Term 4 Reading: Identify key facts from explanation texts that we have read

The Ironman reading group, read a journal article called "The Emperor of Peke Peka Bay". It was an article about an emperor penguin that needed to be rescued rehabilitated and then set free again. The students has to research facts on penguins and then present those facts as a stuffed shape. The finished results are pretty creative LI: Use skim and scan reading skills to locate key facts about a text

Term 4 Physical Education Assessment: Athletics and the art of running, jumping and throwing

Term 4 Maths Assessment: Position and Orientation

Learning Intention: Locate positions on a treasure map using the major compass directions.

Phoebe talking about her koromatua

Term 3: Physical Education Asessment

Learning Intention: We are learning to participate in regular physical activity to improve our fitness levels.

Term 3 Art Assessment: Pastel Jigsaw inspired by Warren Pohatu

Learning Intention: To create a piece of visual art that depicts Aotearoa’s native flora and fauna

Success Criteria:

• Replicate and enlarge a small image to become a large image.
• Reproduce similar colors, shades and tones, using pastels.
• Recreate the original artwork.

This is what the student's of A5 completed

This is the original

Term 3 Maths Assessment: Measurement (Time)

Learning Intention: We are learning to tell time using both analogue and digital time.

Phoebe's Speech

Tapa Cloth Video

Learning Intention: We ave been learning to demonstrate geometrical translations in the form of a tapa cloth.

Success Criteria: 

- Show an example of reflection, rotation, translation and tessellation

- Use traditional island designs

- Use traditional colours of a tapa cloth

Te Reo Assessment

Learning Intention: We are learning to understand and use some familiar food vocabulary and recognise and use some sentences often used about food.

Success Criteria:

- I can understand some familiar words about food when I hear them

- I can say some familiar words about food

- I can write some familiar words about food.

SOLO Cause and Effect Map- Courtney and Phoebe

Learning Intention: We are learning to use a cause and effect map to analyse an environmental issue causing harm to a habitat.

Te Puia IMovie- Francis, Courtney, Phoebe and Kate

Learning Intention: We are learning to use the IMovie Ipad app to demonstrate a learning experience we have had.

Cross Country Interview

Cross Country

Learning Intention: Participate in and describe how our body responds to regular and vigorous physical activity in a range of environments.

The Great Debate . . . Green vs. Yellow!

As part of our persuasive writing unit this term, we have been working hard to create persuasive debate arguments for our given colour.  In this debate, one team had to persuade us that yellow was better, where the other team was persuading us of green.

Learning Intention:

We are learning to write a persuasive text

Success Criteria:

1. Have at least 3 strong arguments with back up explanations.
2. Use paragraphs to order our arguments
3. Use emotive language

Doppelganger

Wacky Hair Day!!!

Wacky hair day to raise money for the Westpack Chopper.

Phoebes Symmetry

Phoebe- Symmetry

Maori Assessment Term 1- School Haka

Learning Intention- We are learning to perform the school Haka with mana.

Success Criteria- We will know we have met the learning intention when. . . 

• we use distinct actions
• we use correct pronunciation
• we perform with passion and flare

Term 1 SOLO Taxonomy Topic- Living Things

Our focus in term 1 has been on living things. Part of this was looking at the life processes of living things and why these are so important. We focused our time looking at the Tuatara, investigating the living processes that enable them to live their life here in Aotearoa. To do this, we used the MRS GREN acronym: M-ovement, R-eproduction, S-ensitivity, G-rowth, R-espiration, E-xtretion and N-utrition.

SOLO Level	Comment- Courtney and Phoebe
Relational	Girls, your detailed and elaborated explanations are fantastic. Not only have you given ‘because’ statements, but you have then related it back to the Tuatara to give even more explanation. Next Step: To reach extended abstract, I would like to see you making connections with other animals and even perhaps talk about the consequences for the Tuatara is these life processes were not met.