Thursday, 24 November 2016

Marae Blog post SML

Copy and paste all of the text below into a new blog post.

Blog Post Title : Te Reo, Term 4 2016.

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

  • The Marae is an important focal point for the community.
  • The Marae 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.
This has a range of meanings, Culture, Custom etc the Maori way of doing things.
Welcoming ceremony for people of the Marae but it can also happen anywhere than just a Marae.
Tangata whenua
To describe the Maori people
Visitors to the Marae. 
A place where you belong and a place where you stay.
Family and connections.
Generosity and hospitality 
Love and Respect.

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……...

Friday, 16 September 2016

Koru Games

1. The activity I did was Football. I was also on the A team.

2. Two highlights were A. Winning  Koru Games because all of our hard work payed off.  B. Our restorative because when our issue was sorted I felt like I was a part of the team.

3. I am proud of My effort because I put a lot of hard work into this and it payed off.

4 Some advice from me is take some time to practice your sport outside of school and if not try it at lunch.

Friday, 9 September 2016

Care progress

CARE: My progress so far

The CARE award that I am working towards is:  Bronze

The one area of CARE that I am doing best in is:   Community        because: I help others a lot

The one area of CARE that I need to work harder in is:  Respect            because: I interrupt people to much.

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

On the CARE SOLO matrix below I am at this SOLO level:             because:





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.

Monday, 27 June 2016

Jack Hodgson multiplicative strategies.

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…… (insert your next step here - This will be a strategy that you have not yet completed or are still unsure about how to do it. ) Year 7/8 Standard: Use appropriate scales, devices, and metric units for length, area, volume and capacity, weight (mass), temperature, angle, and time.

Friday, 17 June 2016

Jack H comprehension.

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?
  • They help you  get to unknown locations.
  • Helping new people to the country around.
  • They are helpful to tourists.
Who created “Senakairs?”?
Easy jet
How do the “Sneakairs” work?
  • They have a gps installed into smartshoes and bluetooth to connect to your phone. Also, if you take wrong turn both shoes will vibrate, if you need to go right the right shoe will vibrate if you need to turn left the left shoe will vibrate, if you reach your destination both shoes will vibrate 3 times.
How do “Sneakairs” help tourists visiting a new city or town?
  • It helps them reach places they don’t know how to get to.
What challenge does easyJet need to overcome before “Sneakairs” can go mainstream?
  • Tweak the prototypes.
Can you think of any other uses for smart shoes like Sneakairs? - (give at least 2)
  • Maybe you could take the shoes apart and modify to be a timer maybe.
  • When you reach your destination instead of 3 vibrates in both shoes it should set off an alarm on yi
Can you think of a better invention than Sneakairs to help us navigate places? Why is that invention better than Sneakairs?
  • Cause you can walk, jog, run, sprint while relaxing how cool is that?!

A foot massage shoe use the vibrator and put it underneath inside the shoe and turn it on so when you are walking you feel relaxed.

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.'