViA2xsSgU7MTjY0qUxn6IiKK7Z2qIi5ng4cQ/edit?usp=sharing 

    2. Checkpoint #1 & #2 = feedback provided - see Google classroom and action ! 

    3. Plan your SocialAction report using the template in the Google classroom
      https://classroom.google.com/c/MjYxODYwNTAyMzM0/a/MzY1Njk2NTQ2OTY5/details 

    4. Write you Social Action report (underneath your plan)

      Self check your planning using our class discussion notes:






    Further Learning...

    Write your Social Action Report
    Assessment Due Tuesday 6pm


  • Holidays

  • Holidays

  • Term 3 Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust
    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world & in New Zealand
    • We are EXPLORING  Human Rights issues by recognising racism in New Zealand




    Success Criteria



    Learning Activities
    1. DO Now - Vocabulary work - Google Classroom:  https://classroom.google.com/c/MjYxODYwNTAyMzM0/a/MzUyNTM5MjQ4NzU2/details 
    2. Is NZ Racist - for and against argument frame - Google classroom
      https://classroom.google.com/c/MjYxODYwNTAyMzM0/a/Mzc0MzA0ODgyNzQ5/details 
    3. A history of racism in New Zealand?
      - Treaty of Waitangi and Maori/European Race Relations in NZ
      - Events in NZ history (Racism) https://nzhistory.govt.nz/keyword/racism


    Further Learning

    This week you need to complete the revision activity assigned about in EP (Human Rights)
    https://www.educationperfect.com/app/#/dashboard/homework/4902139 

  • Term 3 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust
    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world & in New Zealand
    • We are EXPLORING  Human Rights issues by recognising racism in New Zealand

    Success Criteria



    Learning Activities
    1.  Assessment 2 - reflection activity - exercise book
    2. DO Now - Vocabulary work - Quizlet
    3. A history of racism in New Zealand?
      i) Dawn Raids
      - Apology by Jacinda Ardern yesterday - WATCH
      - Why has the government apologised? Learn about what happened
    READ: 
    Option a) Comprehensive account New Zealand Geographic publication
    Option b) 2018 NOVEMBER SCHOOL JOURNAL 
    Option c) The dawn raids explained - Stuff article

    LISTEN/WATCH:
    Option a)  Episode 1: Waking Up to the Dawn Raids (Aotearoa) | Untold Pacific History 
    Option b)  Dawn Raids  Television(Full Length) – 2005
    Option c)   My New Zealand Story: Dawn Road audio book


    Further Learning

    Dawn Raids - LISTEN/WATCH - either Option a or b or c = you choose which one



  • Term 3 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust
    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world & in New Zealand
    • We are EXPLORING  Human Rights issues by recognising racism in New Zealand

    Success Criteria



    Learning Activities
    1. A history of racism in New Zealand?
      i) Dawn Raids -WATCH/READ/LISTEN
      ii) Create a comic - Instructions in Google Classroom  https://classroom.google.com/c/MjYxODYwNTAyMzM0/m/Mzc3MTY1NzY1ODgx/details 

    2. A history of Racism in New Zealand?
      - Treaty partners?

    3. DO Now - Vocabulary work - Quizlet - https://quizlet.com/_a1xp7e?x=1jqt&i=mneah


    Further Learning


  • Term 3 Week 4



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust
    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world & in New Zealand
    • We are EXPLORING  Human Rights issues by recognising racism in New Zealand

    Success Criteria



    Learning Activities
    1. A history of racism in New Zealand?
      - Hand in your printed comic - Dawn Raids

    2. A history of Racism in New Zealand?
      i) Arrival of Pakeha in New Zealand; article and questions in Google Classroom
      ii) EP - Treaty of Waitangi revision task https://www.educationperfect.com/app/#/dashboard/homework/5042344
      iii) simulation activity

      - Treaty partners? Discrimination faced by Maori

    Further Learning


  • Term 3 Week 5

    Next steps; Looking ahead to other case studies

    1. A history of racism in New Zealand?
      - Treaty of Waitangi and Maori/European Race Relations in NZ
    2. A history of racism in New Zealand?
      - Events in NZ history (Racism) https://nzhistory.govt.nz/keyword/racism

    3.  A history of racism in New Zealand?

      - Positive Action
      - Events in NZ history (Racism) https://nzhistory.govt.nz/keyword/racism

    4. Summary - come back to original question: Is NZ Racist - for and against argument frame - Google classroom
      https://classroom.google.com/c/MjYxODYwNTAyMzM0/a/Mzc0MzA0ODgyNzQ5/details
      - reliable sources; trustworthy/credible
      - Fact Vs Opinion 
      - Persuaded Vs Informed


  • Term 3 Week 6

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust
    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world & in New Zealand
    • We are EXPLORING  Human Rights issues by recognising racism in New Zealand

    Success Criteria



    Learning Activities


    MUST Activity: Ethnic and religious intolerance in NZ - a brief history. Document in Google classroom


    SHOULD Activity: Have already completed revision EP on Treaty and Arrival of Pakeha in New Zealand; article and questions in Google Classroom

    Further Learning

    Distance Learning Te Wai Whānau Sept  Week 1 -2021
    https://docs.google.com/document/d/13iKkNGVfSzjywJbnd57ziA-xD8l3HajRKPCfkOpavzg/edit?usp=sharing



  • Term 3 Week 7

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust
    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world & in New Zealand
    • We are EXPLORING  Human Rights issues by recognising racism in New Zealand

    Success Criteria



    Learning Activities


    MUST Activity: te tai - Treaty Settlement Stories in Google Classroom


    SHOULD Activity: Our Truth, Tā Mātou Pono in Google Classroom

    Further Learning

    Distance Learning Te Wai Whānau Sept  Week 2 -2021
    https://docs.google.com/document/d/1Ekn75pH7GXQQWLQYg27Ky9L7-xfL9NNzFeyAgA5TJ8w/edit?usp=sharing



  • Term 3 Week 8

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust
    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world & in New Zealand
    • We are EXPLORING  Human Rights issues by recognising racism in New Zealand

    Success Criteria



    Learning Activities


    MUST:     Resource Interpretation and Flipgrid activity in Google Classroom


    SHOULD: CAT revision activity - EP

    Further Learning

    Distance Learning Te Wai Whānau Sept  Week 3 -2021
    https://docs.google.com/document/d/1fK7-6z-s2VimBwcEYqbCh8So4g9g1rvxikhcsqe_7lU/edit?usp=sharing


  • Term 3 Week 9

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING Human Rights by interpreting the United Nations Declaration of Human Rights (UDHR)
    • We are EXPLORING Human Rights by connecting the United Nations Declaration of Human Rights (UDHR) to the Holocaust
    • We are EXPLORING Human Rights issues caused by the unequal distribution/access to resources, goods, & services
    • We are EXPLORING Human Rights issues by investigating poverty around the world & in New Zealand
    • We are EXPLORING  Human Rights issues by recognising racism in New Zealand

    Success Criteria



    Learning Activities

    1. Ensure ALL Global Studies MUST and SHOULD activities are completed and up to date as per Distance Learning Instructions

    Further Learning

    Distance Learning Te Wai Whānau Sept  Week 5 -2021
    https://docs.google.com/document/d/1h3npng7N1med8AoALZmXiBxQlgO7MgcVl6AccBsnQTc/edit?usp=sharing 


  • Term 3 Week 10

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest
    Success Criteria



    Distance Learning Activities

    MUST:      ….Banqer High activity (with Maths). See Google Classroom.


    CONNECT: Playposit Tues 28th Sept  1pm
    Further Learning

    Distance Learning Te Wai Whānau Sept  Week 6 -2021
    https://docs.google.com/document/d/1H37Ao_mc-c-cvPPnQJhT5Z44zNH6FgoOonD80agpNs0/edit?usp=sharing 



  • Holidays

  • Holidays

  • Term 4 Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest

    Success Criteria



    Distance Learning Activities

    MUST: Imagining my life in 25 years - refer to G classroom


    CONNECT: Tuesday 1pm
    Further Learning

    Distance Learning Te Wai Whānau October Term 4  Week 1 (Mon 18th Oct - Tues 19th Oct) 2021
    https://docs.google.com/document/d/1-vYYpiN2XH7FyMTrrz9_mPeBrfLdzecpaYYhEZQHeS8/edit?usp=sharing

  • Term 4 Week 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest

    Success Criteria




    Distance Learning Activities

    MUST: Banqer High Careers Module
              - see Google Classroom doc instructions


    CONNECT: Tuesday 1pm
    Further Learning
         Distance Learning Te Wai Whānau October Term 4 Week 2 (Wed 27th Oct - Tues 2nd Nov) 2021

    https://docs.google.com/document/d/1LkLkz2k75w8f3pCuDrteFHqqEiTA9FKRePhmiRmBPP4/edit?usp=sharing

  • Term 4 Week 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest

    Success Criteria




    Distance Learning Activities

    MUST:  Developing your own opinion about task
                - See Google classroom


    CONNECT: Tuesday 1pm
    Further Learning
    Distance Learning Te Wai Whānau November Term 4 Week 3 (Wed 3rd Nov - Tues 9th Nov) 2021

    https://docs.google.com/document/d/1XNBrsxm4CtEAHIzch-I7n4bGhYNP7wBCJjhrHua0Cs8/edit?usp=sharing

  • Term 4 Week 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest


    Success Criteria




    Distance Learning Activities

    MUST:  Banqer High
                - Flatting, Home Ownership and  budgeting


    CONNECT: Tuesday 1pm
    Further Learning
    Distance Learning Te Wai Whānau November Term 4 Week 4 (Wed 10th Nov - Tues 16th Nov) 2021

    https://docs.google.com/document/d/1nO6Bwp5b0GnAqvDEvsle3pqdReGr5kxLLBWXMWNIVB0/edit?usp=sharing

  • Term 4 Week 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest

    Success Criteria




    Distance Learning Activities

    Y10 Global Studies MUST activity; Term 4 Week 5 & 6 (Wed 17th Nov - Friday 26th Nov) 2021
    https://docs.google.com/document/d/1wRbkZm7ymbDyx-hRbThjLyT9oiaJAoxWupUTVKJDDYI/edit?usp=sharing


    Further Learning
    Distance Learning Te Wai Whānau November Term 4 Week 5 & 6 (Wed 17th Nov - Friday 26th Nov) 2021

    https://docs.google.com/document/d/1SEfCNQfDGOHXZtOZMNjJbkt-b1vE346N-5x4KMDgBkI/edit?usp=sharing

  • Term 4 Week 6

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest

    Success Criteria

    Distance Learning Activities

    Y10 Global Studies MUST activity; Term 4 Week 5 & 6 (Wed 17th Nov - Friday 26th Nov) 2021
    https://docs.google.com/document/d/1wRbkZm7ymbDyx-hRbThjLyT9oiaJAoxWupUTVKJDDYI/edit?usp=sharing


    Further Learning
         Distance Learning Te Wai Whānau November Term 4 Week 5 & 6 (Wed 17th Nov - Friday 26th Nov) 2021

    https://docs.google.com/document/d/1SEfCNQfDGOHXZtOZMNjJbkt-b1vE346N-5x4KMDgBkI/edit?usp=sharing



  • Term 4 Week 7

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest

    Success Criteria

    Distance Learning Activities

    Y10 Global Studies MUST activity; Term 4 Week 7  2021
    - Banqer High modules


    Further Learning
         Distance Learning Te Wai Whānau November Term 4 Week 7
    https://docs.google.com/document/d/10UkFtRnpSD_5DBmpQyFwVZZMryNv2BJ4_6Z9sFoFobM/edit?usp=sharing


  • Term 4 Week 8

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING...Financial Literacy by…. understanding how government impacts lives - tax system and services
    • We are EXPLORING...Financial Literacy by… organising expenditure in relating to wants and needs
    • We are EXPLORING...Financial Literacy by… recognising fixed expenditure and disposable income
    • We are EXPLORING... Future Pathways & Careers by...investigating the world of work and careers by using Career Quest

    Success Criteria

    Distance Learning Activities

    Y10 Global Studies MUST activity; Term 4 Week 8  2021
    Scenario game & Digital Scrapbooking
    https://docs.google.com/document/d/1OZeWBpxIDxaonuQCxZv9Q-FHDVfUqMS8_lfieO7OnGk/edit?usp=sharing

    Further Learning
         Distance Learning Te Wai Whānau November Term 4 Week 8
    https://docs.google.com/document/d/1OZeWBpxIDxaonuQCxZv9Q-FHDVfUqMS8_lfieO7OnGk/edit?usp=sharing


     

  • Prizegiving