Tangle Explanation

Did you know a tangle has no beginning and no end?  The teachers assigned us a task, this task was to make a class tangle pattern. This tangle pattern would represent our whanau Panuba. Everyone got a piece of paper to contribute to the tangle pattern.

What is a tangle pattern? A tangle pattern is when each person has a piece of pattern to complete to draw a pattern of their own choice. When everyone has finished their pattern you have to connect them all together to create your tangle. But first we had to think out our whole entire process. We started by looking for the right pattern.

First we had to sketch our pattern the pattern that I choice was a original maori pattern. Than we headed straight into outlining it with a fine tipped pen I decided to choose a very dark blue. After we completed this we colored it until we were pleased with the outcome.Once everyone had completed their piece it was time to put them all together.

This collaborative effort resulted in our class class tangle pattern. Which looks so cool on the wall.

My Avatar

I drew this avatar because it represents my house team 

Reading Tasks

The Children’s War

Vocabulary

casualties

telegrams

conscription

morale

plummeted

civilians

despondent

profound

commemorate

Write down any words that you need to find the meaning of

Before reading the text

Read pages 4 and 5 then discuss it with a partner or group.

• How did the title help to prepare you for reading the text?

• Were you surprised to find that it was about children in New Zealand?No because I knew that New Zealand would join because they are supported by the British Empire

The government wanted people to stay positive about the war, even children. It wanted people to see the war as a joint effort – and for those back home to believe that the sacrifices ... to be good for their mothers – and useful. It was their duty to help win the war. They were even encouraged to see themselves as soldiers of the British Empire, just like their fathers at the front.

Why would the government want to influence children’s thinking? So when the children grow up they will be

• What words or ideas help you to understand why this was important?the events of why the kids did it.

• What does “duty” mean to you now? What did it mean then? Duty meant back then is doing your time for your country and “duty” still means the same to me right now.

• How important was being part of the British Empire then? How important is it to us now?

Being apart of it was a big case especially for the men.

Inside the classroom, students spent the day surrounded by maps of the Western Front and photos of Empire heroes. During lessons, they worked their way through the School Journal. Between 1914 and 1918, the Journal contained a lot of material about the war – with one catch: it avoided the unpleasant truth about the soldiers’ experiences. Instead, the war was given a positive spin, with stories of heroism and success.

Turn to a partner.

• Compare the classroom then with your classroom now. What are the main differences?The class has changed because of all the different things that have been happening.

• How would you characterise the School Journal materials now?

• What is your opinion of using the Journal to tell only positive stories about real and terrible events? My opinion is good.

What are the connotations of “with one catch” – is a “catch” usually good or bad?

• What are the connotations of “spin”? Where have you heard this word and in what contexts? Why do you think the writer used these words? What was he implying?

As you read, keep thinking about the connections you’re making with your own lives.

• What do you infer about the role of education in shaping individual and national character?

• What connections can you make between the role of education then and now in relation to New Zealand’s involvement in modern wars?

What does it mean “One in five of them would never come back.”

More information about World War 1

Read about the World War 1 memorials

Research a memorial a bit more and create an information sheet with a picture and labels about the memorial.

Colour Wheel

Colour

Primary Colours

The primary colours are probably the most important colours of them all you have your yellow red and also blue. Without the three primary colours there would be no such thing as colours. Because these three colours mix into other colours. For example your yellow and your red if you mix these two colours it will make an orange. Also if you mix red and blue it will end up as violet.

Secondary Colours

The secondary colours are your oranges violets and your greens these three colours are made up from the three primary colours and that is why they are called secondary colours. As I said the primary mix into one of these three colours.

Tertiary Colours

The tertiary colours are a combination of the secondary and the primary colours. There are six different tertiary colours which  are red-orange, yellow-green,yellow-orange,blue-green, blue violet,and also red-violet. Or it can be made out of two secondaries.

Conclusion

Hopefully this explanation of the primary secondaries and Tertiary colours helped you to understand all the different variety of colours and also how to mix the primary colours to make them into the secondary colours.

Our Swimming Sessions

During the last two weeks we have been going down to the Glen Innes ywca pools in the afternoon to have some swimming lessons. So firstly we head in and go straight to the toilets and change into our togs. We dip into the pool and wait for our first instructions. “First you are going to practise your freestyle” and we did so back and forth we practised our freestyle until the swimming instructor announced that we have to do it non-stop three laps without touching the ground. We all looked eager to see who would complete the challenge that was assigned. One by one we all kicked off the wall and started swimming when we reached half the length of the pool you could see that most of us are dying out already. It was like fighting to survive in the water most of us made the first one but by then our legs were worn out but on we went. Ready to make another lap, arm after arm kick after kick our legs got tired but luckily we made it and still most of us never touched the ground.

We all held onto the wall to have a little rest. “Go! go! go!” the instructor interrupted two by two we left one in each lane. Quarter the way we all felt like giving up but no we couldn’t  we kept on swimming and finally we hit the other end of the pool and than we all floated on the top of the water like boats. “twenty minutes left to go” said the swimming instructor. But twenty minutes was not enough for us.

AFL Writing

On a Wednesday afternoon class five always head to the courts for a little afl session. First our mentor Tim would tell us to have a little warm up game we would approximately warm up or about twenty minutes. Until it was time to learn a new skill this session we would learn the hand ball. You had to hold the footy in front of your belly button area and pretend that your were going to scoop ice cream and smash it onto the tip of the ball and that were the basics of the hand ball.  So then Tim challenged us to see how many you could do with your partner but without looking. All you could hear was the ball hitting the ground drop after drop after drop suddenly Tim interrupted and said that he would make it a bit easier. This time he allowed us to see but still some people kept on dropping it. Tim stopped the activity and on with the next the next skill was learning all the different marks such as the chest mark which is just catching it. The high mark is when you jump to catch the ball.

Also the low mark which is catching the ball near your legs and the next one is the speci mark which is making a diamond in between your hands and catch. Tim announced to us that we would be having another challenge to see if you could catch the ball with the mark that Tim had shouted catch after catch drop after drop the challenge got harder and harder as he shouted different marks as the ball was traveling through the air.

Term 3 Immersion Assemby

-Around the world athletes

       Queentalk.

-Athletes competing in sports.

       - Rhythmic Gymnastics - on stage

- Potato sculpture

- Around the World

   The Immersion Assembly

The first morning back to school and it was off to the hall for the immersion assembly. As we entered the hall we saw all the teachers in their costumes and also on the large projector was the main theme for the term which is Game On. Suddenly Mr Jacobson came out in his mountain bike. Speechless was the reaction from the new entrants. Off he went and up to the microphone and spoke about all the different bikes he had and all the great experiences  he's had with them.  Than he changed the subject to Miss Tito who was on the stage cycling on a bike. Then she introduced us to her weird shoes that had things on the bottom that stuck on to the pedals of the bike so she can't fall off the bike. Then she told us about how long it takes to finish a triathlon, it holds three different challenges first swimming than biking and then running. Than it was time for the first video and act from team 1.

Their movie started off with showing some of th countries that are going to compete for the commonwealth games. Like Canada,New Zealand,Fiji,India,Bahamas,Mozambique and many more countries then a short video of the queen came up she had to evaluate all the different countries that were going to compete. After she had evaluated all the countries she gave a big “GAME ON!”. Then team 1 stood up and gave a big bow as team 2 was getting up on the stage ready for their movie.  Firstly it showed all th different sports that the commonwealth holds like sprinting, boxing, rowing, swimming, rhythmic gymnastics and also other interesting sports. Then on with the movie and it was into some facts about how the games started and the history behind it. Then suddenly another queen popped up and declared that the games were on.

Soon after it was time for team 3 everyone gave a loud cheer as the teachers from team 3 walked up the stage. Firstly Mrs Barks revealed to us that there were going to do an act with a movie about Rhythmic Gymnastics. They danced and they pranced with many different items, the hoola hoop, balls, and long pieces of string with handles on the end. Tumbling and Falling by far team 3’s movie was the most entertaining passing and hitting back and forth to one another. Until they showed a proffesional video of all the different things that the girls do with the four different items. It showed perfected moves and their training had showed off through their performance. The look of trying to keep concentration while doing a frontflip.

During the exit of team 3 the fantastic team 4 came up, each teacher from their team were representing a country and they had to do a challenge which was called potato scalping. They introduced the referee and she pulled out a red card just to show off but suddenly it said that Canada was disqualified. But on with the challenge the referee blew the whistle off they went like mad dogs crafting and twisting and turning then it showed videos of the crowd doing mexican waves trying to encourage all their different teams. After team 4 came up it was off to team 5’s there theme for their movie was about around the world all the five teachers went to different countries far away from New Zealand like Mrs Nua went to spain and showed us photos of all the different experiences she had Miss Clarke went to New York and also showed all her different experiences and Also Mrs Squires who traveled all the way to Chile to see and also went to Peru to see Machu Picchu and Then Ms Paget  went all the way to Atlanta U.S.A .