Friday, 25 November 2016


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:

  • John Key sits on the 4th seat on the right
  • The Speaker is the Boss
  • National sits on the right side of the speaker

Here is the link to my compare and contrast map explaining the difference between democracy and dictatorship.

Treaty Of Waitangi

Treaty Slide

Compare and Contrast

I found That The maori swapped land for weapons like the musket.

Why Maori were Killing each other and other people

Anzac Day

W.A.L.T What did you learn? What was challenging?

Answer and explanation
The first sweatshirt is cheaper than the second one because 30% of 60 is 42 and 40% off 72 dollars is 43.20. The first sweatshirt is 1.20 cheaper than the second one.

Monday, 21 November 2016

Te Reo, Term 4 2016.

This term we have been learning all about the Marae. We have learned that The Marae

  • The Marae is an important focal point for the community.
  • The Marea is a place where tradition and customs can be carried out.
  • The Marae is a place where people can express their values with dignity.
  • There are many kawa ( protocols) that prevail on the marae.
  • Marae kawa (protocols) can differ between maraes and iwi.

We have focussed on some key concepts when doing this learning.
These are listed and explained in the table below.

Definition -
give the meaning of these concepts in your own words.
The correct procedure, Custom, way of doing things
Welcoming ceremony
Tangata whenua
Local people who are connected to the Marae.
Visitors to the Marae
Gives you a home base
Sence of family connection 
Care for persons well being
Means LOVE.

See this video for an explanation of the roles and responsibilities of people on a marae.

Something I would like to learn more about the marae is How people live on a marae

Friday, 23 September 2016

Water Filter

I can take action to improve the water cycle in Canterbury

In this project I was working with James and Mel and we decided to create a Water filter

Here is a link what we made.Water filter

In this project we decided that our success criteria were: Produces good water , reusable , Its strong , Its portable

Overall our project met/do not meet this criteria did not clean the water

Friday, 9 September 2016

CARE: My progress so far.

CARE: My progress so far

The CARE award that I am working towards is:  Active Thinking

The one area of CARE that I am doing best in is: Excellence         because: because I have the most ticks on it

The one area of CARE that I need to work harder in is:  Respect            because: I have to respect school property.

To show my leadership qualities I am a role model to others in the CARE values by doing/showing these leadership traits: PALS

On the CARE SOLO matrix below I am at this SOLO level: Multistructural            because: I need reminded sometimes





Extended Abstract
I am not aware of the CARE values yet.
I know what the CARE values mean.

I need help to use them.
I can use the CARE values.

I need reminding to use them.
I can use the CARE values independently.
I can use the CARE values independently.

I can role model to others how to use the CARE values.

Thursday, 1 September 2016

I can apply my knowledge of adverbial clauses

I can apply my knowledge of adverbial clauses and connectives to see how ideas are linked in texts.Screen Shot 2014-10-09 at 11.04.56 am.png

For reading I have been learning about adverbial clauses. I have found this learning hard because i had no idea what it was

In this activity (link to adverbial clause activity), I had to find the adverbial clause.

Water cycle writing.

This is my water cycle information report.The writing is about the water cycle the key stages are evaporation, precipitation, condensation and runoff.Fact evaporation is an invisible process.

Thursday, 25 August 2016

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

I can recognise 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 The test because I didnt know what a pronoun was

Something new I learnt was now I know what a pronoun is.

Monday, 8 August 2016

Yr 7/8 structures and features of text.

WALT: I can recognise and understand the features and structures of a wide variety of text types and forms.

The text types that we studied were:
  • Poems.
  • Stories/ narratives.
  • Articles
  • Websites

  1. Each text type has different structures and features because: They have different perposses

Two text types that I have enjoyed learning about are  Narratives/stories and websites.      

Link to my learning

Thursday, 4 August 2016

WALT apply the techniques of improvisation to a range of different scenarios.

Improvisation TECHNIQUES that I have used successfully are, Always say yes Always say yes and, trust , Listen.

Improvisation TECHNIQUES that I would like to have more practice at practicing

The thing that I enjoyed most about this unit of learning was learning al the games because they helped me learn

The thing that I found most challenging during this unit of learning was getting up in front of the class because i dont like standing in front of them

My favourite improvisation game was the family portrait because you can do funny things

My next step/ something I need to work on further  in improvisation is to speak louder because not much people could hear.

Thursday, 28 July 2016

My CARE Progress

I have done a check of my CARE progress so far this year.

I am proud of my progress/I am doing ok/ I feel I could do much better.
I have not got one care certificate so im not close to my bronze.

How far away are you from reaching your BRONZE/SILVER? Not that close because i have not been recording my ticks.

The area of CARE that I need to try harder in C / A / R / E ( Highlight the ones that apply to you and give reasons why you have highlighted them.)

To achieve my BRONZE/SILVER award quicker I need to record my ticks

The one thing that I can do to improve my progress in CARE is focus on my learning.

We will review CARE progress again at the end of the term.

Friday, 8 July 2016

Term 2 Te Reo Reflection





Extended Abstract
I can say 1-5 words about celebrations in te Reo Maori.  
With help, I can ask and answer several questions about celebrations, using te Reo Maori.
I can ask and answer several questions about celebrations,using Te Reo Maori.
I can ask and answer a range of questions about celebrations,using Te Reo Maori. I can teach others these questions and answers.

In Te Reo this term I have been learning about using vocabulary around food (Kai) and celebrations (Ngā hākari)

Here are some sentences, with english translation in brackets, that I can say confidently (list 3-4).

1. He pai ki a koe te/ngā Do you like _______?

2.He pai ki a koe te/ngā Do you like

3.Kāore, e pai ki ahau te/ngā I don’t like

Thursday, 30 June 2016

Student Led Conference Reflection

The things I enjoyed most about my SLC were: Math and PE and ARTS.

What went well and why? My maths because i got a better score then some of the other ones.

What were the challenges you faced when preparing and presenting your SLC? Putting the term 1 asttle on because i could not find it at the start.

What changes would you make for next time and why? link the modeling book on some ideas.

Wednesday, 1 June 2016

I can use a use a wide range of comprehension strategies to understand text

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?
  • paper map
  • app
  • north south east and west
Who created “Senakairs?”?
easy jet
How do the “Sneakairs” work?
  • they work like a gps
How do “Sneakairs” help tourists visiting a new city or town?
  • to tell them where to go
  • to help them find cool places
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?
  • make the battery last longer.
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)
  • have a built in speaker.
  • light in the shoe
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?
  • a watch because you could see where you are going and it can be touch screen.

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.'