Our Inquiry Learning focus is on establishing and sustaining positive relationships, how we learn and building self-esteem. As part of this unit we will be learning about what we need in order to learn, how the brain works, maintaining positive relationships , Growth Mindset - how we communicate with ourselves and others, how our reactions to a challenging situation affects our learning and the importance of building resilience.
Personal health and physical development –
L2 A4 Personal identity-Identify personal qualities that contribute to a sense of self-worth.
L3 A4 Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth. L3 A1 Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes. Relationships with other people – L2 C3 Interpersonal skills-Express their ideas, needs, wants, and feelings appropriately and listen sensitively to other people and affirm them. L3 Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these.
Students will:
1. Identify and share things that I am good at, positive qualities, things I need support with, things I enjoy. 2. Listen sensitively to others and respond in a positive way to make others feel good.. (Put Ups) 3. Describe how I can help myself to learn. What changes do I need to make to become an effective learner and develop a growth mindset. 4. Set goals and monitor my own progress. 5. Develop an awareness of discrimination and bullying, and be able to identify what to do in challenging situations.
EMOTIONS
As part of our Inquiry we have been discussing the different feelings we can have and about how its okay to have these feelings, whats important is how we respond to our emotions.
We read an awesome story called "Bug in a Vacuum' by Melanie Watt that helped us understand some of these emotions and stages you go through when you are challenged.
We also looked at the characters used in texts and analysed their expressions to infer how they might be feeling. Following this we created our own characters using pastel, vivid and dye. We experimented with different facial features to create these:
Please Remember to only watch the you tube video that is shown, do not click on any other video that may come up at the end unless you have your parents permission!!!!!!!!!!
Here are some things to think about after watching this video.
1. Who is the speaker of this poem and to whom is the poem addressed 2. What message is the speaker giving? 3. What does the poet mean when he writes, “If ye break faith with us who die/ We shall not sleep, though Poppies grow/ In Flanders field”? 4. Who was fighting? 6. Where were they fighting? 7. How many people died? 8. What happened when it rained? 9. How did the poppies get there? 10.Where is Flanders Field?
Listen to the stories below:
This video is a bit sad so you may need a tissue (Mrs Prescott did!!!!)
Sorry some parts are a bit dark you may need to turn the
2018
Brain Made Simple Find out what different parts of the brain do.
2017
wonderopolis - where the wonders of learning never cease! Amazing thought provoking pictures/questions/science ideas
Term One:
Our Inquiry Learning focus is on establishing and sustaining positive relationships, how we learn and building self-esteem. As part of this unit we will be learning about what we need in order to learn, how the brain works, maintaining positive relationships , Growth Mindset - how we communicate with ourselves and others, how our reactions to a challenging situation affects our learning and the importance of building resilience.
Personal health and physical development –
L2 A4 Personal identity-Identify personal qualities that contribute to a sense of self-worth.
L3 A4 Describe how their own feelings, beliefs, and actions, and those of other people, contribute to their personal sense of self-worth.L3 A1 Identify factors that affect personal, physical, social, and emotional growth and develop skills to manage changes.
Relationships with other people –
L2 C3 Interpersonal skills-Express their ideas, needs, wants, and feelings appropriately and listen sensitively to other people and affirm them.
L3 Identify the pressures that can influence interactions with other people and demonstrate basic assertiveness strategies to manage these.
Students will:
1. Identify and share things that I am good at, positive qualities, things I need support with, things I enjoy.
2. Listen sensitively to others and respond in a positive way to make others feel good.. (Put Ups)
3. Describe how I can help myself to learn. What changes do I need to make to become an effective learner and develop a growth mindset.
4. Set goals and monitor my own progress.
5. Develop an awareness of discrimination and bullying, and be able to identify what to do in challenging situations.
EMOTIONS
As part of our Inquiry we have been discussing the different feelings we can have and about how its okay to have these feelings, whats important is how we respond to our emotions.
We read an awesome story called "Bug in a Vacuum' by Melanie Watt that helped us understand some of these emotions and stages you go through when you are challenged.
We also looked at the characters used in texts and analysed their expressions to infer how they might be feeling. Following this we created our own characters using pastel, vivid and dye. We experimented with different facial features to create these:
Wacky Emotion Art Slide Check out our Art
Please Remember to only watch the you tube video that is shown, do not click on any other video that may come up at the end unless you have your parents permission!!!!!!!!!!
ANZACS
TKI- Photographs with discussion questions
Auckland War Museum
Flanders Field Poem
Here are some things to think about after watching this video.
1. Who is the speaker of this poem and to whom is the poem addressed
2. What message is the speaker giving?
3. What does the poet mean when he writes, “If ye break faith with us who die/ We shall not sleep, though Poppies grow/ In Flanders field”?
4. Who was fighting?
6. Where were they fighting?
7. How many people died?
8. What happened when it rained?
9. How did the poppies get there?
10. Where is Flanders Field?
Listen to the stories
below:
This video is a bit sad so you may need a tissue (Mrs Prescott did!!!!)
Sorry some parts are a bit dark you may need to turn the
brightness up on your computer
https://docs.google.com/a/stpatta.co.nz/document/d/1-X-cBVEyyffpkM0iBYxBGgULU3N3RwKOhQuHbGlbrVU/edit?pli=1