Participating and contributing

This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.

Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.

Gateway Careerforce Social Work Work Experience

8 March successful interview with Pat Hopkins and Debbie at Laura Fergusson Trust. Following work experience plan:
19 March
26 march
9 April
16 April
7 May
14 may
21 May
28 may
4 June
11 June
Social Work work experience with Laura Fergusson Trust
177 Montreal Street

Jordyn enrolled in the following Careerforce workbooks to start with:

28521 – Recognise and Describe Response to Vulnerability and Abuse – 5 credits

28529 – Identify the Impact of Culture on Support – 5 credits

Cultural Diversity in Aotearoa NZ HB Tāwhiri 2021

  • Posted on: 2 March 2021
  • By: BonnieDalton

In our community and in our HB alone, we have an increasing amount of whānau who identify with one or more cultures from all around the world.
This year as we cannot connect to our world as we usually would, the tamariki will learn about, appreciate and celebrate the uniqueness of the many cultures within our community. It's important to understand our diverse world, and how to understand other people's cultures and world views. It will also help tamariki feel their culture is being valued and appreciated in our community.


  • Posted on: 1 March 2021
  • By: NadineWalmisley

In HB Moana we are going to do a whole lot of mini investigations/inquiries.

Week 3: How are they going to get all the water into the huge swimming pool in town?
Week 4-6: The Seasons - what are they? How do they happen? Where does the wind come from?

Stage 2 Maths Group 2021

  • Posted on: 1 March 2021
  • By: NadineWalmisley

In term 4 we will continue to work with Numicon. We will work in small groups for four LA guided numeracy sessions each week. We will supplement Numicon activities with elements from the Stage 2 Numeracy Project material to support our learning.

Alongside our small group lessons, we will use Seesaw online activities, games, worksheets and book work for additional activities that support and enhance our learning.

Term 1 Goal 2021

My main goal for 2021 is to complete my SDL project, which is to create a movie-trailer-esque animation for a story I am working on. As of writing this, it is almost half-complete.
NCEA wise, my goals are to complete my two English classes and Geography, and get the credits from them.
I don’t really know enough about the Music class to know if I’ll complete it in a term, and Maths is probably a lost cause. If I get an ‘achieved’ with Maths I’ll be satisfied.

2021 Term 1 Handwriting and punctuation workshops.

  • Posted on: 22 February 2021
  • By: MelvaGill

Workshops needed to support specific skills see below.
In small workshops twice a week work through these skill sets in modelled and independent sentences.

Handwriting group term 2 x weekly

Capital letters workshop
Amber Ava Ben Evie Jia Johnny Juno Kash Leo Lilly Mary Orland

Ben Evie Honor Kash Leo Lilly Mary Orlando Zia?

Sentence structure inclu run ons
Ava Ayla Jia Honor Bella Ben Evie Lilly Mary
Kash Orlando
Tautu. Laura? Zia?

2021 Term 1 Nature Play at Bottle Lake Forest: HB list Melva and Suze

  • Posted on: 22 February 2021
  • By: MelvaGill

We will use the natural environment of Bottle Lake forest to create a safe space for tamariki to stretch themselves, explore, grow, develop skills including problem-solving and personal interaction ones, learn, and build positive co-operative relationships.
these days will encourage the development of tamariki's communication and social skills, self-awareness, and help develop social-emotional learning (SEL) skills.

Engage in play-based learning to develop personal and group skills.

2021 Term 1 Art Melva and Suze HBs

  • Posted on: 22 February 2021
  • By: MelvaGill

Creating art that expresses our feelings about belonging and building whanaungatanga in the HB.

This will include
1)self-portraits in pastel using poems
2)koro created from watercolour paint pictures and black vivids to represent core values
3)hexagons expressing individuality and collective experiences in felt.

Further art work ideas to be added.

Creating art to express ideas about ourselves and our community, using new techniques in art production

2021 Beach Inquiry Term 1 Melva and Suze HBs

  • Posted on: 22 February 2021
  • By: MelvaGill

Working with the School Kit to understand the cause of pollution and our role in this.
Develop and implement a beach clean up day to reflect this new learning.
Share this learning with New Zealand schools as part of the school kit.

this unit will include creating reports that will build developing strengths in
1)Using a scaffold to pre-plan writing, Suze storytelling, Melva hamburger plan from Sheena Cameron Literacy.
2) sentence creation, (incorporating experiences and new learning)
3) compound and complex sentences
4) paragraphing/linking.