Symbols by Kingston

 LI: To create a labelled diagram (information picture)  

This week we have been learning the main reasons behind using the celebration symbols. We used our researching skills to find the key ideas behind the celebration. The purpose of this activity is to help us learn what the symbols mean and how and why they are used it that celebration. I found this activity good because I learnt lots of facts about these symbol

Positive Attitude- PB4L poster by Peyton

For this week's PB4L session we learnt and made a poster with a positive attitude. Link to Canva Poster What is a positive attitude? Positive attitude is when you're in a good mood throughout the day and also gives other people positive energy by playing with them, helping them out when they're stuck or possibly giving them motivation to keep on working. So we made a poster around it and shared it to people and to keep them calm when they're stressed or just having a bad day.

Chromebook Tip Slam by Sasuke

 LI: To share our chromebook tips to LS2. 

This week for cyber smart we were doinh chromebook tips but with a slam. A slam is telling some one a quick short cut how to do something fast. My chromebook tip was how to comment on someone blog post. The first step is to go on someone blog. Next click on one of their work. Then click on the button that say no comment. Last leave a comment of why you like their work and then post it.

 I found this activity a new thing i learn because people in ls2 is showing us a quick shortcut how to do something that is a slam.

 

RFE Poster by Te Raumati

LI: To raise awareness of international literacy day

On the 8th of September, it is the international Literacy Day where everyone around the world celebrates the day and takes their time to acknowledge literacy. Being able to read and write gives people a huge advantage. Literacy enriches lives, word knowledge and creates opportunities for people to develop skills that will help them provide for themselves and their family. I found this activity interesting because I discovered new facts such as reading for at least 20 minutes a day could help you learn at least 1,800,000 words per year

Mapping Creations by Koura-Beau

LI: To understand that celebrations cross the cultural barriers around the world.

This week we have been looking at where different celebrations are held around the world. We used our smart searching skills to locate countries/places where Hannukah, Kwanzaa, Eid, Christmas and Diwali are celebrated. The objective of this activity was to build an understanding of how despite cultural barriers, people should still respect and acknowledge other celebrations. I found this activity helpful because I learnt which countries celebrated the celebrations  

RFE Poster (International Literacy Day) by Akisha

 

LI: To raise awareness of international literacy day. On the 8th of September, it is the international Literacy Day where everyone around the world celebrates the day and takes their time to acknowledge literacy. Being able to read and write gives people a huge advantage. Literacy enriches lives, word knowledge and creates opportunities for people to develop skills that will help them provide for themselves and their family. I found interesting because I think is cool

Queen Elizabeth II Blog by Carson

LI: to research the reign of the royal family

 

For this activity me and my partner Kingston made a DLO about Queen Elizabeth that sadly pass away at the 8th on september 2022. My partner and I answer some question that we got from our class and answer them with google. We also can talk about facts about Queen Elizabeth, Queen Elizabeth story/back story and about her. We found some very intresting facts about her: She is the longest reigning monarch ever in Britain, The Queen's birthplace is now a fancy Cantonese restaurant and The Queen's birthplace is now a fancy Cantonese restaurant. We also presents our DLO to our class. I really found this activity shocking when Queen Elizabeth pass away.

First Impression Comparison by Bella H

Our reading investigation is exploring the characterisation of fictional figures and looking at how author's can portray characters in such a way that influences the thoughts of the audience. For the purpose of this task, we looked at two different texts that paint wolves in bad light and good light as well as observed how they are depicted to be the protagonist and the antagonist. The two texts I did were a traditional fairy tale classic; 'The Three Little Pigs' and 'Three Little Pigs Advert' by The Guardian. I talked about what traits, features and aspects of the story the author used to paint the wolf as a good or bad character. I compared the two texts and reflected on how the characterisation of wolves as well as other characters can show the audience an entirely different perspective. I concluded that stereotypes impact the opinion of the reader to the point where their perspective on a character may be difficult to change when that figure is different to what they are used to. Do you agree?

Symbols by Kauri-Tinielle

LI: To create a labelled diagram (information picture)

 This week we have been learning the main reasons behind using the celebration symbols. We used our researching skills to find the key ideas behind the celebration. The purpose of this activity is to help us learn what the symbols mean and how and why they are used it that celebration. I found this activity interesting because I learnt about each candles and what they represent.

Who is at Fault? by Paul

 

LI: To make an informed opinion This week we have been learning about bias. Bias can be objective which means you see both sides of a story or subjective which means being influenced by past experiences. We looked at the same story from different perspectives. A perspective is a person's point of view.After reading and summarising both texts we thought about and talked about the facts to help us make an informed opinion. Our group found this interesting because we got two sides of the story Something I found interesting was in both stories the other animal was the villain

Chromebook Slam by Deziah

LI: To share our Chromebook tips with LS2

A SLAM is a presentation where the presenters have one minute to talk and share a Chromebook tip. This was during our cybersmart lesson. We did a SLAM to teach other people more shortcuts and ways to see the shortcuts. For example I did a shortcut on how to reload a tab quickly. We also had to use the colours of the google icon.

I really enjoyed this activity because I had a chance to share a short that people can use a lot for mistakes.

Symbols - by Mahdi

LI: To create a labelled diagram (information picture) This week we have been learning the main reasons behind using the celebration symbols. We used our researching skills to find the key ideas behind the celebration. The purpose of this activity is to help us learn what the symbols mean and how and why they are used it that celebration. I found this activity enjoyable because I learnt the true meaning of what symbols mean.

Chromebook Tip Slam by O'Ninesha

 

LI: to share our chromebook tips with LS2 Today LS2 created slides to show their own chromebook tip and slam to share with the class. For my chromebook tip I shared on how you can open up your files more efficiently to have access to all your stuff, and to do that all you need to do is hold ctrl and press o and just like that you will be able to access your files. A tip that I have learnt from someone else was how to link a text by using ctrl and the k key. I found this activity educational because I was able to learn new chromebook tips on the way.

Positive Attitude - Fotu

   

This week’s PB4L lesson was about positive attitudes. Having a positive attitude can give others the courage to continue with their work and never give up. The poster above consists of Positive affirmations and positive phrases/words that would encourage others. One of the most important phrases from our poster is; believe in yourself. Believing in yourself is important because you are you and if you believe in yourself you are opening a gate to learn more about yourself and what you are capable of. I enjoyed this activity because I used my ability to showcase the importance of a positive attitude.

Tongan Language Week - Fala

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For this week LS2 had made DLO about Tongan Language Week. Firstly my group and I made a introduction about the Tongan culture the food that most Tongans eat is lu sipi, Otai, Kapisi Pulu, Sipi and Manioke. I made a slide about the Tongan clothing and how it is very important to the Tongan culture, The Kikie is a Tongan clothing that is mostly worn by women that are worn to special occasions. There is also a other Tongan clothing that is called a Ta'ovala it is mostly worn by men and they wear it to church or attending funerals, the reason Tongans wear this because it is embracing the culture and it is the Tongan way of showing respect. Tongan Traditions, Tongans put in a lot of appreciation into celebrating traditions for example they celebrate the King Tupou VI's birthday. The basic Tongan vocabulary to greet someone in Tongan you say Malo e lelei and to say goodbye to someone you can say Ofa atu or Nofo a

Mapping Celebrations by Jimmy

 LI: To understand that celebrations cross the cultural barriers around the world. 

This week we have been looking at where different celebrations are held around the world. We used our smart searching skills to locate countries/places where Hanukkah, Kwanzaa, Eid, Christmas and Diwali are celebrated. 

The objective of this activity was to build an understanding of how despite cultural barriers, people should still respect and acknowledge other celebrations I found this activity really interesting because I get to learn about where these celebrations are held and why they are.  

Tongan Language Week by Taua

 

 

LI: To celebrate and learn the Tongan culture. 

For Tongan Language week LS2 was set with a task to explain the tongan culture aspects. We learnt Tongan words and facts. One of our favourite facts is that Tonga is the only country that has not been colonised. We also learnt about the tongan flag and the meaning behind the red cross and what it symbolises. 

The activities we did were/ learned: Tongan Conversations, foods, colours and numbers and facts about Tonga. We learnt a lot about the Tongan culture and what the traditions are. We enjoyed this activity because it helped me learn from others and embrace my culture.

Queen Elizabeth ll DLO - by Emmanuel

Today we have been looking at the history of Queen Elizabeth II. We thought of questions that we had in mind, to research about and get more information into the Royal family. We did this research to give respect to our well honoured Queen who has been in the longest reigning monarch for Britain. Each group looked at her background, example: at what year or age she became the Queen of England. A new information that we have found was that her favourite colour was blue so we made the DLO blue to represent her.

PB4L Eating Times by Jemma

 

LI: Students will remain seated while eating and dispose of rubbish correctly. 

This week we are focusing on how you should act while eating. While you are eating you should be sitting down eating with your mouth closed, eating as much as you can so you are full and not wasting ur food and eating yoghourt or liquid foods outside. so it doesn't fall on the ground.

This week and generally, we want to thank Whaea Hera who works in the kitchen for the hard work she has put towards serving and preparing the lunches for the students of Panmure Bridge. She is dedicated and we should acknowledge her for that.

Tongan Language Week - by Siale

LI: To celebrate and learn the Tongan culture For Tongan Language week LS2 was set with a task to explain the tongan culture aspects. We learnt Tongan words and facts. One of our favourite facts is that Tonga is the only country that has not been colonised. We also learnt about the tongan flag and the meaning behind the red cross and what it symbolises. The activities we did were/ learned: Tongan Conversations(Eg: Person 1: Malo e lelei, fefe hake. Person 2: Sai pe malo). Tongan food like otai(watermelon drink) , how to say different colours in tongan like lanu moli/orange and numbers and facts about Tonga. We learnt a lot about the Tongan culture and what the traditions are. We enjoyed this activity because it helped me learn from others and embrace the tongan culture.

Unfamiliar Text - by Josh

LI: to make sense of an unfamiliar text   This week we have been looking at making sense of an unfamiliar text. We looked at the title of the poem and made predictions of what the poem was about. We then read the poem and compared our initial predictions to what the text was about. After this, we unpacked the story using our prior knowledge, knowledge of old and new words and mood and atmosphere to make meaning of what the text was about while justifying our thinking with evidence. I found this activity fun & interesting because the fun part about it is that we were unfamiliar about the text then when we learnt about it that's the fun part. The interesting part was our predictions our initial thought or prediction was that Waltzing Matilda was about a girl learning how to dance we thought about that because waltzing is a dance & matilda is a girl name but when we took a read of the poem we new our prediction were wrong and so we changed our groups prediction and then went deeper into the poem.

Area - Maths by Hector

 LI: To figure out the area of a circle, rectangle, and triangle, and to use 3D and 2D shapes. 

This week, LS2 have been exploring the area for a circle, triangle, and rectangle. We have been also learning about circumference and perimeter. There are different formulas for each shape throughout the Area. Circle (A = 3.14r²) Triangle (A = B x H ➗ 2) (A = BH ➗ 2) Rectangle: (A = W x L) These formula’s are important because it helps us figure out what our decimal numbers are. 

There is another important step, when doing the formula of a circle and writing the answer, always end with the measurment language. Otherwise answer would be incorrect. We also learnt about the 2D and 3D shapes. 2D shapes are flat and has two dimensions, 3D shapes have three dimensions (length, width, and height). I found this activity interesting because we learnt a new formula and how we can use it throughout maths time.

First Impression Character Comparison by Farzana

  

This activity was about gathering our first impressions and comparing them to create an informed opinion. First impressions on texts are important as they are what you think or understand of the story. 

We chose two texts from different perspectives. I chose The Wolf in Sheep's Clothing by Aesop and Little Red Riding Hood Not Quite by Yvonne Morrison. The Wolf in Sheep's Clothing is portraying the wolf in a bad light, whereas Little Red Riding Hood Not Quite gives multiple opinions about why the wolf wouldn't be at fault all while reading the original story. We wrote a short summary about each text along with what we noticed about the texts and the use of vocabulary or language features. 

After writing each summary, we compared the two texts and stated our opinion about what we currently think. Each text has made me come to realise that the 'norm' often paints the wolf in a bad light and authors emphasise physical features of wolves in order to accomplish this. I understand that although people could look at both perspectives, they would still naturally think that the wolf is the antagonist. These books that make the wolves as a villain create a mindset that all wolves are bad. This makes it that people would be unable to differentiate the realistic characteristics of a wolf and the made up attributes of a wolf. 

I enjoyed this activity because I got to look at two perspectives and share my opinion about this. I also think that this task has made it easier for me to compare two texts or two characters in depth and form an educated opinion using learning conversations.

Unfamiliar text - by Federic

LI: to make sense of an unfamiliar text

• This week we have been looking at making sense of an unfamiliar text. We looked at the title of the poem and made predictions of what the poem was about. We then read the poem and compared our initial predictions to what the text was about. After this, we unpacked the poem using our prior knowledge to make meaning of what the text was about while justifying our thinking with evidence.
• I found this activity fun because i got to learn words that they used in the 1880s

 

Unfamiliar Text

LI: to make sense of an unfamiliar text  

This week we have been looking at making sense of an unfamiliar text. We looked at the title of the poem and made predictions of what the poem was about. We then read the poem and compared our initial predictions to what the text was about. After this, we unpacked the poem using our prior knowledge to make meaning of what the text was about while justifying our thinking with evidence.

Who is at fault? The Three Little Pigs or the Big Bad Wolf by Aiden N

 

 

LI: To make an informed opinion.

This week we have been learning about bias. Bias can be objective which means explaining both sides of the story but with two different perspectives of the story or subjective which means being influenced by past experience. We looked at the same story from different perspectives. A perspective is someone's perspective on what happened in a situation. After reading and summarising both texts we thought about and talked about the facts to help us make an informed opinion. 

Xavier and I found this interesting because we had to look deeper into information to find out who was at fault. Something I found interesting was that, the only reason why the big bad wolf came to pigs houses was because he wanted a cup of sugar for his grandma’s birthday cake.

Matariki Cinquain Poem by Aiden

LI: to write a cinquain poem to describe Matariki 

Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes Matariki. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun. 

Kapa Haka Performance by Fotu

  

Today, the senior Kapa Haka group performed at the Panmure Library, to celebrate Matariki (Maori New Year). The first song we performed was E te Ariki. The second dance we performed was Tamaki E. This action song is a traditional welcoming song for the people. The third dance we performed was Rona. This dance used a poi and a Taiaha . The fourth item we performed was Tuia. Tuia is our second action dance. The last item we presented was the Haka. The Haka we performed was our school Haka and was the first time we have presented it.

Cinquain Poem by Fotu

  

This week we have been exploring the world of Matariki. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes Matariki. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.

Mood and Atmosphere - Language Features by Emmanuel

LI: To identify how authors use language features to create mood and atmosphere in a text.

 

We have been exploring the ways writers use words to create mood and atmosphere in a text. You can see the ways the author used different language features to create mood and atmosphere in this text by looking at the examples we have highlighted and explained in our DLO. I found this challenging because we had to define different words that we didn't know that were related to mood and emotion.

Cinquain Poem by Emmanuel

LI: To write a cinquain poem to describe Matariki.

 

This week we have been exploring the world of Matariki. Our challenge today was to write a cinquain poem to help us strengthen our connections to a description that describes Matariki. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.

Provcation by Mahdi

LI: To make an informed opinion 

 

A provocation is an action or speech that triggers strong feelings about a topic. Over the last few weeks we have been learning about the experiences of the men of Te Hokowhitu - a - tu, the first Maori Battalion in WW1. These men had very different experiences to the men who signed up today. Our challenge throughout this unit has been to answer the question: Should the men of the native contingent have had the right to prove their mettle at the front? After completing the tasks and reading a wide variety of texts our group’s response to the provocation is we think that that the Maori should've had the right to fight.  

Cinquain Poem by Mahdi

 LI: To write a cinquain poem to describe Matariki 

 

Our challenge today was to write a cinquain poem to help us strengthen our connections to a description that describes Matariki. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun. This activity was helpful because I can use it to describe different people or fictional characters.

Ancestor Poem by Te Raumati

 LI: To create a poem that connects with your ancestors, by asking questions

This week we have been learning about Matariki, and one of the things we have learnt is that reflecting is an important part when celebrating Matariki. A way we reflected was by writing a poem that is addressed to our ancestors. The way that we wrote the poem was by asking 5 questions about their lifetime. The questions that were used had to include powerful words to express the mood in that questions. As an option, we could write the poem in our own language because it shows respect towards their culture. If they were to do this, they would have to have an english version so others can understand. We also needed to draw a picture that relates with a younger person reconnecting with an adult. I found this activity interesting because I was able to learn new vocabulary and how to write a different poem.

Cinquain Poem by Te Raumati

LI: To write a cinquain poem to describe Matariki

Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes Matariki. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.

T-Ball P.E by Kahu

  

 

Today for PE my class and I were learning a game called T-ball. Our game was fun. First my team was the yellow dogs and the team we were against was red monkeys. We got 6 home runs and they got 4 home runs they got 2 of our teammates out but we ended up winning so we switched over. When they were batting we got 3 of their teammates out and we won. So we versed Green pigs and we got 10 home runs but then our session was up.

Cinquain Poem by Kahu

  

This week we have been exploring the world of Matariki. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes Matariki. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.

Matariki by Xaiver

Our tasks are being focused around the Matariki New Year. For the past weeks we have been writing about information about the Maori New Year Matariki. We also made a slideshow based on information and facts about Matariki. Something I learnt during this task was that Matariki was a star cluster, I also learnt that Matariki means eyes of god and Marariki means little eyes, another fact I learnt about Matariki is that it is one of the closest star clusters to earth. I found this activity interesting because I learnt many things about Matariki that I wasn’t aware of before. Link to the slideshow

Cinquain Poem by Xavier

LI: To write a cinquain poem to describe Matariki

 

This week we have been exploring the world of Matariki. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes Matariki. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.

Kapa Haka Library by Hector

 This week, the Kapa Haka pupils from PBS went to the Panmure Library and perform to the little kids from three different kindergarten. We performed our school Haka for the very first time and introduced our (Chisa & I) wore the Maori korowai.  I found this experience exciting because I performed for the first and I got to introduce the school Haka for the very first time.

Cinquain Poem by Hector

  

  

LI: To write a Cinquain poem to describe Matariki

This week we have been exploring the world of Matariki. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes Matariki. A cinquain poem has 5 lines. Each line has a different purpose. Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun.    

Mood and Atmosphere - Language Features by Koura-Beau

LI: To identify how authors use language features to create mood and atmosphere in a text

 

We have been exploring the ways writers use words to create mood and atmosphere in a text. Our group used a text we read in class called Sheldon Rua's Poem. You can see the ways the author used different language features to create mood and atmosphere in this text by looking at the examples we have highlighted and explained in our DLO. I found this challenging because the author used really strong and interesting words such as ironic, ignorance, eager, etc.

Whale tail - Harakeke and Kete by Jaylee

The fish on the whale tail describe the sea and how whales live in the sea with different kinds of fishes . I did different colours of fishes because in the sea there are more and different fishes who have different colours . The harakeke is showing respect to Maori people for how they make things out of the harakeke leaves . The harakeke fibre was used for ropes, fishing lines and net making .
My whale tail is going forward to describe a kete hanging up on a washing line as you can see . I did three main colours on a kete to show , many love and respect goin through . The reason why i did yellow and red and a light pink its because it shows love and enjoy on how maori people enjoy making a kete

Duffy Confidence CARE AWARD by Kahu

Last week I did my first Duffy for 2022. First, I picked a book that I have chosen from the library. The book I have chosen was Diary of a Wimpy Kid. It was written and illustrated by Jeff Kinney. Next, Chisa and Te Raumati helped me write my Duffy script for assembly. Afterwards I practised my script before assembly so that I knew the words so I wouldn't mess up. Lastly, I presented it to the whole school about the book I read and the escorts picked their books.

Agent of Change by Carson

LI: To set learning and personal goals An Agent of Change is someone who makes switches to their learning opportunities. Each year we set goals for ourselves to help us strengthen our connections to our learning and challenge themselves. LS2 uses the phrase ‘Agents of Change’ as this is how we see ourselves. My DLO shows the goals I have set myself this year so that I can become an Agent of Change

Agent of change by Sasuke

LI: To set learning and personal goals. An Agent of Change is someone who makes switches to their learning opportunities. Each year we set goals for ourselves to help us strengthen our connections to our learning and challenge themselves. LS2 uses the phrase ‘Agents of Change’ as this is how we see ourselves. My DLO shows the goals I have set myself this year so that I can become an Agent of Change.

Relationships : Building connections by Santana

 

LI : Complete this DLO in groups to help you strengthen your connections with Relationships. Last term my group worked on building connections to strengthen our relationships with other people. Me and my group answered the given questions and more. 

We gave opinions, answers and worked really hard on this activity. We worked through our troubles and finished the work on time. I enjoyed this task quite a lot because we had a real hard time trying to come up with relationships and all sorts of things. I really enjoy tasks like these because they challenge me and occupy me for a while.

Anzac Poem by Elaario

LI:to use colours that relate to your emotions from the music.

For the past couple of weeks LS2 has been investigating mood and atmosphere. We started by reading a variety of ANZAC poems, and highlighting how each sentence made us feel. Afterwards we answered different questions about how we felt during the poems.

CARE Awards 3 Famous inspiring Quotes by Kruse

I am currently working on my Excellence badge. To achieve this my challenge is to complete 5 tasks that help me strengthen my connections to the PBS CARE value of Excellence. Excellence helps us to strive in our tasks and goals. My challenge in this task was to create 3 motivational posters to help inspire others. I created this DLO to show my understanding of the task.   I liked this activity because I got to choose 3 of my heroes that inspired me to have faith in my dreams and to work hard.

Cinquain Poem by David

  

 This term we have been building our leadership skills. Our challenge today was to write a cinquain poem to help us strengthen our connections to description that describes leaders who inspire us. A cinquain poem has 5 lines. Each line has a different purpose. 

Line 1 is a noun which is a name. Line 2 has 2 adjectives that describe the noun. Line 3 has 3 verbs that end in ‘ing’ and describe the actions. Line 4 is a noun phrase which is a group of words (not a sentence) that go together to describe the noun. Line 5 is a synonym which is a word with a similar meaning to the noun. I found this activity fun because when writing the cinquain poem I learnt new words and their definitions other than just writing hard worker into more powerful words.

Vision Board by Ariana

 A vision board helps us to visualise our goals and what we want to achieve. This is a part of our Careers learning as we know we will need to be setting goals to help us achieve the career goals we want to achieve in the future. 

My board shows what I want to be when i'm older, where I want to move, the college / highschool I want to go to next year, what I hope my dog will be, and etc. This activity made me think a lot about the future and the present because most of the time I would be stuck thinking about what I want to be and where I want to go, and things like that.

Kelly sports Cricket by Kingston

 This week we had our first session of Cricket. Our coaches name was Bart. This session we learnt about catching and throwing. Before we learnt about catching and throwing we did a warm up game of batters vs fielders. The batters had to knock the ball off the cones and the fielder had to pick them up and put them back on the cones. 

Next we partnered up and threw a tennis ball to someone so they can practice catching. The catcher had to make his fingers point to the ground or to the sky depending on how high the ball was thrown and you must catch with two hands. The thrower had to do under arm throws to the catchers. Then we did a team challenge to knock over the cones, the class was split into two and the first team to knock over all cones wins. After the skills practice we played a game of non stop Cricket were you have a team of fielders and batters, coach Bart was bowling for both teams. I enjoyed this session of Cricket. Two things I need to work on is hitting the cricket ball and precise throwing.

Healthy Relationship by Taua

LI: To understand how a healthy relationship has a positive impact.  
This week our Inquiry lesson was focused on showing how we think healthy relationships can have a positive impact. In our DLO, we showed how healthy relationships can impact something in a positive manner and what healthy relationships are to us. We all have different opinions on healthy relationships and what we think it could have an impact on. This activity was challenging because I had to explain what Healthy relationships and Unhealthy relationships.

Statistical Inquiry: Should Covid Vaccinations become Mandatory? by Ayden

LI: To carry out a statistical inquiry  
Kruse and I carried out a statistical investigation to find out peoples opinion on if vaccinations for Covid become mandatory. We made a google form for people to answer their opinion about the question we posed. After we then proceeded to make a spreadsheet to organize our information and we used the sort tool to make it easier to read. Once people had filled out the form we were able to gather information and people’s opinion on to a pie chart. Their were 4 Graph bars. The first graph bar was the gender of Ls2. The second graph bar was the culture students identified as and the third Graph bar was about people’s opinions. For the opinions most students think it should become mandatory because there is a less chance of being sick and people can go more places. The second highest opinion was maybe. Then lastly two people said no because it should be up to the person if they want it or not. I enjoyed this activity because we got to work in peers and hear what people have got to say about a statisticial investigation we carried out.

Kandinsky Art by Fala

LI:to use colours that relate to your emotions from the music

 

For the past couple of weeks LS2 has been investigating mood and atmosphere. We started by reading a variety of ANZAC poems, and highlighting how each sentence made us feel. Afterwards we answered different questions about how we felt during the poems. Our next step was to listen to a montage of music, and use colours to represent how we felt listening to each song. 

The circles had to be concentric, meaning they started in the middle of our page, and progressed outwards. This art was based off a Russian artist by the name of Wassily Kandinsky. He would normally listen to opera music and paint how he feels.  

Agents of Change by Aiden

LI: To set learning and personal goals  

An Agent of Change is someone who makes switches to their learning opportunities. Each year we set goals for ourselves to help us strengthen our connections to our learning and challenge themselves. LS2 uses the phrase ‘Agents of Change’ as this is how we see ourselves. My DLO shows the goals I have set myself this year so that I can become an Agent of Change.  

How Aotearoa came to be by Paul

LI: To digitally design the North and South Island based on how they were described in the story. 

We watched a video about how New Zealand came to be. North island: Maūi fished up an enormous sting ray which became the North Island. South island: On his voyage to visit his mother Papatūānuku why got stuck and froze which resulted in the creation of the South Island. Our challenge was to digitally design/draw the North and South Island based on how the Myth and Legend depicted them to look. This activity was enjoyable because I learnt about the origins about New Zealand and because I like drawing.

Sailing by Josh

 L.I: To learn how to sail

On Monday we went sailing at Auckland Sailing Club. Our instructors Colin, Holly and Steph taught us how to assemble the sailing boat. Steph rigged one sailing boat and left it as an example so when we get stuck on our own boat we could go to the example bout and see what's wrong. After she built her boat she chose two people as an example of how to work the boat.

   

Secondly, when we finished our bout we had to put it in the water then get and choose the person that is steering the boat and who is controlling the boom. When we were in the water we had to follow one of the instructors named holly. She was in the power boat with an engen so most of the people couldn't catch up with the power boat. Lastly, we had lunch then got into our boats and hooked up all of the boats together. After hooking up all of the boats the main instructor taught us how and what capsising is. When we got far in the ocean we were playing, Simon says. One of the funniest was when she said pop a big manu. Then she said Simon capsized your bout so all of us did capsize. It was a fun experience at sailing. I got to learn something new and it's always fun to do something that you haven't done before. My favourite part of the day was when we all had to capsize because the difficult part was to get back on the boat. I would like to thank the St Johns Rotary for giving us the awesome opportunity.

Positive Relationships by O'Ninesha

LI: To understand how a healthy relationship has a positive impact

 

This week our Inquiry lesson was focused on showing how we think healthy relationships can have a positive impact. In our DLO, we showed how healthy relationships can impact something in a positive manner and what healthy relationships are to us. We all have different opinions on healthy relationships and what we think it could have an impact on. This activity was amazing because I was able to write about how a healthy relationship looks and why it's important to have one.

Statistical Inquiry: Should Covid Vaccinations become Mandatory? by Ayden

LI: To carry out a statistical inquiry

   

Kruse and I carried out a statistical investigation to find out peoples opinion on if vaccinations for Covid become mandatory. We made a google form for people to answer their opinion about the question we posed. After we then proceeded to make a spreadsheet to organise our information and we used the sort tool to make it easier to read. Once people had filled out the form we were able to gather information and people’s opinion on to a pie chart. Their were 4 Graph bars. The first graph bar was the gender of Ls2. The second graph bar was the culture students identified as and the third Graph bar was about people’s opinions. For the opinions most students think it should become mandatory because there is a less chance of being sick and people can go more places. The second highest opinion was maybe. Then lastly two people said no because it should be up to the person if they want it or not. I enjoyed this activity because we got to work in peers and hear what people have got to say about a statistical investigation we carried out.