Wednesday, 19 June 2019

Matariki Maths

It's the time of year that Matariki is showing in the eastern night sky. We have been learning more about the significance of this astronomical event for Māori during class and with our recent trip to the Carter Observatory.

In Maths we have been using Matariki as a way to learn about shape, time and physics. Today, our kids looked at the '7' (we know now it is 9) whetū(stars) of Matariki. We had a map that was unnamed, using clues and our knowledge around shape we were able to find the names for each whetū.

The 7 stars of Matariki
Can you figure it out?
Next, we move into creating 'something' (kids remember your lids!) that involves physics and time hmmmm... watch this space!

Representing Worser Bay at the Interzones Cross Country

Monday, 17 June 2019

I am a Thinker: Using Digital Technology

We know how important it is to come back to Digital Citizenship. Staying safe online runs through all that we do. We have been exploring our online behaviour. We have asked ourselves would I be comfortable looking at this website with my parents/ teacher? Also would I do this in my normal life?  

We thought about our school value of respect and unpacked what this would  look like when we are online. 

Our Learner Attribute focus this term is "I am a thinker." We have been thinking about thinking as we have discussed our value. We have also worked hard to make our thinking visible. 

Friday, 14 June 2019

Singing on the Bus

On the way to swimming today our bus driver, Kini encouraged us to sing a song. Kini LOVED this. Music and singing enhances Positive Emotions.

When we connect with music it has an impact on our emotions, and is an activity where we can connect with others, revive our energy, and experience greater joy. Music can lift our moods when we are down.

When we want to share good times and celebrate, music is often involved. Music helps people come together and embrace the moment by rejoicing and having fun. When we see other people having a good time it can be contagious and provide a shared emotional experience.

Thursday, 13 June 2019

Apirana Taylor

We had a special visitor at school on Wednesday. Apirana Taylor is a storyteller, an artist, a musician and even a magician! He entertained us with stories and shared many of his instruments that he uses to help tell his stories.

We helped Apirana to recite his poem: 

Eastern Zones Cross Country

Eastern Zones Reflection by Pyrenees

The Eastern Zones course for year fives was three laps of the Scots College field. As we began to run I realised that I had a stitch. During the second lap someone came in front of me and then I went in front of them then we were next to each other. Near the end of the third lap the person in front of me started to slow down so I took this chance to run in front of them so I came 10th. I used perseverance.

Eastern Zones Cross Country (EZCC) by Angus

The starter gun fired and we all started to run. We were bunched up and at the beginning no one could over take each other because there was always a whole group of people in front of us. Then we got to a hill area and a gap opened up in the line. I ran as hard as I could, and managed to get through the gap and move into 17th place. Some kids tried to run past me, but whenever that happened I ran faster and overtook about 5 people. Next there were some bumps in the grass (mini hills, basically) that we had to run over. Then there was a straight area about 30 metres long, and then that was a lap. Loads of people were yelling and cheering as I ran past them as fast as I could. My heart started pounding in my chest, and my legs started getting weary after the second lap. Sweat ran down my neck and my arms pumped through the air. I was in 11th place by then. My sprint slowed down to a jog and 3 people overtook me. My chest started hurting as I ran up a hill, and then my head started hurting. I got up into the bumpy hills area, and by then I felt like I was gonna throw up. I kept jogging until the very end, when 1 more person overtook me and I started sprinting as fast as my tired legs could carry me, but the person going got through into the finish, ending with me in 15th place. I had to use a lot of bravery in the race and afterward I felt proud and sick...

Eastern zones reflection by Zoe
We had to do three laps around the field. The gun went and we started running. I was in the top ten but then I fell back. In both of the first laps I managed to go past at least ten people, but this girl in front of me I just couldn’t get in front of her. On the last lap and last moment I used all my speed and caught up to her. And I came 25 out of more then 40! I used perseverance, zest, and courage to be able to compete in Eastern zones. I was feeling pretty nervous but also extremely exciting.

Wednesday, 12 June 2019

City Gallery Visit: Eva Rothschild Inspired Works

Listening to information, thinking about ideas and responding to Eva Rothschild's artworks.

We were lucky enough to go to the City Gallery on Tuesday followed by an afternoon at Te Papa.  Claire, the educator at the gallery took us through the exhibition by Eva Rothschild, titled Kosmos.
She told us the the artist was inspired for one of the pieces by images from the Hubble Telescope.  The colour palette is that of outer space, changing depending on the angle from which we view it.  We loved walking through it. We were able to make all kinds of connections; to our work in Geometry, as with the Tangrams shown and to our new Inquiry looking into outer space, the Cosmos.

For the workshop we made sculptures which resembled her work, using the techniques of 'stacking' and similar colours (all done with tape) and, our own focused creativity.  Amazing work everybody! And, thanks to the City Gallery for another great experience!

Making Modelling

Sunday, 9 June 2019

A Travelling Tale: Kirill and the Dragon

This is a Travelling Tale: Kirill and the Dragon. It was created by 5 schools from around the world.

Beginning: Grade 2 EAL students: The American International School of Vilnius, Lithuania 

Build Up: Students at Worser Bay School, Wellington, New Zealand 

Problem: Grade 3 The International School Tangankiya, Dar es Salaam, Tanzania, East Africa 

Solution: 2nd grade students Cottonwood Elementary, Andover, Kansas, USA Ending: Grade 5/6: JJ O'Neill Catholic School, Napanee, Ontario, Canada

Amazing global collaboration and story telling!

We used the Story Mountain as a model to our tale. It helps students to brainstorm ideas about characters, setting and key vocabulary. 


As part of our 4 learner attributes we aim to develop connectedness. Travelling tales is a great way for us to connect with our peers and also with students globally.

Dragon by James 

Thursday, 6 June 2019

Te Papa & City Gallery Trip (Māhutonga)

Māhutonga had a great day out in the big city this week. Matariki will follow on Tuesday.

At Te Papa we visited the Mana Whenua and Toi Art Exhibitions.

"I liked the whare, just to sit down and respect our history and ancestors." - Gina 

At the City Gallery, we saw exhibitions of Eva Rothschild and Semiconductor. Afterwards we made some Art with science, as Semiconductor do!

"We started off at the art gallery with a huge structure that you could walk through!" - Solly

Claire from City Gallery introducing us to Eva Rothschild's work.
"It will blow your mind when you see her sculptures. And guess what? The one at the end is an actual curtain! Who knows what is behind it…" Mae S & Sabine

Getting right in to the art of Semiconductor!
"Semiconductor is about sound waves shown in the art of vibrations. The sound waves are caused mostly from eruptions, earthquakes." - Leo
Making art pieces with magnets and UV light
This trip was a fantastic way to not only explore our Inquiry, but also get inspiration for our Arts Celebration, all in one hit. Ka mau te wehi!

Wednesday, 5 June 2019

Designing Pou

Who are the ancestors of Whetūkairangi Pā?  How can we represent them?

We have been looking for inspiration to the stories surrounding us.  Nga Atua Māori, Tane Mahuta. Tangaroa, Tūmatauenga and then those who are partly mythical like Kupe the great navigator and explorer.

Traditionally the Wharenui would be adorned with carvings all around the walls, the Poupou, each representing an important figure to the Iwi.  For our designs we are looking to the carvings of old but also to the new representations like Arnold Manaaki Wilson's work, seen here below.

Here are some of the drawings we are making of Tane and Tūmatauenga.

Friday, 31 May 2019


We’re from the Worser Bay Netball Team and on Wednesday 15th of May we competed against 4 different schools: St Anthony's, Lyall Bay, Holy Cross and St Patrick's School.

We tried our hardest and managed to have fun as well as doing our best. On the first game we were all energised up and ready to play. The first team we played were really good, but so were we. We drew with a score of two. The next game we tried our hardest but lost. Next we played an amazing school and once again lost. On our last game we gathered all our energy and won. We returned back to school, tired and puffed, though we were proud.

Wednesday, 29 May 2019

Māori History

This week we jumped in to a bit of reading and research about the legendary Māori explorer Kupe. With our new Inquiry, Whāia Ngā Whetū (Follow the Stars), we are starting to think about what kind of place Whetūkairangi would've been when Kupe came across it over 800 years ago.

We know how beautiful our view is - now we are wondering what the tāngata whenua might've been thinking about as they gazed out at the same magnificent scene. 
We are also starting to think about things like the staggering distances covered by Māori travellers at that time, in waka hourua, or twin-hulled waka. We watched a fascinating video about Hekenukumai (Hek) Busby, who built a waka hourua and sailed to Rarotonga to recreate a journey like that of Kupe.

Hekenukumai (Hek) Busby - a great leader and tohunga (skilled person)
The most exciting part about all this is the many connections we are making with other learning areas. Not only are we building our understanding of Te Ao and Te Reo Māori, we are also developing our skills in English Literacy - reading, watching and listening to heaps of interesting stuff! There was also a chance to put our character writing skills to good use in describing Hek Busby. There are chances for Mathematics learning around Māori navigation and construction techniques and, the Arts! Don't even get us started on the Arts...

You can watch the video here:

Monday, 27 May 2019


Dr. Fredrickson has been studying positive emotions. Her data reveals that negative emotions, like fear, can close down our ability to function, while positive emotions open us up to possibility, and an increased ability to move forward. 

We are learning what feelings and emotions are, understanding how and why they happen, recognising our own feelings and those of others. We are developing effective ways of managing them. Emotions are an intrinsic part of learning.

We talk about emotions so that students: 
  • understand that there are different emotions (anger, sadness, worry, embarrassment, excitement, happiness, guilt etc)
  • understand that emotions vary in intensity from mild to strong
  • understand that emotions are triggered by thoughts and situations
  • able to identify emotions in self and others
  • able to express emotions and take steps to cope with negative emotions.

We have been unpacking the the meaning of the emotion, awe. 

We are appreciating and sketching the beautiful view at school! We feel awe. 
Awe by Evie  
Awe is part of the word Awesome. It is linked to happiness and when you see something that you really like. For example, I felt awe when I was walking along the street when I saw a seal fighting with a octopus in the sea. They were fighting for fish. We walked along the wharf and then they somewhere in the deep blue sea. Awe is also like a sign of amazement. Another reason for someone to feel awe is when they might see 750,000 dominos fall down on to the floor. I always love to feel awe.

Awe by Nell  
Milly walks closer to the singer. A light glows red and a word appears. AWE. Me!!!! I punch the air and race through the other feelings. You see us feelings live in Milly’s head. When she is feeling sad we send sad. Joy we send joy and Awe, well they send me. I run and push my way through the crowd of feelings to the action room. 
 ‘You're late’ said grumpy. ‘I know. But it is my first time’ he grumbles and I get on the action bed. I breath in slowly and I open my mouth, close it, say stuff like, Wow and Brilliant. I pretend to be speechless and then... it’s over. The singer is finished the action bed stops lighting up, the board now says sadness, and I know why. Why couldn’t I be sad or happy or even confusion. Sadness runs in and I get of the bed. I walk out of the room to be greeted by confusion. ‘Hey, morning good, day lovely. Matter what Awe?’ ‘Hi, confusion. It is a nice day. I am fine.’ I lie. Thats another feeling I could have been. Milly lies a lot. I walk through the crowd, and to my house. Better luck next time Awe. I tell myself. For once I am not feeling as awesome as I should be.

Awe by Nela 
Awe is a feeling, something you only experience once in a while. You will feel awe when you see something beautiful or something different for example if you saw a beautiful sunset or sunrise you would feel awe. If you saw a beautiful painting you would feel awe. If you went and experienced something amazing you would feel awe, you may recognise it from the word awesome which is more modern but means the same thing. Awesome is more of a word you would use in writing to explain something and awe is more of a feeling but they connect in the same way. Feeling awe is one of my favourite things to feel. It relaxes me, seeing or doing and experiencing something beautiful and amazing will change the way you look at things and put you in a good frame of mind in short, awe is awesome !!!!

What is awe? By Lily 
Awe is a feeling that you get when you see something that gets your mind rolling and turning about that was AWEsome or how do they do that? You have maybe felt awe for yourself when you have done something cool that you felt happy that you did it, or maybe someone did something and you felt GREAT for them. You could also feel it for arts like drama, a play you say thought it was AWEsome,or dance, singing, art or anything that inspires you.

Saturday, 25 May 2019

Our Acceptable Use of Technologies Agreement

Digital Citizenship runs through everything we do. We continuously come back to our Technology Agreement and break down what each part means. Our use of technology principles is to enhance learning, not substitute. It sits inside a whole child, fully balanced curriculum with Positive Education/ Wellbeing at the core.

NetSafe defines a Digital Citizen as someone who:
  • is a confident and capable user of ICT
  • uses technologies to participate in educational, cultural, and economic activities
  • uses and develops critical thinking skills in cyberspace
  • is literate in the language, symbols, and texts of digital technologies
  • is aware of ICT challenges and can manage them effectively
  • uses ICT to relate to others in positive, meaningful ways
  • demonstrates honesty and integrity and ethical behaviour in their use of ICT
  • respects the concepts of privacy and freedom of speech in a digital world
  • contributes and actively promotes the values of digital citizenship.
Positive Health: These students are looking after themselves by looking after their bodies (their backs) while they work together online. We limit the amount of screen time and spend lots of time moving around. 

Positive Relationships: These students are working collaboratively to create. 

Positive Purpose: Our students have been working hard to develop systems to keep the technology safe and charged.

Friday, 24 May 2019

Whāia Ngā Whetū (Follow the Stars)

On Monday we went for a walk to the lookout and we began imagining if all the houses were gone and we went back 700 years. We thought that there would be mostly water because the sea was higher then. Apparently there were three smaller hapū where Roseneath School is now. We thought that the people of Whetūkairangi may have communicated with them using smoke signals.

The whare they lived in were really small, we tried making the outline of our own whare on middle court and quickly realised they were quite small. Matilda felt sorry for the child who had to sleep outside because the 6 beds needed wouldn't fit in her and Charlotte's whare. 

From our introduction to this new inquiry we have a few questions about the people of Whetūkairangi and how they lived:
'How did the Māori that lived here treat injuries?'
'How did they travel by stars if it was a cloudy night?'
'What was an average day like?'
'How did they make clothes?'
'Where did they keep in the food?'
'If they went on long trips in waka, where did they sleep?'

We're curious about where Tara and his ancestors came from, we think it might be somewhere in Polynesia. We think they might have travelled by waka and it would have taken a few hours!

By Chris, Edward, Raffy, Matilda and Charlotte.