New Rotation of intermediates yr7&8 STEAM

 Regardless of whether you’re forewarned or not, your mind is usually whirring with all the things you need to organise to help your new child get sorted. This week is a new rotation of intermediates kids and I will see them online due to Covid lockdown. But to make science interesting I planned few online activities for them to make science interesting. 

Today is the first day, so the day starts with the introduction I introduced myself and gave students an ice breaker. They have to write about themselves like, favourite colour, where are they from, favourite movie etc. That is a good way to communicate with students. Some of them put pictures of their favourite food, favourite movie and we talk about it. We spend 15 mins on Ice breaker activity. Everyone liked it and we start talking with each other.

After that, I introduced my website that we will follow all the time. I instruct them to create a science folder in their drive and share it with me so every time when they will start a new topic in class they will create a new doc in that folder and write on it. This is like a piece of evidence for us to track learning.

Then, we start new topic 1 ie introduction of science. I this lesson we talk about some science facts and science pictures. At the end of the class, I instruct them to start writing blogs on STEAM. 

                ICE BREAKER

Well being in covid delta outbreak

 The SARS-CoV-2 virus that causes COVID-19 has undergone genetic mutations over time as it adapts to humans, leading to the development of new variants of the virus. One of these new variants, the Delta variant, is swiftly becoming the dominant variant globally.

COVID-19 has had a significant impact on how we interact with others, go about our lives, our work, study and many other aspects of our lives. We know that a combination of stress and uncertainty can have significant and wide-reaching impacts on the mental wellbeing of people in New Zealand. People should know it is normal to not feel all right all the time – it’s understandable to feel sad, distressed, worried, confused, anxious or angry during this crisis. Everyone reacts differently to difficult events, and some may find this time more challenging than others. The ways people think, feel and behave are likely to change over time – we all have good days and bad days.

During this time, you may be looking for new or additional ways to help you feel mentally well and get through. Here you can find information on tools to support your own and others’ mental wellbeing and where to get help if you need it.

Keep your usual routines: If you're working from home, stick to your usual mealtimes, bedtimes, etc, as structure helps keep us grounded and calm. 

Don’t overwork: Don't forget to clock off as becoming over-tired or fatigued isn’t going to help your mental wellbeing or your organisation.

Eat well: Choose healthy foods that help boost mental health. Eat plenty of fruits and vegetables; wholegrain bread, rice and pasta; and legumes, such as lentils and chickpeas. Keep sugary, salty and foods high in saturated fats to a minimum. Drink plenty of water to stay hydrated.

Keep active: Even if you don't feel comfortable going to the gym, try to get some exercise. Head outside - garden, go out for a walk or run, but still keep your distance from others. Search the internet for some yoga, Tai Chi or stretch routines, which can also be calming. 

Connect: Keep in touch with family and whānau, friends and workmates. Depending on the COVID-19 situation, and people's health, you may need to keep a physical distance. 

Helping children and young people while they are learning at home.

 The COVID-19 has resulted in schools shut all across the world. Globally, over 1.2 billion children are out of the classroom. As a result, education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms. Research suggests that online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay.

While countries are at different points in their COVID-19 infection rates, worldwide there are currently more than 1.2 billion children in 186 countries affected by school closures due to the pandemic. Routines bring a sense of normality and a feeling of safety for children. This is a stressful time for parents – we are doing our best to ensure home learning doesn’t add to this stress. 

Helping children and young people cope with the changes caused by the COVID-19 (Coronavirus) means providing accurate information, discussing facts without causing undue alarm, and re-establishing routines. You are an important role model for children and young people. Staying calm and enabling time and space to be together with children will help them adjust to this “new normal”.

Children and young people look to adults for guidance on how to react to stressful events. If parents or teachers seem overly worried, children’s and young people’s anxiety may rise. Parents and teachers can reassure children and young people that everyone is working together, from the Prime Minister down, to help people throughout the country stay healthy and to limit the spread of this virus.

Remember, COVID-19 may never come to your place or to your community. If you feel anxious, that’s a normal reaction to the new situation we all face. Children and young people notice when we are anxious. As a parent or teacher think about how your reactions could impact the people around you. Take a quick break if things feel overwhelming, or notice and try some slow breathing, or concentrate on the sounds outside, anything that you know helps. You can express your feelings but base your words on facts and truth, and model how you want children and young people around you to behave.

Your school is helping children continue their learning, in person or online through the alert levels. Keep children and young people engaged in their usual activities and routines as much as is possible. This will support their wellbeing, connection with others and their learning. If you need help with this, contact your school or your local Ministry of Education office.

Mighty Puriri( Supporting yourself and your team)

 Coronavirus: supporting yourself and your team

We know that many of us are worrying about the current situation around coronavirus and how it might affect our lives. We'll likely be working from home for longer periods of time to help keep us all safe during the coronavirus outbreak. Therefore, we must recognise how it may affect our mental health and ensure we are taking care of ourselves and our colleagues.   

1. Maintain a positive work/life balance and encourage your team to do the same 

It's easy to work longer hours and take fewer breaks when working from home. Why not put a reminder in your diary when you plan to finish working? You can also make sure you take at least a 30-minute lunch break. If you can, try to get some fresh air and go for a short walk.  You must look after your own well-being so you can also be there to support your team.   

2. Check in with team members regularly  

Working from home can be isolating; ensure you and your team have regular check-ins virtually. Find an online tool that works for your team whether it's Microsoft Teams, a conference call facility like Skype or by phone. Make sure these regular check-ins are scheduled in advance with your team members: have some daily scheduled chat time with each of them and regular time in the diary as a team.  

3. Establish new ways of working 

Working remotely will require consideration as to how you will deliver work as a team - what collaborative working platforms will be used, how you will communicate and how you support each other through challenges. Some of it might be trial and error so it is also important to think about how you will reflect on what's working and what isn't.  

4. Ask your team to create Wellness Action Plans 

This is an uncertain and worrisome time for many and your team may need additional support. Why not encourage your team to complete a Wellness Action Plan and encourage them to share this with you. If they already have one then it would be helpful to review in light of recent developments and changes. 

5. Take advantage of technology 

Use the MEET link or other communication/collaborative working platforms to connect with colleagues and work together. It's can also be good idea to use a range of technologies so you're not always typing or looking at a screen – switch things up with a telephone call or video call so you can see someone face to face.  

6. Encourage your team to use the support tools available 

Whatever wellbeing support your organisation has available, make sure your team knows about it and how to access it. 

Te manu tukutuku – Māori kites with 9KLe

 

Māori kites are known as manu tukutuku or manu aute. Manu is the word for both bird and kite. Tukutuku refers to the winding out of the line as the kite climbs and aute is a type of bark that could be used to make kites. Kites were seen as connectors between heaven and earth and were often flown at this event, especially on the first day of the New Year.  Kites were often flown at Matariki, but also at other times:

They were used to work out what the gods wanted the people to do. They were a way of sending messages to people far away, both to living people who were far away and people who had died. People had kite flying competitions. They were used to celebrate things, like Matariki. Children played with them.

Kites were flown for recreation, but they also had other purposes. They were used for divination – to gauge whether an attack on an enemy stronghold would be successful or to locate wrongdoers. They were also a means of communication. It is said that when the founding ancestor of Ngāti Porou, Porourangi, died in Whāngārā, on the East Coast, a kite was flown and his brother Tahu, the founding ancestor of Ngāi Tahu, was able to see it from the South Island. Sometimes people would release a kite and follow it, claiming and occupying the place where it landed.

This year yr 9KLe got an opportunity to make kites at Whare Nui with Whaea Ruihia. They participated really well and enjoyed it. They really like to learn new things and were excited to finish their kites.

Materials

The frames of larger kites were usually made from selected lengths of mānuka (tea tree) and split lengths of kareao (supplejack). Smaller children’s kites were made from the stems of toetoe, kākāka (bracken), and various types of rush.

The coverings of large kites were fashioned from bark cloth made from aute until the plant became virtually extinct. Subsequently, raupō (bulrush) leaves or the leaves of ūpoko Tangata (cutty grass) were used. Flying lines known as aho tukutuku were made from a fine twisted cord made from muka, the fibre of the flax leaf.

Decoration

Kites were decorated with feathers, shells, carved faces, and coloured patterns drawn with black or red pigments from charcoal or clay mixed with shark oil. Some kites featured long feather tails known as pūhihi, attached to the lower end or wingtips. Others were decorated with horns, and some had shells held inside a hollow mask that rattled during flight. Some kites had a ring, called a karere (messenger), made of toetoe leaves or wood, which was blown by the wind up the line towards the kite.

Matariki celebration 2021

 Matariki, also known as Māori New Year, is a time for celebration, growth and renewal. It's a chance to get together and remember whānau who have died, share food, tell stories, sing and play music. Matariki is the Māori name for the group of stars also known as the Pleiades or the Seven Sisters. It can be difficult to see Matariki clearly from some parts of the country, so some iwi uses a different star as their signal. The tribes of Whanganui, Taranaki, parts of the Far North, and parts of the South Island recognise the rise of Puanga (Rigel in Orion), which appears around the same time as Matariki. The rise of Matariki in the winter skies above Aotearoa is an important time in the Māori calendar, as it signifies the start of the Māori new year. 

For Māori, astronomy was interwoven into all facets of life. Experts would observe the night sky, charting star and planet movements, the relationship of the stars and planets to the moon and sun, while also noting what was happening on the whenua (land) and in the Moana (ocean), lakes and awa (rivers). All of these celestial star beings were attributed qualities and named accordingly, and their stories were woven into the history of the people. Historically, new year celebrations provided the opportunity for whānau to come together to acknowledge the year gone by, prepare and plan for the year ahead; to celebrate with kai, kōrero, ceremony and entertainment.  For a time, these celebrations were only acknowledged and celebrated by iwi, but at the beginning of the 21st century, a cultural renaissance occurred, making knowledge of this special time of the year an important part of New Zealand’s history. Today, everyone in Aotearoa has the opportunity to celebrate the unique places we live in, show respect for the land we live on, and share and grow together through traditions that continue each year, with the support of kaupapa like the Matariki Festival. 

Matariki is one of the famous festivals celebrated in school. Matariki starts with a dawn ceremony and most of the teachers and students participated in that ceremony. After that, a full week was Matariki week and celebrated by different activities. Such as Matariki quizzes, Kite making, Fashion shows, Food and singing. Teachers and students participated in different activities and enjoyed this week. 

Matariki decoration at Staffroom

                                Matariki Cake for staff lunch

International languages week(ILW) 28 June to 2 July

 International Languages Week is an annual event held in New Zealand to promote language and culture from around the world. Learning an international language encompasses much more than language proficiency. Knowing an international language means knowing about the culture that is the foundation of that language. 

This special week provides an opportunity to showcase, learn, and promote the diverse languages and cultures in our schools, communities, and nation. This year Tamaki school celebrate an international language and this was a very good opportunity for all of the teachers and students to participate and reflects their culture,, traditional and rituals of a country. The week starts with the introduction of different countries that we were celebrating the whole week. Such as India, Sri Lanka, Afghanistan, Colombia, Malaysia, South Korea, South Africa, Egypt, England, Philippines. On the first day, different teachers came and introduced their countries. Then, students from different countries and presented their countries in their own language. It was very beautiful everyone enjoyed it. Moreover, it was a great opportunity for a teacher as well as a student to know about the country and its language. 

I represented India. I prepared a slide show on different languages, cultures and religions of India, along with this, Indians states, food, dresses and marriage rituals. In the end, I planned Indian dance moves for teachers. Everyone really liked dance and participates really well while dancing. 

On Wednesday, we had different countries stalls in the auditorium. Teachers and students brought different things that belong to their country and put them in stall. Different classes visited stalls at different times and enjoyed and appreciated it. On Thursday, we had a shared staff lunch and everyone brought a plate of food that belongs to their country. And on Friday we had an inter-house dance competition with different houses. Students participated really well and enjoyed dance steps and music.

   Cultural stall representing South Africa

                 Malaysia Stall

Indian Stall

       Phillipines Food

                                   Staff lunch  decoration

South Africa dessert