Camp is a thing we do every year from yr 5 to yr 8 and it is the most 
exiting part of the year! School camp is in 3 more days and we are creating what our school camp would be if we got to choose what we would do, and where it will be
. I did a story with 5 paragraphs, the story had to have 4 things for it, Accommodation, 
food, activities, and how we will earn the 
money. Activities like this embrace my imagination and make me feel like I can do whatever I desire. I understand if you don´t want to read it all it is quite long but I would really appreciate hearing back from you and hearing how I can improve on my learning. 
The Dinosaurs Are Back!
I was eating my breakfast when I heard a loud BOOM. My whole house shook. I ran to the window and gasped.
A T-Rex was stomping down my street!
People were running everywhere. A huge, long-necked dinosaur was nibbling leaves from the trees. Flying dinosaurs swooped over rooftops, screeching loudly. Cars were flipped over, and a lady’s shopping bags went flying into the air.
I grabbed my phone and called my best friend, Kera
“Kera! Dinosaurs are in our street!” I shouted.
“I know!” she whispered. “I’m hiding in my bathroom. I think a raptor is in my garden!”
Just then, I heard a noise downstairs. Crash! My front door creaked open. I held my breath.
Something was inside.
I tiptoed to the stairs and peeked down. A small, green Velociraptor was sniffing around. It knocked over a lamp with its tail. My heart raced. I had to be very quiet.
Creeeak!
The floorboard made a noise under my foot. The raptor’s head shot up. It stared right at me.
I turned and ran! I jumped into my bedroom and slammed the door shut. Bang! Bang! The raptor scratched at the door.
Then—THUD! A huge shadow passed over my window. The T-Rex was back! It bent down and—CHOMP!—the raptor was gone.
Suddenly, helicopters flew overhead. A voice spoke from a loudspeaker:
“Everyone, stay inside! We are taking care of the dinosaurs.”
I sat on my bed, breathing hard. Outside, dinosaurs roared and stomped through the streets.
Then, I heard another noise—a loud, deep growl.
I gulped.
This was just the beginning.
Retell Ranginui Papatuanuku
Task Description: Today I am doing a Ranginui and Papatuanuku task. I had to write about the story of Ranginui and Papatuanuku. i had to read the Ranginui and Papatuanuku artical.
National Flags of NZ
For this activity, LS2 learned about the Treaty of Waitangi and the National Flag of New Zealand. What makes the Treaty of Waitangi so significant for the people of New Zealand? The Treaty of Waitangi, signed in 1840, is a pivotal document that outlines the relationship between Māori, the indigenous people of New Zealand, and the Crown, representing a significant moment in New Zealand’s history. It has three main articles that set out the responsibilities and rights of both parties: the first article grants the Crown sovereignty over New Zealand; the second article guarantees Māori authority over their lands, villages, and tūturu (things that are treasured); and the third article promises Māori the same rights and privileges as British subjects.
Maori Flag:
The design of the maori flag is a koru which symbolises new life, growth, strength and peace, with their colours which are black, white, red and black symbolises potential being.
New Zealand Flag:
The New Zealand flag is a flag with a blue background with a Union Jack in the corner and four red stars with white borders. The blue of the background is intriguing of the blue sea and sky surrounding us, and the stars of the Southern Cross.
United Tribe Flag:
The united tribe flag was adopted as a national flag by a group of rangatira in 1834 and is today more closely associated with the Maori people.
Union Jack Flag:
The Union Flag, or Union Jack, is the national flag of the United Kingdom. It is so called because it combines the crosses of the three countries united under one Sovereign.
28th February 2025
This week has been full on with Literacy testing for our akonga. This gives us a great insight into where we can help our learners achieve their very best. Don’t forget our Student Led Conferences on Wednesday next week (5th March). This will be a learn-from-home day. If you haven’t already, be sure to book your 15-minute appointment on the Skool Loop app. Details for how to do this are on our class site: Room 7 Class Site If you have any issues booking through the app, please let me know and I will book this for you. I will be in touch over the weekend with a reminder. I’m really looking forward to meeting everyone face-to-face.
Congratulations to Harlem for consistently showing her Homai G.I.V.E.S. this week. I know that our class trophy, Tama, will have a great weekend with you and your whanau. We’re looking forward to hearing about it on Monday.
25.Kiwican
Ni hao, reader?
Today in KiwiCan, we’re talking about Positive Communication, as it’s our topic. And for the big T (Theme) is Positive Relationships.
What is Communication? Communication contains speaking respectfully, listening, not talking over others.
What is Positive Communication? Positive communication, is something that should be used frequently towards others, as a great outcome can possibly happen to you. Positive communication is also expressed by sign language, body language and facial expressions. Using positive communication could make someone’s day, or improve their mood, essentially making them happier than they were.
As for the country we learnt about today, it was China. We’ve learnt about various facts about this amazing country. – Their national animal is a Panda. Did you know the colours on the China flag have meanings(?) the yellow stars represent their important leaders, as for the red on their flag, it represents the people. There are 2 republics in China. The currency in China is Chinese Yen. The capital of China is Beijing.
The energiser we participated in during KiwiCan, was ‘Compliment Circle’. In this energiser, we were told to form groups of 5’s, mine had six however but it’s okay. Then after we’ve created groups, we sat down in a circle and in the circle, one person had to stand up and those sitting had to compliment / say something good about that person standing.
After asking questions about the energiser, we moved on to our activity. The activity that was done was Naughts and Crosses. For a better understanding, Naughts and Crosses is like Tic Tac Toe but we had to use ourselves as the X’s and O’s (Girls and Boys) It was challenging but we managed.
Then we did GKQ (General Knowledge Questions), basically we had to form a circle, and the previous winner has to walk to the centre of the circle and choose which direction to start compete with others. If the person competing answers the question before their competition, they’ll be the one in the centre as it carries on until the last person.
Remmeber; In KiwiCan, we don’t play games, we learn new things (Skills), Life skills you can use anywhere any time.
KiwiCan is about learning values.
—
That’s all I believe, thank you for reading!
Research Task Ranginui and Papatūānuku
Task Description: Today I’m doing a Research Task called Ranginui and Papatuanuku. I had to research about ranginui and papatuanuku. I had to read questions and stuff. I had to make a photopea drawing with ranginui and papatuanuku.
All I Said Was
We read a book called All I Said Was….
This is what happened.
A bird came to the boy’s window. They switched places. The boy flew to the beach.
Protected: ENGLISH WAR LETTER
This content is password protected. To view it please enter your password below:
Drawing in Pairs – Health
KIA Ora everybody!
Today I will be talking about what activity my class and I did yesterday.
On the Tuesday of 26th of February, my class and I played a game called “Drawing in pairs”. How you play this game is quite challenging. To play you would need to be in pairs, after being in pairs you and your partner would have to turn back to back, so your backs would need to face each other. You and your partner would have to pick which one is drawing and which one is going to describe the picture given to you by your teacher. After you and your partner have decided who draws and who describes, your teacher will give either you or your partner a picture, but only the person who describes it gets the picture. So you both decided that your partner would be the one who would draw, your partner cannot turn around to look at the picture, they can only listen to your instructions, for example, if the picture is a cat, you cannot say that it is a cannot, you would have to explain how to draw the cat, like “Draw a circle” or “Draw two cones on the side of the circle” etcetera. You and your partner can only look at each other when you/your partner says “finish’.
Everyone’s Taha Whanau was impacted positively for the last round, since the last round was a mix meaning that everyone couldn’t be with their partner from the previous round. Including my Taha Whanau, since I got to play really well with my own friends. The key concepts that were impacted positively was Interpersonal and Inclusiveness. Interpersonal was impacted positively is because of how great everyone interacted with one another, I know that for sure since I heard my classmates describing their pictures to their partners. Inclusiveness, my class and I showed Inclusiveness positively, everyone didn’t say anything about one another when they were paired up, and when someone was left, my teacher told them that they would have to partner up with someone else, and luckily that person came back and didn’t complain when they got partnered up with someone they don’t usually talk to.
FIN – It is one of the key concepts my class and I are learning about, It stands for Fairness, Inclusiveness, and Non-Discrimination. Fairness, my class showed this social justice by not cheating in the game, for example, not looking at each other when waiting for your partner to finish up drawing or when you’re describing the picture you aren’t looking at your partner who is drawing. Inclusiveness, my classmates and I showed this by not trying to complain why partnered up with someone else, it isn’t easy to work with someone you barely know but you and classmates might as well complain since you and your classmates will be stuck with each other for a year or so. Non-Discrimination, my classmates and I didn’t show this when partnered up with other people we barely knew, when a classmate of mine got partnered up with a guy he barely talked to or knew, he didn’t say anything except just try his best, they worked well together when playing the game.
I believe the participation of individuals and groups can impact a class’s Hauora by everyone not letting anyone feel left out this is because, when you or someone else feels left out they would most likely feel despondent, or feel like deserted, like a rose in all white flowers. It is likely to be better to let someone hang out with you or your friend group first before they go and find their own. I believe that if everyone plays fairly, they’ll likely feel contented. Working in an environment that provides friendship and playing fairly would change their perspective, what if they were feeling like they don’t belong in any friend group? By letting them join for a bit until they find one, makes them feel joy since they feel included.
Thank you/Salamat for taking your time to look at my blog post! Have a lovely day!
The Waikato Campaign-Social Studies
Hello everyone.
For this week in social studies we have been learning about the Waikato Campaign and to research on it. Our first task was to watch this video about the history of the Waikato Campaign. These were New Zealand wars. For my task today, I have decided to research Pa. Pa was a base which the Maori’s have made. These were very special because they had a better advantage compared to the British troops. I had a lot of fun researching and finding some interesting facts about the Pa because it was my first time learning about them.
Here is my work for today: Link
Have a great day!
Groups and Patterns
Over the past few weeks, Aotahi kids have been learning about grouping and patterns! We have grouped many different objects into categories like colours, shapes, and items. This week, we moved onto creating a pattern, making a chain with paper and sequencing shapes on paper (which can be seen on the wall in our classroom).
Fun in the Water!
What a fantastic time we had swimming this week! The water was cool, the sun was shining, and the smiles were everywhere. To make it even more exciting, we played music while we swam! The beat kept us moving, and we had so much fun splashing, floating, and enjoying the rhythm. Swimming to music made […]Flit the Fantail and the Flying Flop
This week’s read aloud is Flit the Fantail and the Flying Flop.
Flit’s first flight is a flippy, floppy fail. But Flit’s friends have a clever plan! Can they get him safely back to his nest?
In this story there are many examples of alliteration which is where 2 or more words in a sentence start with the same sound.
You could try some at home eg marvellous Mum,
delightful Dad or amazing Aunty.
There are a number of stories about Flit on Youtube if you would like to watch them.
We have been discussing these words in more detail:
Fidget means to move about restlessly.Flit is bored so he fidgets in his nest.
A ruckus means a big noise. Bit and Bob hear the ruckus Flit is making.
Gaze means to look steadily. As in, ‘Flit gazes high up to the treetops’.
Plummet means to fall sharply down at high speed or to plunge. As in, “Flit plummets into
a puddle’.
Jasper Jones
I’m reading Jasper Jones by Craig Silvey in a group of 8 (Hamish, Stanley, Elina, Pearl, Presley, Eva, Bill).
The exposition of a story is the first few chapters used to explain background information about characters and setting. Here’s my group and I’s thoughts on the opening chapters having a repeating theme of racism show through the setting and characters. Kia ora.
Working in a big group allows everyone to go in-depth and spend time on their specific part. This helps out when we have to go back since even little details that you otherwise could have forgotten are remembered since we are doing one chapter each. At the end of the week I want to be starting my reading log of chapter 6.
English Presentation
In English level 2 we got to choose between 8 novels and I as well as Bill, Stanley, Giorgio, Eva, Preslee, pearl and Elina choose to read Jasper Jones.
The exposition of a novel is the introduction or beginning of a story that reveals important background information.
In my presentation it explains what happened in the opening chapters.
I think the book is very engaging and there seems to be a big plot.
Analysing the opening of Looking for Alibrandi
AS91098 2.1 Written Text(s): We are learning to analyse specified aspect(s) of studied written text(s), supported by evidence.
Our group of Jess, David, Turtle, Jayden, Ethan and Zach and myself have chosen to read the book Looking for Alibrandi because it appealed to us as a group. The exposition is the beginning of the book and all the characters, details and the setting. It often brings forth an incident or problem at the start of the book to make the book seem appealing. We only did the first 4 or 5 chapters so we could include an incident that we thought was fitting and explained the context of the book from the beginning. We each wrote a slide to summarise the beginning context of the novel
Write a brief reflection on how effectively you are working on your novel study and set at least one goal for the next week’s work:
I have read the whole novel and I am working fast through my reading log doing around 2 or 3 chapters each period. Next week I am aiming to do another 15 chapters!
Analysing the Opening of “Looking for Alibrandi”
AS91098 2.1 Written Text(s): We are learning to analyse specified aspect(s) of studied written text(s), supported by evidence.
Jeana, Turtle, David, Ethan, Jayden, Zach and I have chosen to read the novel, ‘Looking for Alibrandi’ by Melina Marchetta because it appealed to all seven of us. The opening or exposition of a novel features characters, details, and the setting. It also reveals significant information that happens at the beginning of a novel to gather the readers attention. We did the first 4-5 chapters so we could include information we thought explained the context of the book from the very beginning. We each wrote a slide to outline the beginning context of the novel.
I am yet to finish reading the novel but am working as fast as possible, doing 1 or 2 chapters each English period. Next week I am aiming to complete the novel.