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.

2019 4.2 Projects

  • Posted on: 26 November 2019
  • By: DeborahDunlop

In this project time slot, students are expected to participate and contribute to specific various projects.
Students chose two projects, for example, drama and climb, to attend for four afternoons a week. (See individual projects for specific details.)

2019 Term 4 PLAY based learning.

  • Posted on: 26 November 2019
  • By: DeborahDunlop

Play Based Learning is using play in the classroom to create opportunities for learning. Play can be a scary word but also very exciting. It’s about setting up environments to support children’s natural urges and inquiry. It is not a free for all but an opportunity to play, with support from teachers. Having an opportunity to play is to support kids to be intrinsically motivated, for LAs and parents to see the value in the play, and to help children naturally extend their own learning in their play.

2019 Term 4 Dunedin Camp

  • Posted on: 26 November 2019
  • By: DeborahDunlop

Explain how living things are suited to their particular habitat and how they respond to environmental
changes,

Explore how the groups of living things we have in the world have changed over long periods of time
and appreciate that some living things in New Zealand are quite different from living things in other
areas of the world,

Investigate the components of the solar system, developing an appreciation of the distances between them,

2019 Term 4 The Sexuality Road

  • Posted on: 26 November 2019
  • By: DeborahDunlop

Describe the changes that occur physically, emotionally and socially in both males and females,

Identify strategies to manage situations that will occur during and after puberty,

Identify the components of positive/healthy friendships and relationships,

Identify personal qualities that enhance ones sense of self worth.

Mel's Writing Group t4 2019

  • Posted on: 3 November 2019
  • By: MelFisk

This term we aim to explore the process of writing an informative report. We will start with a research focus on an animal we each choose, (except for Naia, who is researching the constellation Cygnus X-1), then we'll use the notes we took to make a picture plan with detailed content in four categories. We'll use the picture plan to write our report in paragraphs, as well as the introduction and conclusion.
The drafting process will give us a chance to focus on improving surface features like spelling and punctuation before we publish our reports.

Octagons [stage 5B] Maths Group term 4 2019

  • Posted on: 3 November 2019
  • By: MelFisk

We will be working on number knowledge and strategies to consolidate students stage 5 knowledge and strategies with fractions. We will also look to learn to tell time on an analogue clock, as well as revisiting addition and subtraction strategies.
Good skills to practise could include
- practising the times tables facts for 2, 5 and 10
- learning the other times tables
- Read any number to 1000
- Count forward and/or backwards from any number to 1000
- Say the number before and/or after in the range 0-100
- Order numbers to 1000

Paralellograms [stage 5B-5A] Maths Group term 4 2019

  • Posted on: 3 November 2019
  • By: MelFisk

We will be working on number knowledge and strategies to move students from stage 5 (Early Part Whole) to stage 6 (Advanced Part-Whole) in their understandings of fractions and decimals. We are also focused this term on developing understanding of time; units, reading analogue clocks., 24 hour time and time zones..
Good skills to practise could still include...
- practising times table facts for 2, 5 and 10 if not automatic
- learning and practising the other times tables
- Read any number to 1000, 10 000, 1000 000

Arrows [stage 5B] Maths Group term 4 2019

  • Posted on: 31 October 2019
  • By: MelFisk

We will be working on number knowledge and strategies to consolidate students stage 5 knowledge and strategies with fractions. We will also look to learn to tell time on an analogue clock, as well as revisiting addition and subtraction strategies.
Good skills to practise could include
- practising the times tables facts for 2, 5 and 10
- learning the other times tables
- Read any number to 100
- Count forward and/or backwards from any number to 100
- Say the number before and/or after in the range 0-100
- Order numbers to 100

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