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Friday, 25 November 2016

Treaty of Waitangi

Treaty of Waitangi slide
Compare and Contrast map
Treaty of Waitangi key Personalities




I found that the treaty of  Waitangi  was signed on the 6th of February 1840.


About 40 chiefs signed the Treaty of Waitangi, it was between New Zealand and the Maori.


The Treaty of Waitangi is an important agreement that was signed by representatives of the British Crown and Māori in 1840. The purpose of the Treaty was to enable the British settlers and the Māori people to live together in New Zealand under a common set of laws or agreements.


Wednesday, 23 November 2016

Maths term 4


W.A.L.T
I can find fractions, decimals and percentages of amounts expressed as whole numbers, simple fractions and decimals.

Math Here are the screen shots of my maths goals and assessment task

Wednesday, 2 November 2016

Parliament

This term we have been learning about Parliament. We have looked at the difference between government and parliament, NZ parliament, who is in government, how our government works and we compared democracy to dictatorship.

Three things that I learned are NZ parliament are:

  • Democracy means the leader in a party with the most votes is in control but they still have to answer to their political party and the voters.
  • In a dictatorship there’s just one leader who has total control over the party and country.
  • The speaker in parliament has the most important job because he has to control all 120 people in the beehive.

Here is the link https://docs.google.com/drawings/d/14odL8WPhwsD3EDJMzV4_G-KewhRHXeiAoPRonG7uU60/edit?ts=58194304

Friday, 2 September 2016

Using a range of multiplicative strategies.

In Maths we have been learning to use a range of multiplicative strategies when operating with whole numbers.




The strategies we have been learning are:


- Estimate the reasonableness of large problems like 1 788 – 891. Could 497 be right?
- Use multiplication to solve addition and subtraction problems eg.
  64 – 48 = as (8 x 8) – (6 x 8) = 2 x 8= 16
- Use doubling / halving, trebling/ thirding and adjusting to solve multiplication problems,
 eg.  12 x 50 solved as 4 x 150= 600
- Use an algorithm to solve multiplication problems.
- Solve problems using simple cube numbers .
- Use an algorithm to solve division problems.
- Use standard written form of addition.


Here is a link to my Multiplicative Strategies Assessment which shows that I know why and how I use particular strategies. This doc also has screenshots to show which IXL activities I have completed as part of my learning. Math Assessment



My next step in my Maths Learning is……New Maths goal













Reading

I can recognize and understand a variety of grammatical constructions and some rhetorical patterns

In this unit I have been learning about:
  • The parts of speech.
  • The types of nouns.
  • The types of sentences.

In this unit, I found challenging finding the difference between all the nouns.

Something new I learnt was all the different nouns.

Reading

I can apply my knowledge of adverbial clauses and connectives to see how ideas are linked in texts.

For reading I have been learning about adverbial clauses. I have found this learning hard because it was hard to find where the adverbial clauses

In this activity , I had to

Wednesday, 24 August 2016

Thursday tournament.

On Thursday the koru games A football team are going to a tournament for Cants. We are super excited and we are hoping for 3rd place 2nd place or 1st place.

Wednesday, 10 August 2016

Football

On Monday Ryan and I talked in assembly about are football tournament. We talked about how it would be run and how the teams were made. Today Ryan and I are having a sign up day, for the rest of the teams at morning tea.

Thursday, 4 August 2016

Maths

Rich Assessment Task: WALT:  Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and triangles and the volumes of cuboids.


Complete the 3 problems below on a blog post and then press submit on Google classroom.
The best possible outcome


Problem 3:




Problem one is 6x6
Problem two is 6x8
problem three is 3










Wednesday, 6 July 2016

kapahaka leadership blog post!

In kapa haka we were learning are set up for are performances, yaaaaaaaah!

Wednesday, 29 June 2016

Student led

Last night I had my slc and it was at 7:15 I think I did really well with presenting my slc to my parents.
after I had finished my parents did not have many things they wanted to ask me so i think i did a pretty good job. Next i enjoyed sharing my maths test and my short story writing, it went really well because mum and dad said they think i'm getting better and my writing. The challenge's i faced while i was setting up my slc slide was putting my asttle tests in my slide. Next time in my slc i would change my reading and writing presentation.

Monday, 27 June 2016

Using a range of multiplicative strategies.


In Maths we have been learning to use a range of multiplicative strategies when operating with whole numbers.




The strategies we have been learning are:


- Estimate the reasonableness of large problems like 1 788 – 891. Could 497 be right?
- Use multiplication to solve addition and subtraction problems eg.
  64 – 48 = as (8 x 8) – (6 x 8) = 2 x 8= 16
- Use doubling / halving, trebling/ thirding and adjusting to solve multiplication problems,
 eg.  12 x 50 solved as 4 x 150= 600
- Use an algorithm to solve multiplication problems.
- Solve problems using simple cube numbers .
- Use an algorithm to solve division problems.


Here is a link to my Multiplicative Strategies Assessment which shows that I know why and how I use particular strategies. This doc also has screenshots to show which IXL activities I have completed as part of my learning.



My next step in my Maths Learning is…… Measurement use side or edge lengths to fined the perimeter and areas of rectangles parallelograms, and triangles and the volume of cuboids.

Wednesday, 22 June 2016

Tech

At tech this week we were in cooking we made kumura and bacon muffins. They were bad because of the kumura that's why I didn't eat all of them. Next we did some book work on what we would change in a recipe and our group is going to make hokey pokey pinwheel scones.

In my group there was Monuique,Xanthe,Dom,Jackw and Myself.

Wednesday, 8 June 2016

kapa haka

Last week in kapa haka the year 8 boys learnt how to use long rako for are kapa haka song ta huri huri. We are still practicing are transition for are song ta huri huri.

Tuesday, 7 June 2016

Reading follow up 2016


Year 7/8 Standard: Assessment task
WALT: I can use a use a wide range of comprehension strategies to understand text such as: - using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes - gathering, evaluating, and synthesising information across a small range of texts - identifying and resolving issues that come from competing information in texts
Complete both texts and write the answers in your own words.
TASK 1 - read the text about Sneakairs

TEXT: EasyJet's Smart "Sneakairs" Makes Sightseeing Effortless

What I already know about navigating with maps?
  • you need to look at where you are on the map and where you want to go (paper map)
  • you can ask the GPS where to go and it will tell you how to get there(GPS)
  • you can watch your car on a map as you drive around so you know where you are and where you need to go before you get there
Who created “Senakairs?”?
Easy jet made the sneakairs  because he is a beast.
How do the “Sneakairs” work?
  •  A built-in GPS will determine the wearer’s starting location while the Google Maps navigation tool will help chart the best route.  Whenever a change of direction is necessary, the app will communicate with the appropriate shoe via the Bluetooth and cause it to vibrate. For example, if the wearer needs to turn right, he/she will feel the sensation in the right shoe and vice versa. Should the user become engrossed in the surroundings and miss the turn, the smart shoes will both vibrate at the same time, alerting him/her to change course.
    Visitors that wander off the suggested path or decide to take a break for a cup of coffee or a meal have nothing to worry about. The smart app will automatically determine the new location and chart out a new route. Once the desired destination is reached, Sneakairs will vibrate three times to inform the user of the arrival and then go back to being ordinary shoes — Until their navigation services are needed again!
How do “Sneakairs” help tourists visiting a new city or town?
  • It helps them to get around because it tells them if they are lost
  • and it is like a GPS but much better 
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?
  • They need to make them water proof shoes so the chip inside them is not going to get mugged off
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)
  • smart flip flops 
  • smart boots 
  • smart car 
  • smart bike 
  • smart watch
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?
  • hologram world map touch pad 2000
  • how is it not better than sneakairs its 10x better like 80%of the world would choose hologram world map touch pad 2000!


TASK 2: The purpose of this task is to identify details that support a main idea.
A main idea that the author David Hill often explores is: New Zealand's natural environment, and how awesome (impressive and amazing) and powerful it can be.
Read the following passages from pages 7, 8 and 9 of "The Sleeper Wakes" by David Hill.
a) Find details in the text that support this main idea. Underline these details.
b) Think about what the 'sleeper' is, and how it would 'wake' up. Highlight details in the text that suggest this development.
Two girls stood with their parents by a car, watching him. So Corey tried to look cool and expert, and he started up the track behind his father.
The blunt pyramid of Mt Taranaki lifted into a blue winter sky. Snow softened the cliffs where lava had flowed, thousands of years ago. High up towards the summit, the ridge of The Lizard showed where more lava had crawled downwards before cooling and setting.
Corey lowered his gaze to the 4WD track twisting up the mountain's north-east flank. Packed grey and green trees rose on either side. After just ten metres, all sounds from the carpark faded away. Only the crunch of their boots broke the silence.
Three steps ahead, his Dad walked steadily. He wore a woollen hat and green Gortex jacket to keep out the June cold. Warwick Lockyer, Department of Conservation Field Officer; expert on Mt Taranaki; tramper and climber.
His father loved this mountain. He loved its silences and stories, the way it tested people. Corey felt the same way. Being up here was the greatest feeling in the world. Pity some other people couldn't see it that way.
* * *
After 30 minutes' climbing, they paused, took deep breaths, and gazed around. The trees were lower. Tangled, waist-high shrubs had taken over, crammed together for shelter, tops flattened by the wind. In summer, white and yellow flowers blazed here, flowers that grew nowhere else in the world. Now everything huddled beneath winter snow.
Far below, the towns glinted like little grey models – New Plymouth, Inglewood, Stratford. Off to the left, the Tasman Sea was a sheet of grey steel.
On the horizon, blue-and-white shapes shouldered upwards: the peaks of Ruapehu, Ngauruhoe, Tongariro. Corey thought of Riki, the other DoC Field Officer. From Riki, he'd heard how Mt Taranaki once stood beside those other volcanoes, fought with them for the love of beautiful Mt Pihanga, then marched away in anger after losing the fight. Hardly any Maori people lived along the line between Ruapehu and Mt Taranaki; they believe that one day, Taranaki would head back in the fire and smoke to find his love again.
Corey stood listening to the silence. A puff of wind slid past. A pebble, loosened by the morning sun probably, dropped from an icy bank nearby.
'Awesome day,' Corey said.
His father nodded. 'Pity Dean couldn't make it.'
Corey glanced up at the dazzling white summit. Dean was a volcanologist who monitored New Zealand's North Island volcanoes to see if any eruptions seemed likely. He came to visit two or three times a year, even though nothing ever happened on Mt Taranaki.
Corey's father was gazing upwards, too. He stretched, and grinned at his son. 'Come on, mate. We're sleepier than this mountain.'

Wednesday, 25 May 2016

My Short Story

Blog Post Title - My Short Story

For this piece of writing I have focussing on my vocabulary and punctuation. I have been learning to: -
  • use a range of precise vocabulary to communicate meaning (Year ⅞)
  • use all basic punctuation independently and attempt more complex punctuation (eg semicolons, colons, parentheses) (Year 7/8)
The pieces of my writing that are highlighted green are where I have shown my vocabulary and punctuation goal

My Story...



                                      Koru Games
                       
                                Confidence
                    In 2015 there was a team of confident outstanding footballers In the koru
Games tournament. We were very excited to be apart of the koru games football A team the boys and myself trained hard and played hard for this moment. The time came to get on the bus and play are first match of football we were extremely hyped up. It took about 30/45 minutes to get there but it was all worth It. The boys and I were working out strategies for the football matches. But I’m not here to talk about 2015 I’m here to talk about 2016’s koru games football A team. Now I won’t bore you by telling you who Is In the team but I will say It’s going to be one hell of a ride. This year we are stronger faster and we are going to demolish all the teams standing In are way because this year Is are year are moment are time.


                                                           Work
This year Mr muller and myself and all the boys are committed to coming top 3 In the koru games tournament. I know my boys will work and work and work to be In the top 3 place for the 2016 koru games A football team I have no doubts that we have the potential to come top 3 or even win koru games for 2016. Last year In 2015 football A team we worked very hard but we missed out and came 6th but all the boys would have learn’t from that and we Will beat that placing.


                                                           Attitude
This year the boys and myself are goal focused on having a great attitude some of these things are said from some of the A team boys on how important It Is to have a good attitude.JackM said
“It Is very Important to have a good attitude because If you don’t It kind of effects your team mates In a negative way”JackH said “I think it Is Important to have a good attitude but It really depends on how your feeling and If your teammates know that you don’t feel 100% about the game that were playing”Jake said “This Is going to be a good year”

Monday, 25 April 2016

Probability

In maths I have been learning about Probability. Here are a couple of screenshots showing that I have achieved this.




Leadership

This meeting today was about how many blog posts we have done this term. Ryan and I are planing a game for next term! We started taking about the sports day on Monday and the leadership disposition was Communicate




Term 1 Integrated Learning - Leadership

We have been learning all about What makes a good leader.




We identified that good leaders show 6 main character traits. These are……. 
Integrity
Goal Focused
Trustworthy
Active Thinker
Resilient
Motivational


The leadership trait that I think I show the most is………..because…………


The leadership trait I would most like to develop is……….Motivational because………..I motivate people in football and I give a lot more support than I did last year.


Something NEW I have learned about leadership is………….To do all these things all the time
Integrity
Goal Focused
Trustworthy
Active Thinker
Resilient
Motivational


The SOLO level that I reached during this unit of learning is………..because………
(see slide 2 of the leadership modelling book for this)

My next step in learning about leadership is to apply everything that I have learned about leadership to my own leadership roles.

Tuesday, 12 April 2016

ART




Visual Art: WALT: Apply knowledge about shapes and patterns derived from nature into an original artwork


For Visual Art the SOLO level I achieved was: Multi Structural
the techniques I used in my art work to achieve this level were:I merged a light blue and a dark blue to make a better pattern 2


Here is a photo of my art work:





My next step in visual art is: To be able to to make my pictures blend well.

Thursday, 7 April 2016

Leadership

SCHOOL

Who is someone that can help

me often with this?Mr ladbrooke Mr muller Miss O

What is the main objective that I am

aiming for with this responsibility?Complete SML and other responsibilities










LEADERSHIP ROLE


Who is someone that can help

me often with this?Mr muller Mr ladbrooke Miss O

What is the main objective that I am

aiming for with this responsibility?Help the teachers with sports days











Who is someone that can help

me often with this?Mr muller Mr ladbrooke Miss O
What is the main objective that I am

aiming for with this responsibility?To do well at my commitments outside of school but still keep standards high in the class room

OUTSIDE OF SCHOOL