Monday, 18 March 2019

"Ka tahi ti"

This term in Kapa Haka we have been learning the chant "Ka tahi ti." 

When Matua Henare explained the meaning to us last week we were immediately able to connect to what we know already about our special native bird population. The chant first refers to one cheeky Pīwakawaka, or Fantail, joining another in harmony. Matua Henare also mentioned that depending on where you are from, a pīwakawaka following you through the forest could be a good omen or a... not so good one...

Here are the words and translation of the chant:

This chant also has connections to the stars, speaking about the careful watch of the stars and the sea. As we already know, our school's site was the perfect perch from which to observe and gain crucial information for planting crops and travelling by sea. We will be thinking more about these connections as the year goes on. Watch this space!

One thing is for certain, Ka tahi ti is an ear-worm of the highest order.

Wednesday, 13 March 2019

Stay Safe! Stay in Control!

Information posted by "Family Zone"

Messages for students:
There are some great people on the internet posting some amazing stuff, but sometimes there are nasty people who post things that try and scare and upset us. We’re all lucky in that we are in control of what we look at and what we don’t. So if you ever see something that seems strange, upsets you or asks you to do something you think is not ok, turn it off and talk to a trusted adult about it.

Our ICT Student Council group made a movie to inform others what to do if you see something that is not ok online. 

Students in the ICT Student Council group will be helping students in Tautoru and Autahi to learn how to use technology. Digital Citizenship will continue to run through everything that we do. 

We helped Tautoru students to get started with their Google Apps accounts. 

Thursday, 7 March 2019

Camp Kaitoke

Camp was a huge success. Our students had an awesome time and challenged themselves in lots of different ways. Camp provided opportunities for students to grow personally, increase their self-confidence, develop a sense of adventure, and enhance their responsibility for their own and others' safety.

Thank you Nye for making this trailer about camp. 

Nikora: The most challenging thing about camp was waking up in the morning and getting out of bed without making a noise. The reason it was so hard was that the bed would creek every time I moved a muscle and my sleeping bag was like a plastic bag in a storm. 
It was 5.30 am I needed to go toilet I reached out for the ladder and fell down it. Then at 10 pm I lost my fun I went to sleep the day is done.

Archie: Camp was really fun because we had to make a hut for all of our friends. We had to use what we found in the bush and we found a rope tied to a big tree what was cut down. We only stayed for one day but the year five and six stayed for two nights and three days. Camp, l love camp. It is just the best.

Nell: “Ok...” began Heather. “Emelia and Nell.” My heart jumped into my mouth. I had to do it so we made our way up to the queue that consisted of 2 people. After 3 minutes of a battle between fear and excitement it was my turn. As I made my way up to the swing passing Emelia who whispered how fun it was. I climbed up the metal ladder and Heather clicked me into the swing with a carabiner and attached me to the rope which would be pulling me higher. As soon as she took the ladder away I knew I couldn’t do it. “I don’t want to do it.” I announced. “What if I just swing you by the legs?” She asked. After giving it some thought I agreed and at first she started small and then ended up giving my rather big pushes. “I want to do it.” I said and so they started pulling me. Higher higher and higher. “Stop” I squeaked a bit over half way. I glanced at the ground about 5 metres bellow me. I tugged at the pin that connected me with the pulling rope and it moved about 2 inches and my trembling hands pulled at the pin again and I swung backwards leaving my stomach behind. After about 1 minute I slowed to a stop and I smiled as I swapped with the person who was behind me in the queue. I had done it.

Ella: The most scariest thing at camp was tree tops it was a bit challenging for me but I did it any way. It was scary at first and when I kept on going I lost some of my fear, which was kind of good!
When the bus was driving us to camp, I was really looking forward to cabins, kayaking, dinner, lunch, morning tea, and sleeping! I really enjoyed all of the things that I did. I had to use lots of bravery in some things. And some other things were easy. The high swing was scary! We were sleeping in bunk beds💤💤!!! CAMP WAS AWSOME!!!

Wednesday, 27 February 2019

A Community of Inquiry: Why would you/ would not leave a war torn country?

We watched the music video to the Missy Higgins song "Oh Canada." The art from the clip is drawn by children affected by the crisis in the Middle East narrating the story of the Kurdi family, who left Syria heading for Canada.

The clip is sad and stirred some emotions. We had an in depth discussion about refugees and why people might be forced to leave their home country. Our students generated some great questions to begin with. 

As our Inquiry progresses we will be thinking about how we could welcome new people to our community.

Our students discussing the messages from the clip.

We have created rights and responsibilities for respectful discussion:

The process of discussion is both collaborative and critical, requiring each participant to be willing to:
  • offer their own ideas for evaluation
  • build on the ideas of others
  • bring ideas into the inquiry that no other participant has voiced, but which need consideration
  • offer critical evaluations of others' ideas
  • accept critical evaluations of their own ideas
  • at times subsume their own concerns to the process of the group
  • explicitly utilise a range of thinking strategies to refine and advance the inquiry.

What does it feel like to lose your place?

This week in Matariki/Māhutonga we took our 'Where we dance' inquiry to the next stage. After starting off the year thinking about what places are special to us, we have now turned our attention to situations where people might be forced to leave their place or share their places with outsiders.

Bobs in front, Bibs in back

Using a mixture of adventure based learning and drama, we placed our learners in a type of social experiment. For the session there were two distinct groups. The Bibs (named for their additional clothing) were a smaller group who controlled the area under the playground and the "money" (flat cones). The more populous group of Bobs resided in middle court where they controlled the all-important resource - water.

The first phase of the game involved trade. As the Bobs were struggling with the logistical nightmare of transporting water downhill in not-so-fit-for-purpose containers, Bibs were doing the sums and calculating the price they were willing to pay for it. While some Bobs felt they weren't getting a fair deal, most were able to make some profit and felt quite content.
First trade contact

"We had so much water, we didn't know what to do with it" - Cruz

"I traded a whole bucket of water and got nothing!" - Matthias

Unfortunately for the Bobs, all good things come to an end. A sudden drought meant the taps went off and the trading arrangements literally dried up. Drought eventually led to destruction, and the Bobs found themselves detained in a small fraction of the space they had before. Bobs had a chance to buy passage to a safer land - Bibland - but there was no guarantee that they or their whānau would successfully make this treacherous journey over and around the playground. Bobs that were unable to negotiate passage were left with no place and no rights.

Bob detainment camp

"When we were detained I knew we had to get out quickly" - Chris

"They had more money AND water than us, but they still didn't let us in!" - Raffy

"If we were real refugees, would they have been so mean to us?" - Greta

The dangerous journey to.... freedom?

"I felt awful when we didn't have enough money to take our whole family. We lost our identity. Next time I'd save some of the water" - Megan

"It was a fun game but I wish we could play again so I could play a less selfish character" - Gina

"What if that was real life? Now I know we should think carefully about how we treat refugees" - Pippa

"I was a Bib but when we weren't letting them in I felt bad because I realised this is what happens in real life" - Mae A

As this was happening, the Bibs were being faced with another dilemma altogether. How did they feel about Bobs coming to inhabit their special place? What role could Bobs fulfil in Bibland? Were there even enough resources to go around?

"Holding on to the rope was hard! I was confused about my job when I got to Bibland" - Taiga

In carrying out this social experiment game, we were able to start weaving together the threads of what we've looked at in inquiry so far this year - special places, places to dream, tūrangawaewae - with real-life situations faced by people around the world. What does it feel like to lose your place? How can we help those who have lost their place? What attitudes do we have towards sharing our places with outsiders?

What similarities can you see between our game and real-life?

Friday, 22 February 2019


Pepeha is a way of introducing yourself in Māori. It tells people who you are by sharing your connections with the people and places that are important to you. 

We have been learning about why we acknowledge the land before we talk about family and ourselves. 

We have started to create our own pepeha artwork.

By Kate

By Emelie

By Joni

Wednesday, 20 February 2019

Exploring the Blog

Our new Year 4 students have been exploring our Māhutonga/Matariki blog. They have learnt how to make comments on the posts. They have also bookmarked the blog so that they can access it easily. 

Tuesday, 19 February 2019

Tūrangawaewae: Nik and Jenny

Today in Matariki/Māhutonga we started thinking about our tūrangawaewae. This is a Māori concept which translates as “a place to stand.” Your tūrangawaewae includes details such as where you and your ancestors are from as well as the language and culture you identify with.

Conversations around tūrangawaewae can help us learn more about ourselves and our family history. We also made connections to one another through our shared ancestry. We know how diverse and multicultural our community is and this was especially evident today!

Considering we discussed this in our groups today we thought this would be a good opportunity, as new teachers at Worser Bay, to share our tūrangawaewae with you all.

Jenny grew up in mighty South Canterbury, my wider whānau and I enjoy spending as much time as possible in The Catlins (down the very bottom of the South Island). This area is very special to me as it is untouched and there is NO WIFI or TV! My ancestry is Scottish, Irish and English. As a child I went to school for a year in Norfolk, England which gave me an opportunity to meet some of my father’s family for the first time.

Jenny and her 'big' catch

Nik was born and raised in Turanganui-a-kiwa (Gisborne) and feels a deep connection with this area. He is lucky enough to have visited and climbed his maunga (mountain), Hikurangi and when he is home spends as much time as possible at Wainui Beach and the Waimata river.  Nik’s ancestry is Croatian, German and British. While living in Europe he managed to retrace the footsteps of his tūpuna, visiting his family village of Majstrovići.

Nik on the summit of Hikurangi

What is your tūrangawaewae?

Friday, 15 February 2019

Global Play Day 2019

Today we took part in Global Play Day. 

In 2019, 535,690 from 72 nations played. In his TEDx lecture, Peter Gray clearly argues the case that today's kids do not grow up playing and this has negatively impacted them in many ways. It's time we return the gift of play to this generation.

Students were given the provocations:
  • Playing is serious business!
  • Play without rules is war!
  • I get to choose who and what I am when l play.
This morning we put ourselves on a continuum. We were asked the provocation, "Playing is a serious business!"

We were amazed with what the kids came up with...

Yoichi: Play without rules is war depending on the game. play day was fun.

Hanna: I had a fun time on Friday. I wish we could have play day every day. We had so much fun.

Nikora: I don’t really think playing is serious business because games are usually make believe. It depends what game you're playing but playing without rules is not usually bad. I think if you are playing a game that is make believe you can be whatever you want.

Nye: I don’t think that playing is serious because you are usually imagining so nothing seems serious it seems more like fun.

Izar: I played with Toby (the teddy bear) and got him really dirty. I played cops and robbers. I did a walk & talk ( it is when we just walk & talk.)

Nuala: I made a fort with my friends then it fell on us. We made a wolf den and played wolves. Nicola pretended to be a squirrel and Molly, the wolf, chased her. Then she tried to hide in a fort that she found. She didn't fit properly then she discovered that she was in the wolf den and was surrounded by all of the wolves.

Evie: I learnt how to share my toys and other people learnt how to share their toys back.

Eva: Today was a fun day because I played the whole day. I had a good time playing with the pickles and some others. We played Mafia, ditches and cops and robbers. I was surprised that our friend group actually dressed up as boys! There was something interesting about the day and that was that I kind of missed learning things in a normal way.

Kate: I was surprised with all the different games that people played.