Nga Hau e Wha

Nga Hau e Wha

Maddie Gates

Welcome to Nga Hau e Wha Mrs Ashika Devi. She is currently a second-year student at Massey University. Mrs Devi will be in our classroom from Week 7 to Week 10 and also the first week of Term 4. This week we’ve started on our scientific study on plants – root system, parts of a plant, process of photosynthesis. Students are hard at work with their inquiry tasks on OneNote. Ask your child what they have achieved at each of the five inquiry questions.

Please continue to support our students with the ‘Fun Run’. All booklets must be returned to Mrs Gates by next week Thursday.

Have a safe week everyone!

Mrs Gates and Mrs Connings

 

During this week, we’ve had two students who have gained Taumata Rua – Akenese Johnson and Manase Heaki. Congratulations!

This week has been very challenging as we presented our speeches to our peers in Nga Hau e Wha. Congratulations to Jarolani Pogai, Eliasa Ikenasio, Dylan Tigifagu, Paula Finau and Precious Manukia who were selected to present their speeches in front of Team Aroha. As a result, Eliasa Ikenasio (Nga hau e wha) and Kenneth Santos (Tamatoa) will proceed to present our team at the school speech finals on Friday 1 September.

Many thanks to the families who assisted us with the Team Aroha bake sale. We fundraised $667.10. This will go towards organising an EOTC trip in Term 4.

All students in Nga Hau e wha have their Fun Run booklets. Please support our students as they need your sponsorship.

Another great week in Nga Hau e Wha. Especially with the terrariums and aquariums in our classroom.

Talofa lava, Kia ora and Greetings!

What a busy week  in Nga Hau e Wha (Room 5)

Most students have presented their speeches in front of the class. An incredible effort for many who have never given a persuasive speech to an audience. This week was also Maths Week; we were challenged daily with maths problems posted by Mr Williams, which had everyone thinking what strategies they would use to solve the equations. On Friday 18 August, we hosted our first Team Aroha Bake Sale. An amazing learning experience for our students Mali and Jarolani to work behind the scenes with other students in Team Aroha to organise this event. Many thanks to the students, staff and whanau who came out to support our EOTC fundraiser. Next week…we are making ecosystems to replicate environments for a living thing…insects and plants. Please bring school any yoghurt containers to help with making our terrariums.

Congratulations to Gwen, Peesi and Manase who won their semifinal netball game in the Year 7 Grade B. Their team Kelisoni came 5th overall.

We look forward to Formal Assembly. It will be interesting to see who will receive their next Taumata.

Fa’a fetai lava and Thank you!

Mrs M Fuiava Gates

 

Talofa families,

Our students this week have completed their first part of their inquiry tasks. Their results posted in their OneNote page.

Many thanks to the parents and caregivers who attended the Student Led Conferences in Week 2, Term 3. Great feedback from our students and families.

Welcome to Miss White who will be the teacher in Nga Hau e Wha on Fridays. Mrs Connings continues to teach our students on Mondays and Wednesdays. Mrs Gates in class on Tuesdays and Thursdays.

BYOD contracts were handed out this week for students wanting to bring in devices. All mobile phones must be kept at the school office. If you would like your child to bring a IT device ( laptop, tablet, ipad to assist with learning) the BYOD Kelston Intermediate contract must be filled in by a parent or caregiver and brought to school to Mrs Laing.  Mrs Laing will load the necessary wifi onto your child’s device. As a class, we decided our devices will be kept locked during break times in a locked cupboard. The classroom is locked during the breaks.

Homework is now available on OneNote from Nga Hau e Wha’s content library.

We look forward to supporting the Tongan fundraiser this coming Friday.

Tofa Soifua

Have a great week everyone!

Mrs Gates

 

 

 

 

 

 

Teacher engagement award goes to me.

learning a song how greet politely to each other in Mandarin.

Miss Huang teaching another song using the alphabet tune.

Sounds chart.

Mandarin phrase for our memory game

English version

I look forward to Mondays I love it so much.Mandarin with Nga hau e wha.

Talofa Nga Hau E

Our class has been learning about the following items..

  • Maths – Compensation with addition problems, working with a group to solve mathematical word problems (picking out the important parts, formulating
  • Writing – Bio Poems and Cinquain Poems
  • Inquiry – Why do we need to save water? Does the media portray the true picture of Polyfest? ANZAC – Why do we celebrate
  • Vocabulary –  Schonell Spelling test that determines the spelling age of your child.
  • Swimming – As part of Team Aroha, the teachers assessed the levels of swimming for each student. (Level 1 to Level 5)

We look forward to another amazing week in Nga Hau e Wha !!

Thank you to the many families who I met at the PLP (Personal Learning Plan) evening. Keep talking with your child about their strategies put in place to work towards their goals.

Mrs Maddie Gates

POLYFEST 2017 PERMISSION LETTER

click on the title and please make sure that your child returns their permission slip and pays their $15 for entry fee and bus.

Could you please make sure you pay and bring the permission slip by Wednesday 15th March 2017.

Thank you

What a wonderful day. I really enjoyed the great performances and the beautiful food and the awesome participation.

Loved to see you all in our hall thank you so much for the great day

There goes my boy Angel, you go boy…

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Nga Hau E Wha has been working on how to write great summary’s for reciprocal teaching. We have been doing this by sharing our ideas in group’s. We have learnt that we have 2 national anthems called God defend NZ and God save the queen. We have built a lot of knowledge about the NZ national anthem.Image result for reciprocal teaching

Image result for NZ  national flag union jackImage result for NZ  national flags

 

Image result for nz national anthemImage result for nz national anthem God save the queen

 

20160909_150651To be able to Analyse, Justify, Critique, Explain, Interpret, Identify

4-5 questions to support your research question to help find the answers.

What, why, How,Who, Where, When

Predict what you think your answers will be to your questions.

Research and compare your predictions

Plan your presentation what would it look like as a poster, slide show or onenote.

Reference: All resources and websites

Produce a essay stating what do you believe and why?

Make sure you have evidence and quotes of people that support what you believe.

Watch this how to write a really good essay.

Referencing

http://www.waikato.ac.nz/library/study/referencing/styles/apa

refer to this website for referencing

Persuasive Essay : What do i believe and why?


      Teacher Name:

Mrs. Tariu

    Student Name:     ________________________________________

 

CATEGORY
4 – Above Standards
3 – Meets Standards
2 – Approaching Standards
1 – Below Standards
Score
Attention Grabber
The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.
The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.
The author has an interesting introductory paragraph but the connection to the topic is not clear.
The introductory paragraph is not interesting AND is not relevant to the topic.
Audience
Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader\\\\\\\\\\\\\\\’s questions and provides thorough answers appropriate for that audience.
Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.
Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.
It is not clear who the author is writing for.
Sequencing
Arguments and support are provided in a logical order that makes it easy and interesting to follow the author\\\\\\\\\\\\\\\’s train of thought.
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author\\\\\\\\\\\\\\\’s train of thought.
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.
Sources
All sources used for quotes, statistics and facts are credible and cited correctly.
All sources used for quotes, statistics and facts are credible and most are cited correctly.
Most sources used for quotes, statistics and facts are credible and cited correctly.
Many sources are suspect (not credible) AND/OR are not cited correctly.
Sentence Structure
All sentences are well-constructed with varied structure.
Most sentences are well-constructed and there is some varied sentence structure in the essay.
Most sentences are well constructed, but there is no variation is structure.
Most sentences are not well-constructed or varied.
Closing paragraph
The conclusion is strong and leaves the reader solidly understanding the writer\\\\\\\\\\\\\\\’s position. Effective restatement of the position statement begins the closing paragraph.
The conclusion is recognizable. The author\\\\\\\\\\\\\\\’s position is restated within the first two sentences of the closing paragraph.
The author\\\\\\\\\\\\\\\’s position is restated within the closing paragraph, but not near the beginning.
There is no conclusion – the paper just ends.

Research Report : Problems and Solutions


      Teacher Name:

Mrs. Tariu

    Student Name:     ________________________________________
CATEGORY
4
3
2
1
Organization
Information is very organized with well-constructed paragraphs and subheadings.
Information is organized with well-constructed paragraphs.
Information is organized, but paragraphs are not well-constructed.
The information appears to be disorganized. 8)
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Diagrams & Illustrations
Diagrams and illustrations are neat, accurate and add to the reader\’s understanding of the topic.
Diagrams and illustrations are accurate and add to the reader\’s understanding of the topic.
Diagrams and illustrations are neat and accurate and sometimes add to the reader\’s understanding of the topic.
Diagrams and illustrations are not accurate OR do not add to the reader\’s understanding of the topic.
Sources
All sources (information and graphics) are accurately documented in the desired format.
All sources (information and graphics) are accurately documented, but a few are not in the desired format.
All sources (information and graphics) are accurately documented, but many are not in the desired format.
Some sources are not accurately documented.

Nga Hau e Wha has been learning the structure of debates and how to write an education statement for debates.

Our students have been able to recite a written argument and also be able to use expression showing that they understand and believe in what they are reciting. Its been fun to have our students share in this activity, and next they will be able to research and write their argument with evidence.

Image result for debates

Today is the day we mark to celebrate Nga Hau e Wha has opened their way to success with digital world. We are now on Onenote and it is more exciting than ever. Our Onenote is called Term 3 Nga Hau e Wha. We have been looking at statements for debates, and debate jobs and structure.

We are also looking at lower and high questions and using critical thinking skills to enhance our learning outside of the question.

https://s3-ap-southeast-2.amazonaws.com/mst-resources/smart-consumers-4-a-smart-future/English_Yr9/applets/structure_activity2/story_html5.html

Power up homework held at Kelston Boys high School from 4.30pm – 6.30 pm

Te Kainga Maturi

Students have been joining Nga Hau e Wha and Ngaa Kahurangi for Technology, Kiwican, Maths Fitness and Physical Education.

It’s great to meet Najad, Alafati and Torenzo and have join us in our Kelston Way.

2016-05-11 10.56.47This is Najad, Alafati and Mrs Sheila Gibson.

20160222_144031Najad and Sheila during our Team Assembly

Debating in class.

Nga Hau e Wha is learning how to Debate. Here are  a couple of rules they need to follow to learn how to debate.

In class we have been learning how to make a point, and supporting it with  evidence or to justify their point.

Follow the five steps

Step 1: Brainstorm ideas

  • Individual brainstorm – allow five minutes silent time for individual brainstorming – the pupils should write one point on each of the sticky notes. Tell them to use key words rather than full sentences.
  • Group brainstorm – each group needs a sheet of paper and a “chair”. The chair should go around the group hearing all the ideas and sticking them on the paper. Duplicated ideas get stuck on together.

Step 2: Organise ideas

  • The group then need another sheet of paper on which they write 1-9 down the side. From the brainstorm they need to identify between 7 and 9 arguments. They may have more than these so to get them down they can:
  • Scrap small or insignificant arguments
  • Join together similar arguments to make larger ones
  • On their sheet they need to write the names of the arguments. EACH NAME SHOULD BE NO LONGER THAN THREE WORDS.
  • They then need to divide the arguments between the first three speakers. The first speaker should have three arguments. The second and third speaker should have two or three arguments.  The fourth speaker does not have any new arguments.

Step Three: Structure the speeches

Introduce the idea of the speech structure on the board:

  • Introduction – who are you and what do you stand for?
  • Preview – What are the names of the points you are going to cover?
  • Rebuttal – unless you are the first speaker, you’d say “first lets take a look at what we heard from the previous speaker” and disagree with their points.
  • Point One – “Now onto my points”
    Name
    Explanation (the reasoning – why is your point true and why does it mean your overall position is right?
    Evidence (facts, analogies, examples, imagery or authority to support your reasoning)
  • Point Two – Name, Explanation, Evidence
  • Point Three – Name, Explanation, Evidence
  • Reminder – remind the audience of the three points you have covered
  • Vote for Us

Step 4: Prepare your speeches

Introduce the Idea of developing your arguments by “Making Them REAL”

  • Reason
  • Evidence
  • Analysis
  • Link

Choose the first speakers in each group and allow them some time to think about how to make each of their points REAL. Only allow them to write down six words for each point (in addition to the name)– it’s speaking and listening not reading out!

Choose the summary speaker and either a chair or timekeeper from each group

Step 5: Prepare the rest of the class

Whilst the first three speakers are preparing their speeches:

  • The summary speakers need to think what they think the biggest issues in the debate will be. Their speech will focus on three big issues and show why their side has won those issues.
  • The chairs, timekeepers and any other pupils should try to think what the other side might say and come up with rebuttal.

Students will be participating in debates in class and learning how to conduct an educational argument. This will be fun for them to do.

They are also learning how to read graphs and charts and interpret the data. This will give them the chance to justify and analyse information critically.

 

I guess we had a good holiday, but now its time to get down to it and become ambassadors for the future. Our future are in our own hands and so we have to try and set ourselves for success.20160511_113415[1]

Tech/Arts 5B6B20160602_125418[1]

This week will start on Keeping Ourselves safe with Constable Carl. We also have to Welcome back our beautiful Miss Napa who was on an important mission in Raro.

We will be keeping a close eye on the OLYMPICS, but also we will be studying issues to do with what is happening in our own back yard.

You will all receive your studyladder account and please be aware that we have a target to succeed.

This Friday is Kelston Intermediates March for Mokopunas that went through what Moko went through fight for the cause.

 

 

In our class we had a great discussion about what is speaking out. The discussion came from me wondering if my students understood the importance of understanding why people speak out and why we should not be by standers but understand why there is a issue and what do I believe in.

Nga Hau e Wha had to come up with a good reason of why they should be allowed to go on a protest or march their reason were ok but it only showed me how important it is to make them aware of the issues and problems that we have today.

How to write a speech for kids

How to write a speech for kids is straightforward, truly! Once you’ve gained some experience you’ll find it fun, as well as hugely rewarding.

Silhouette of happy kids holding hands

7

You follow exactly the same steps as you would when preparing a speech for adults but with minor, yet crucial variations. You’ll plan, make an outline, write up your notes, prepare cue cards if you need to, rehearse and finally, deliver your speech.

However because you are speaking to children you’ll need to adapt some of the processes. Use the page quick links below to follow my 3 part outline, and you’ll be fine!

 

How to write a speech for kids

Part One: Background & audience research

Part Two: Techniques to gain & hold their attention

Part Three: Rehearsal

Whoops, that went down like the proverbial lead balloon:traps for the unwary

Part 1: Background & audience research

Cartoon of a happy boy holding bunches of balloons

Your first step is to consider your audience.

  • What age are these children?
  • What backgrounds do they come from?
  • What background do they have in relation to your topic?
  • What common experiences do they all share that you could use as stepping stones into your material?
  • What level of vocabulary will they readily understand?
  • What grabs and keeps their attention?

To get all the answers, ask the person or people, who invited you to speak.

Ask also:

  • How long you’re expected to speak for
  • What the purpose is behind inviting you to speak
  • If the group has members with special needs you should be aware of like children who are deaf, sight impaired or emotionally fragile

Once you’ve got that information you’re ready to begin shaping your material.

Return to Top

 

Part 2: How to gain & hold attention

Bear in mind the following as you plan:

  • Keep the structure simple and clear: introduction, body of speech, conclusion.
    Kids, just like adults, appreciate knowing what is going on and knowing why they’re being asked to listen.
  • Use conversational language rather than formal. In your mind choose a child to address your speech to. This will help you keep it ‘real’.
  • Limit the number of main points you wish to make about your topic to one or two.
  • Keep the formal part of your speech brief.
  • Allow time for, and encourage questions.
  • Relate the topic back to themselves, their experience, from the beginning. This gives them an anchor, a place they know and understand. It lets them know you understand them too.
Cartoon of a happy girl

Kids love to laugh

Use humor and personal storytelling to get your points across.
Children of all ages love stories, especially personal ones. A story told well, with humor, will grab their attention faster and hold it longer than any other technique I know. Make it relevant, add characterization (voices and appropriate body language) and you’ll have every child listening.

You can find out more about incorporating stories into your speeches on these pages:

Vocabulary choices, questions & props

Vocabulary

  • Use specific words rather than general ones. ‘I love being outdoors’ is less evocative than ‘I love puddle jumping, building a bonfire at the beach…’
  • Use inclusive words: ‘we’ and ‘our’ as well as personal ones: ‘yours’, ‘you’
  • Vary your sentence length and your word choice to keep it interesting to listen to. Children, like adults, appreciate variation.

Questions

Use interactive questions to ensure they’re following you throughout your speech. ‘Have you got that? Nod your heads if you have.’

Props

Where possible incorporate ‘showing’ as well as ‘telling’. Take along things children can see and perhaps handle. This gives your speech another dimension. And don’t be afraid to break out your silly wig, or a clown’s nose …

Check this page on using props well in speeches.

Once you have the basic outline of your speech planned you’re ready for the next step.

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Part Three: Rehearsal

Now you’re going to trial your work.

Rehearsal will help you identify what you’ve done well and where you need to fine tune.

If you can, practice in front of several children of the same age and background you’re going to talk to. If they’re old enough to understand, ask them before you give the speech, if they can help you make it better and collect their feedback at the end.

If they’re not old enough, look for cues like looking away, looking puzzled, talking through it, or wriggling. If it’s too long and without relevance or connection to them they’ll soon let you know! Before you go on to finalize your speech incorporate your changes.

If you’d like pointers on how to rehearse you’ll find them here:

Do try and give your speech without a word-for-word script. It might feel safer for you but for children, listening to you read is not as effective as you talking to, or interacting with them, directly.

Use cue cards if you can.  Rehearse until you know it fluently and the cue cards are merely a safety net should you need them.

And finally run through the checklist below.

These are the pitfalls I’ve either fallen into myself or watched others tumble down. Knowing will help you avoid them.

 

How to write a speech for kids

How to write a speech for kids is straightforward, truly! Once you’ve gained some experience you’ll find it fun, as well as hugely rewarding.

Silhouette of happy kids holding hands

7

You follow exactly the same steps as you would when preparing a speech for adults but with minor, yet crucial variations. You’ll plan, make an outline, write up your notes, prepare cue cards if you need to, rehearse and finally, deliver your speech.

However because you are speaking to children you’ll need to adapt some of the processes. Use the page quick links below to follow my 3 part outline, and you’ll be fine!

 

How to write a speech for kids

Part One: Background & audience research

Part Two: Techniques to gain & hold their attention

Part Three: Rehearsal

Whoops, that went down like the proverbial lead balloon:traps for the unwary

Talofa lava Nga Hau e Wha Whanau

I really want you to make an effort to prepare yourselves for your speeches which should be 2.30 – 3.00 minutes long, it should have an awesome powerful message sharing in what you believe in. Here is an example of a young student who did an awesome speech about what he believed. Enjoy the message and try to make it fun learning for you academically, culturally and socially.

You see my brother, I am Brown

LAREE TAULA from the Ministry of Education comments on ‘Brown Brother’, an inspirational speech by Mt Roskill Grammar School prefect, Joshua Iosefo.
Mt Roskill Grammar School prefect, Joshua Iosefo.

Joshua Iosefo is a learner and prefect from Mt Roskill Grammar School. He is Samoan and Niuean. Joshua sent electricity waves through the nation in late June when his speech, ‘Brown Brother’ was uploaded onto YouTube.

What made his speech so powerful from an otherwise unknown brown brother in South Auckland? Firstly, it was the speed at which it rippled through the nation. For many, it was a habitual click of the mouse, or the touch of a finger on an iPad.
Fans were accumulated within days. One fan, John Campbell of TV3’s Campbell Live, introduced the humble Joshua to the nation, and then beamed his speech to our living rooms.
As the speech begins and unfolds, it would be hard to find a soul that was not in some way moved or impacted by its content. Even those who watched it in clandestine fashion sitting at their work desk, crouched forward, with the volume down low.
It is a message that transcends gender, ethnicity, generations, and nations. It is the birth of a new political voice in Aotearoa New Zealand. Joshua used an increasingly popular medium for communicating by today’s young people. It is known as ‘spoken word’.
‘Brown Brother’, a strong, articulate and poetic spoken word speech, had the ability to still an auditorium of restless adolescents. Upon the conclusion of Joshua’s speech, it evoked a standing ovation. Those who remained seated looked mildly stunned. They had heard something new, something inspiring, something exciting.
What makes spoken word effective in today’s world is its immediacy and the conviction from which it comes. It is from this conviction base that has the power to change hearts and minds without a single strategic document written, or lengthy legislation vociferously debated.
The message Joshua spoke is also free. And most of all, he delivered it as a representative of the subject in question.
Brown Brother – by Joshua Iosefo
I am brown.
Brown like the bark of the palm tree that supports my heritage. Brown like the table of which my family sits and eats upon. Brown like the paper bag containing burgers and fries by which my people consume. Brown like the mud on a rugby field by which my people play. Brown like the coat of the guitar by which my people strum. Brown like the sugar or the crust, the grain or the nut, whatever ingredient you want to use to mix up and around, you see my brother, I am Brown.
My demographic is: high school cleaning ladies, fast food burger-making, factory box-packing, rubbish truck drivers, bus drivers, taxi drivers, sober drivers and living off the pension joy riders — I am a dropout. I hate science, math, English. Love P.E, music dance and drama — I play rugby. No, I am good at rugby. And if I am lucky my future in rugby might be sealed, not to reveal my flaws in education which are faulty because hey, who needs to be able to quote Shakespeare if you can play rugby?
I will probably never graduate and if I do then I will be the first. Either by myself or with a baby in or beside me, victim of teen pregnancy with a guy in high school I thought was ‘skux’. Which really sucks. You see ‘cause when push came to shove he couldn’t pay the bucks. While I was focusing on this relationship I was trying to get through NCEA one, two and three purely on luck. Now I am stuck in a muck trying to scrub my skin with ‘lux’, soap. Trying to scrub away the fact that I have added to the brown statistic. While my mother is a gambler and my father is an alcoholic.
I will always blame the government and everybody else around me but never myself — because I am brown. And whenever someone tries to breach my comfort zone or whenever I don’t have anything else to say in defense in an argument, I’m going to say that “you’re a racist”. That your words are a mockery to my skin tone and my colour. Oh but brown brother you were doing that the day you performed Sinarella, Brotown, Sione’s Wedding and do I have to mention The G.C.
Now I don’t mean to condescend, these shows are great, don’t get me wrong. But can anyone explain? Will there ever be a time when our representation goes deeper than putting our own people to shame? Will the stereotype of an illiterate, misbehaved, unintelligent Polynesian still be the same? Will it ever change? Or are we still going to sell ourselves short for a few seconds of fame? Are we not capable of an art form that is thought-provoking or seen as a form of intelligence? Or are we still going to keep to our low standards of what we feel as ‘culturally relevant’.
Not teasing or mocking our foreign traditions, but instead being real about the world that we live in. Like being real about our fight against gambling, or our fight against violence and our fight against what ‘reasonable force’ is, with our kids. Or how statistically Māori and Pacific Islanders are low academic achievers — brown brother. Now I’m not saying that we need to forget our culture in order to gain — for we are all the same. I’m just sick and tired of my people always thinking they belong at the bottom of the food chain — brown brother.
Are we not more than an F.O.B? Immigrants from the islands in search of a J.O.B? Are we not more than the eye;[I] can see? Can we not move mountains from point A to point B? Are we not more than assets to the first fifteen? Are we not more than gamblers at a pokie machine? Are we not more than fathers at the T.A.B? Are we not capable of attaining a Bachelor’s, a Master’s or a P.H.D? Brown brother, look at me.
“You can do all things through Christ, Philippians 4:13. You are more than capable. And I don’t say that to make you feel better, I say that because I know. Cause your creator told me to tell you so. You will go places, you will tell stories, so do not feel afraid or alone for your God and your family and your home will forever be inside the marrow of your bones. So do not fret, do not regret. For where you go, you take us with you. Brown brother, do not be afraid to be the first, the first to graduate, the first to climb, the first prime minister, or the first good wife — brown brother, do not be afraid to be the change. Not in skin tone or colour, but a change in mindset. From one brown brother, to another.

http://www.qrg.northwestern.edu/projects/vss/docs/space-environment/1-what-is-gravity.html

This week your child has been studying about Gravity. They have been researching experiments that they can use to explain what is gravity? Although this sounds like a very simple topic, your child is going on a journey of how to research information through different website.

Gravity keeps the moon where it's supposed to be -- in orbit. See more moon pictures.
Gravity keeps the moon where it’s supposed to be — in orbit. See more moon pictures.

Every time you jump, you experience gravity. It pulls you back down to the ground. Without gravity, you’d float off into the atmosphere — along with all of the other matter on Earth.

You see gravity at work any time you drop a book, step on a scale or toss a ball up into the air. It’s such a constant presence in our lives, we seldom marvel at the mystery of it — but even with several well-received theories out there attempting to explain why a book falls to the ground (and at the same rate as a pebble or a couch, at that), they’re still just theories. The mystery of gravity’s pull is pretty much intact.

Try this experiments guys

watch this too there’s lots of information to help you understand gravity

Have fun

Reciprocal Teaching

Using thinking skills to help our students learn and experience sharing information that they have learnt and experienced through prior knowledge.

The students have been working really well independently, and in groups with each other, planning, questioning, researching and creating a way to show their learning.

They were able to learn about the Scientific Method and how important it is to use in their experiment that they are research to show what is gravity and how it exist here on earth.

Experiment one20160517_124416[1]was learning how to blow up a balloon without touching it and using a straw

20160517_124701[1]20160517_124440[1]

20160602_124622[1]

Bill teaching Anton how to catch and pass a rugby ball

20160602_125707[1]

Tyla practising how to pass the ball to her partner while Mali their teacher is working with Anton.

 

 

20160602_125418[1]

Leighton teaching Saajid how to intercept the ball.

Samoan Language Week.

Faatauala and Jonathan taught our class head,shoulders, knees and toes in Samoan. It was awesome and fun.

Talofa lava tamaiti

talofa lava susuga faiaoga.

ulu, tau’au, tuli vae, tamaivae, head, shoulders, knees and toes

mata, taliga, gutu ma isu, eyes, ears, mouth and nose.

 

 

 

Matariki-magnet-shopify_1024x1024A fun activity was presented to the students for homework and what they needed to do was prepare a poster to show their understanding about Matariki.

The next step will be to put it in our power point.

the students will be adding more information and pictures to show understanding. They will also find out how we keep Matariki here in Aotearoa and what stories connected to matariki.

Talofa lava and Welcome to week 3 of term 2.

Your child has been very busy learning about metacognitive strategies that would enhance their learning. It is Reciprocal Teaching and they are using predicting, clarifying, questioning and summarising. We also like to put some other practices in our class such as differentiated learning and multi levelling, which gives our students to challenge themselves in setting goals to achieve and reflecting as well as analysing  their goals on how the achieve them and where to next. everything is really challenging and hoping that they are all doing homework as it is set every week. Just a reminder for last term if your child has not paid for their swimming, school fees and that includes their technology fees, could you please follow this up with our beautiful receptionist at school Miss Keenan and have it all paid as soon as possible.

 

Your child should have come home with a information booklet about the fun run which will take place this Friday. Please support your child in getting some sponsors so that they are able to support the school for we are all fund raising for new sports uniforms, for soccer, netball and basketball. We are wanting each child to raise as much as they can.

Last week we Sign language week. We were very fortunate to have Kelston Boys come into our class and share with us their knowledge with us. We also got tested in learning our alphabet, by playing a game of bingo, it was a great test for your child to see how much they can take on board.

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Exciting programmes this term.

Study ladder to enhance your child’s maths, reading and writing skills

Mathletics – challenge on mathematics

Science- what is science? what do we know about science? who created science, why do we need to prove facts with experiments.

How can I use High Order thinking skills to enhance my learning/

Matariki? Cultural Practices introducing Matariki and what is Matariki?

Research Skills – Prior Knowledge, Research, Analyse and show understanding by asking more questions and using different material to understand the development of knowledge.

RNASA%20Matariki%202012%20small_0eciprocal Teaching – Predict, Question, Clarify and Summarise

Inferencing and analysing information that is easy to understand and apply in our everyday research.

Although these shapes  below are simple some students find it hard to go to the next step, they must be able to  recognise and learn the names of each shape_flashcards_1one

Talofa lava Nga Hau e Wha

 

I hope all is well during your first week of the holidays. I thought that I would drop a line and let you know that reading is the key to knowledge so while your on holiday try and read as much as you can.

Topics if you get stuck: ANZAC, WWI, WWII, Science experiments on Force and Motion, Matariki.

Maths: Learn your timestables you’ll be getting a test on the first day back. from you 1x’s to your 12x’s and also vice versa them to divisions, like 12 divide 4 = 3 because 3 x 4 = 12.

I have been using the easttle rubric to mark your essays which will align with your easttle reading test when you get back to school.

Be Safe, Listen to your parents and respect your parents, respect your elders, be responsible, help with the chores and also have fun. See you back for learning time on Monday 2nd May 2106.

Welcome to week 11

Its great to come to the end of the term, just to let you know that your students have been working ok. I gave your child homework for the week and only a few completed the assignment. We had swimming for four weeks this term and we finished our last today. Our team is now very successful in telling you that all our kids can swim or can really survive in water. We are hoping that we will be able to have more swimming lessons later on in the year, we are really wanting to look at water safety.

If you have not done so could you please make sure you pay your childs $14.00 for swimming. This week is the last week to have the money in.

It has been a really good term and we are all looking forward to Term 2.

Nga Hau e Wha and Te Kainga Maturi be safe, have fun and take care.

Hello everyone and welcome to our website. Our students have been working really hard in trying to stay on top of their learning. To be able to keep on track I have created an assignment for them to do and hand in by Monday next week. Monday 11th April 2016, this assignment is their homework including some Maths sheets for Measurement.

Nga Hau E Wha Week 10 assignment: West Auckland Suburb Study

  1. Choose one of the following suburbs Henderson, Te Atatu, Sunnyvale, Glen Eden, Glendene, Kelston or Avondale.

Find (research) information about your chosen Suburb.

    • The information must include the meaning of the name of the suburb. Is it named after a person and why?
    • What did they do to have the area named after them?
    • Where did the name come from?
    • Show a plan of where the suburb starts and stops, what is the longitude and latitude of the suburb and provide a map of the area.
    • Are there any Historical landmarks of the suburb that helps us to identify it as the suburb?
    • What is the population from 2000 – 2016?
    • What streams, rivers, or mountains connect the suburb to the Waitakere?
    • Find pictures of your chosen suburb as far as from 1800 til the present(now)
  1. Use the inquiry plan forms to help you collect your information and show what information you have for your research.Conduct your research through a timeline, from Monday –Wednesday.
  2. Use the hats to help you create questions for you to create a quiz for your readers.
  3. Use the reference form to show the list of resources you have used for your research.
  4. On Friday you will hand in your project, you must present your project in the most exciting and creative way, it must be well informed and easy to follow. It can be a booklet, poster, diorama it must be in your own words in your own style.
  5. Good luck Nga Hau e Wha

Next week we will be studying about ANZAC and the history that comes with ANZAC.

Something to read and think about:

Anzac Day occurs on 25 April. It commemorates all New Zealanders killed in war and also honours returned servicemen and women.

The date itself marks the anniversary of the landing of New Zealand and Australian soldiers – the Anzacs – on the Gallipoli Peninsula in 1915. The aim was to capture the Dardanelles, the gateway to the Bosphorus and the Black Sea. At the end of the campaign, Gallipoli was still held by its Turkish defenders.

Thousands lost their lives in the Gallipoli campaign: 87,000 Turks, 44,000 men from France and the British Empire, including 8500 Australians. To this day, Australia also marks the events of 25 April. Among the dead were 2779 New Zealanders, about a sixth of those who served on Gallipoli.

It may have led to a military defeat, but for many New Zealanders then and since, the Gallipoli landings meant the beginning of something else – a feeling that New Zealand had a role as a distinct nation, even as it fought on the other side of the world in the name of the British Empire.

Anzac Day was first marked in 1916. The day has gone through many changes since then. The ceremonies that are held at war memorials up and down New Zealand, or in places overseas where New Zealanders gather, remain rich in tradition and ritual befitting a military funeral.

 

The word Anzac is part of the culture of New Zealanders and Australians. People talk about the ‘spirit of Anzac’; there are Anzac biscuits, and rugby or rugby league teams from the two countries play an Anzac Day test. The word conjures up a shared heritage of two nations, but it also has a specific meaning.

Anzac is the acronym for Australian and New Zealand Army Corps. This corps was created early in the Great War of 1914–18. In December 1914 the Australian Imperial Force and New Zealand Expeditionary Force stationed in Egypt were placed under the command of Lieutenant General William Birdwood. Initially the term Australasian Corps was suggested, but Australians and New Zealanders were reluctant to lose their separate identities completely.

No one knows who came up with the term Anzac. It is likely that Sergeant K.M. Little, a clerk at Birdwood’s headquarters, thought of it for use on a rubber stamp: ‘ANZAC’ was convenient shorthand. Later the corps used it as their telegraph code word.

The Anzacs first saw action at Gallipoli on 25 April 1915. The small cove where the Australian and New Zealand troops landed was quickly dubbed Anzac Cove. Soon the word was being used to describe all Australian and New Zealand soldiers who fought on the Gallipoli Peninsula. Eventually, it came to mean any Australian or New Zealand soldier.

After Gallipoli

There were two Anzac corps on the Western Front from 1916, with the New Zealand Division serving initially in I Australian and New Zealand Army Corps and then, from July 1916 until January 1918, in II Australian and New Zealand Army Corps. During the Sinai–Palestine campaign the combined Australian and New Zealand Mounted Division was more commonly called the Anzac Mounted Division.

The term continued into other wars. A new Anzac corps was briefly formed during the campaign in Greece in 1941. During the Vietnam War, New Zealand and Australian infantry companies combined to form the Anzac Battalion.

Enjoy the reading.

We have been working really hard within Inquiry, looking at questioning and what we can do with our questions.

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Whole class activity we started with Prior Knowledge, what is prior knowledge and how can we identify that it is Prior knowledge. The students were able to share their understanding like ‘using your own knowledge’ ,’Information you already know about the topic’.

Next we looked at role playing how to conduct an interview if you wanted to find information about topic.

Nga Hau e Wha still have a long way to go, but they are trying and they came up with some really good questions, this was done in 2 groups and I found it to be very engaging.

The task was to have 2 groups. One group were the organisers the hosts of the Polyfest, in their group they had to make sure that they had a clear understanding of what is the Polyfest and think about questions that they think the other group may ask them, and the other group had come from overseas and they were very interested in finding out everything they could about the Polyfest. Here are some of their questions.

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dj_b2school_pencilhomework_c

Students creating questions about an assigned suburb that they have to research. This is an independent research and they will be able to present this next week on Thursday. They must have 4 questions to support the big question that they need to answer.

Why ____________________, and what historical information makes _________________important?

Maths homework Monday and Tuesday is Measurement and Wednesday and Thursday is Numeracy.

Reading: A newspaper article from home.

  1.  Write questions they wanted to ask, at least 4 questions. Remember to use the 5W’s and the 1 H
  2. Write down words that they were unsure of with meaning and how did it fit in the context of the article. Clarifying
  3. Summarise understanding in their own words about the article.

Thank you.

 

 

What a day,

The students were awesome.

Showed our three values

Respect, Responsibility and Engaged

Their curiousity got the better of them and new information was shared all around the globe.

They wanted to fix some parts of the cemetery but after the Head Sexton of the Cemetery explained the processes of how to get it done, their face hung down in despair. They are the most wonderful classes to display such awesome manners and understanding.

Thank you so much

 

Malo lava Te Kei o te Waka, Ngaa Kahurangi, Nga Hau e Wha and Te Kainga Maturi

 

Our class has a new name we are now known as Nga Hau E Wha which means

Ngā Hau e Whā means the the Four Winds. The name is symbolic of being a meeting place for all peoples from everywhere.

We are learning about our class names, and what it means, we will be looking at also visual images to help us create our own logo connecting with the school logo and images.

Last night we had Personal Learning Plan Evening thank you to all the parents who took the time out to meet with me and your child, I really enjoyed speaking with you and sharing where your child is at for this term.

Today we had Technology, Maths strategies and Kiwican.

Nga Hau e wha has been really enjoying Kiwican

Our study for this term is We Are Kelston, we are going to Waikumete, Hoani Waititi, Waitakere Ranges and the Whau walk we really want to give our students the opportunity to understand Kelston Community. The first 5 weeks they were able to learn about Kelston Intermediate, Our Pepeha, our cultural, academic and social values and we were also able to learn about ourselves.

It will be a continuous journey for us when we keep researching information about ourselves and what we can do to understand who we are and where we come from.

Maths strategies for Addition and Subtraction – doubling numbers and tidy numbers.

Inquiry and Literacy – Reciprocal Teaching