Friday, 22 September 2017

koru games reflection

Koru Games Reflection

In the Koru Games the sport I competed in was football

Our team won quite a few games (I can't say exactly how much because I wasn't counting)

I found the experience to be strange because It felt really different with the positions

In terms of working with Individuals and Groups; my solo level is unistructual because it's really hard to do it with different people and I feel more confident with a group of my friends

For Teamwork; my solo level is multistructual because I can work in a small group and respect it

Individuals and groups
I need help to work in a group (with teachers or other students
I can work in a group with my friends.
I can work in a group with anyone in my  year level or team  

I can respond positively to the needs of others
I can reflect on how well I work with the group and seek feedback on how I can improve

I need help to interact with others.

I need help to participate in a team.
I can interact with others one to one.

I can participate in a team.
I can interact with others in a small group.

I can participate and take responsibility in a team.

I can participate and take responsibility in a team and explain my choices in terms of team outcomes.
I can participate in creating healthy teams by taking responsibility and critical action.

Tuesday, 27 June 2017

careers education C.V.

careers education C.V.

In CAREERS EDUCATION we have been learning to write a skills based Curriculum Vitae.

A skills based C.V. focuses more on the skills that we have,  rather than our work history.

Here is a link to our online Modelling Book that shows the process we have followed.

Three things that I have learned about writing a Curriculum Vitae are:

  1.  It needs info about you
  1. You might need to make a bit of a lie
  1. It's not in sentences and sentences 'cause the manager doesn't have the time to read it all

Here is a link to my Skills based Curriculum Vitae. C.V.

Wednesday, 31 May 2017

I can make links across texts by recognising connectives or adverbial clause

I can make links across texts by recognising connectives or adverbial clauses

In this unit learnt what an adverbial clause and conjunction are

A connective is when you add an extra word to connect two simple sentences into one

An adverbial clause is when you add a subject and and it is longer than an adverbial phrase

Here is a link to a compare and contrast map of an adverbial clause and a connective

the assessment task

Sunday, 7 May 2017

visual laguage

Term 1 novel study

Term 1 Novel Study

This term I have been reading and studying the novel dragon keeper.

I found this novel (interesting, ok etc)  because it was full of action and adventurous.

During the novel I had to complete two major assessment tasks. The first is an Explain Map which shows the consequences of a major event in the book. The second was a Describe++ Map (Inference map) which shows I how I have connected prior knowledge and other experiences to what I have been reading to make an inference.

National Standard this covers (delete the ones that are not appropriate)

  • Year 7/8  Standard
    • using several pieces of information to make inferences
      using their prior knowledge, along with information in the text, to interpret abstract ideas, complex plots, and sophisticated themes
    • I can use a range of strategies, such as inferring, to work out more complex words

Tuesday, 2 May 2017

term 1 book review

                        term 1 book review 

The book I enjoyed in term 1 was Ranger's Apprentice. It's about a boy named Will and his teacher Halt and they are both rangers
( Halt is, anyway, otherwise it would called something else like The Rangers or something like that.) People were a little scared of rangers because they think they have arcane powers and they mostly believed that because of their cloaks since they had a pattern that let them blend in with the background. This is a fantasy and adventure book series.
term 1 book review

Wednesday, 12 April 2017

math assessment task

Assessment task: Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes, acknowledging variation and independence.

Question 1:

Show your working and answer here (you may need to add a photo of a tree diagram you frew on your little whiteboard):
Aroha played Delsey and lost and Connie played Beth and also lost so Beth and Delsey went to the finals and Beth won.

Question 2:
Car number plates in the land of Automobile have two letters and two digits. How many different number plates could be made using two letters and two digits?

Show your working and answers here:

Question 3:
Show your working and answer here:
he has a 1/5 chance of catching it

Show your working and answer here:
5x5=25, so he would have 25 combos
What is you next step?
Learn more about combinations so questions are easier to understand

Finally, add the screenshots from the 3 IXL activities you did here:

Activity One
Screenshot 2017-03-14 at 12.17.11 PM.png
Activity Two
Screenshot 2017-03-17 at 10.10.13.png
Activity Three
Screenshot 2017-03-20 at 10.25.32 AM.png

current events term 1

Current Events Term 1

In Current Events I covered these topics:
  • The design of the Halswell Skate Park and I made a submission to the council.
  • Donald Trump’s Refugee Plan
  • Christchurch Earth Memorial
  • The new Ngā Puna Wai Sports Facility
  • The Red Zone and Avon River Regeneration Plan with a submission to the council.

My favourite topic was Halswell skate park because we got to say what we wanted in the skate so it
was great

Here is a link to my learning on the Red Zone and Avon River Regeneration Plan.

The Reading National Standards I have achieved are
    • Year 7 and 8
      • Identifying and resolving issues that come from competing information in texts
        gathering, evaluating, and synthesising information across a small range of texts
      • I can use appropriate skills and technologies to find and use a range of texts for specific purposes