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    • Harakeke Happenings in Term 2
      • We have been a busy hub in Harakeke so far this term! We have been focusing on:*Art - completing portraits either in Picasso style or using foreshortening (optical illusion making some parts of our body look closer than others) *Performance - for our official school opening all students took part in at least one performance, with most students being involved in several, including street dance, guitar, tuned percussion, Chinese dance, World Cafe maths, library activities, singing and many more! We also performed a wide variety of items for our school concert after the official opening.*Creative electives - choosing from a range of activities such as creating dioramas and print making*Language learning: Te Reo Maori and Mandarin*Developing our understanding and performance of our powhiri ceremony *Maths and literacy learning*Music - tuned percussion, singing*Learning conferences: all students spent between 30-45 minutes with one of the Harakeke teachers talking through their three matrices (maths, reading, writing). This discussion then led to the creation of a personal learning treaty (PLT) for each student, including a series of goals chosen by the student, using their matrices to identify their next learning steps. Students then talked through the matrices and their PLT with their parent/s, and these documents have been shared with students and parents so that they can be continually viewed and updated. Now that our art unveiling and school opening  ceremonies are behind us we can move into the more settled part of our term. The learning conferences and creation of PLTs have been extremely useful in helping to inform our planning for the rest of this term. Focus areas for Weeks 5-10:*Maths: Specific skills based work through workshops, Snappers and World Cafe Maths. For information on World Cafe Maths please see our Harakeke blog - scroll down a little way to find an explanation of it. Snapper maths involves short videos we are creating to explain specific skills. To view Snappers we have created thus far please see the ‘Snapper’ link at the top of our Harakeke blog. Our Snappers will not only be about maths skills, they will be created for all learning areas. We have just begun to create them, so there are only a few to begin with...watch this space! Maths will be personalised for all students with workshops, activities and snappers developed for groups of students needing specific instruction or skill development. We are currently spending time showing the students how to use their maths matrix and PLT to identify their next learning steps and then choose particular activities/websites/materials/textbooks to achieve their learning goal. Specific maths areas we will be focusing on: fractions, division and multiplication skills and strategies, problem posing and solving.Below is a collage of Snapper maths work: *Literacy: Matariki module - students are reading and analysing books and information about Matariki (Maori New Year). They share their learning in a variety of ways, including retelling the story orally and in written form. Students will then be researching a range of Maori legends explaining Matariki and presenting their learning in a variety of forms, culminating in a Harakeke video telling the story of Matariki, along with a range of legends. They will then be exploring and researching explanations of the Matariki stars from other countries and cultures. We are also developing our narrative writing skills, including giving and receiving feedback from peers. Students are practicing using their reading and writing matrices and their PLTs to ascertain the particular skills they need to focus on when reading and writing. Creative writing is also an ongoing task for all students. *Inquiry: Students are continuing with their inquiries from last term (such as creating lunch orders made for students by students, exploring 1-1 devices at school and ordering senior literacy resources). These inquiries will be completed by the end of Week 6, with proposals, where necessary, written and presented, and actions taken across the school. For Weeks 7-10 a variety of different inquiry work will then begin, including beginning a travel plan for the school (a group of students investigating how students travel to school, exploring how environmentally friendly our travel habits are to/from school and looking at any actions we can take to increase sustainable and environmentally friendly travel) and exploring our school and its features. Food tech: Amaria Picard will begin working with our school lunches inquiry group to start creating school lunches prepared and cooked by students one day a week. This module will include planning, costing, purchasing, storing and cooking the lunches. Amaria will work with this group for 5 weeks, and then she will start the same module with another group of students. All Yr 4-6 students will complete this food tech module with her by the end of the year.  *Active learners: We will continue to focus on students becoming active, self-directed learners through developing their understanding and use of their matrices and PLTs to inform their learning choices. All students will be directed to continually access and use their matrices to ensure their focus is on their next learning steps in reading, writing and maths. Every Friday students spend an hour reflecting on their learning, reviewing their PLT goals and identifying what they have done to achieve their learning goals. They are also asked to inform teachers of the workshops, Snappers or 1-1 guidance they now need to achieve their learning goals.
      • Accepted from Amesbury Drive School feed
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      • matariki

    • Weekly Wrap Up (T2/W3)
      • Important Dates 25 May : Voting opens for Board of Trustees election 3 June : Teacher Only Day 3 June : Voting Closes for Board of Trustees election 6 June : Queen’s Birthday 13 June : Open Evening for 2017 Enrolment 17 June : Careers Expo 6 July : Music Evening
      • Accepted from WHS news
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      • secondary

        • Wellington High School, Taranaki Street, Mount Cook, Wellington, Wellington City, Wellington, 6011, New Zealand (OpenStreetMap)


    • A response to the Destiny Church: applying Christian ethics in a time of pandemic - Rev Allister Lane
      • <figure class=" sqs-block-image-figure intrinsic " > Last week Brian Tamaki vowed to hold a Destiny service this Sunday in defiance of the decision by the Government to continue the ban on large gatherings under Alert Level 2. Tamaki urged other churches to join him (see Stuff Article). Many of us will have our own instincts in responding to the pandemic, with varying appetites for social controls and government guidelines. So, as well as assessing the risks of the virus, how do we assess how we do ‘the right thing’? What should guide us in whether we side with the opinion of Destiny Church, or not? Christian ethics offer resources for us at this time, to know how best to respond as individuals, as churches, as communities, being attentive to what really matters. Here are five points of Christian ethics for us to consider in how we respond to the pandemic. The sanctity of human life Truth telling Social justice Church Witness in the world Government. Each of these is consider in more detail below as an offering toward a moral framework to help respond well in a time of pandemic. 1. The sanctity of human life. God has shown through scripture and the incarnation of Jesus that human beings have sacred worth. Given this understanding of the inviolable sacredness of human life, there is an imperative for us to protect human life. This value of human life is linked to love of neighbour. In Jesus’ parable of the Good Samaritan, we are invited to consider what this means with regard to responding to the physical health, safety and well-being of the stranger (Luke 10:25-37). In his book Kingdom Ethics, David Gushee states “Love sees with compassion and enters into the situation of persons in bondage.” (David P. Gushee, Kingdom Ethics (Downers Grove: InterVarsity Press, 2016), 204. ) The life and teaching of Jesus has shaped our understanding of prioritizing human health, and influenced the medicine and nursing vocations in caring for the sick, disabled and dying. Because Christians value the sanctity of human life, we strive to minimize any threat that destroys human life. We have all been presented with the evidence of the risks of large gatherings and how they unduly danger the lives and health of our neighbours. 2. Truth telling. A commitment to truthfulness is recognised as a hallmark of humility and forgiveness exercised in Christian discipleship. An openness to recognising the evidence and facing reality, in a way that allows our perceptions to be changed, is necessary in the pursuit of truth and the sharing of truth. We can therefore support the provision of clear and transparent information that offers guidance for making informed decisions. Insofar as the New Zealand Government and Health officials have offered clear and direct guidelines for mitigating the risks of the pandemic by limiting large gatherings, Christians should take this into account. 3. Social justice Scripture shows that human freedom is important to maintain. But human freedom is not ‘individualistic moral authority’ ( Gushee, Kingdom Ethics, 209) , rather it thrives when we live with love toward others by fostering compassionate justice. We must always recognise and advance the freedom of the other. In scripture justice is always ‘from below’, showing consideration and caring for the most vulnerable among us. Justice is only full when it includes justice for those who are the least in society. A pandemic affects everybody, but does not affect everybody equally. Our response must pay special attention therefore to those who are most vulnerable. Covid-19 is particularly dangerous and deadly to those among us who are elderly and have underlying health issues. Christians must therefore have particular regard for these vulnerable people among us. 4. Church Witness in the world Jesus says to his followers “…you will be my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the earth.” (Acts 1:8) The witness of the Church is to point to the person of Jesus as God’s revelation of truth, justice and compassion. What does the Church look and sound like when getting all grouchy and demanding our rights? Civil disobedience can be noble, and has been part of campaigns by Christians for standing up for what is right, but whose interests are we protecting? If we are witnesses to Christ, our actions will align with the interests of the least powerful and influential; we will demonstrate Christ’s love for those who may be otherwise overlooked by society. The Church exists for the sake of the world, and therefore its primary concern is not the preservation of its own internal activity. 5. Government. As part of Christian ethics, the Church must consider what is the ‘right’ relationship to hold with the Government. This needs to be assessed according to the system of government and the particular governing authorities of the time. In scripture we hear the deliberately subversive teaching of Jesus, who stated “render to Caesar the things that are Caesar’s, and to God the things that are God’s” (Mark 12:13-17; Matthew 22:15-22; Luke 20:20-26). Jesus distanced himself from the Roman power structure and tax system that oppressed the poor, and cultivated idolatry. Christians live in a tension that recognises the appropriate role of the governing authorities, while giving ultimate loyalty to God as citizens of heaven (Philippians 3:20). Importantly, the prohibition on large gatherings is not a prohibition of worship. Indeed, most churches are creatively using multiple forms of technology to continue worshipping. Therefore the ban on large gatherings for the sake of the common good is part of the appropriate role of the governing authorities – it is part of ‘the things that are Caesar’s’! Conclusion These five points of Christian ethics are offered to assist us in adequately considering how we best respond to the pandemic. They are guidance for us, as we try to do the right thing. These points are offered as a contribution toward a robust moral framework that helps us assess particular actions, decisions, proposals and priorities. But, we also need to maintain a gracious disposition toward others – especially those immediately around us. Let us not be too quick to condemn. With grace as our guide, we can assume the best in others, discover the way forward together and default to human solidarity – just as Jesus shows us. With thanks for the input of Dr Derek Woodard-Lehman and the group members of the St John’s Daily Devotion Together.
      • Accepted from News - St John's in the City Presbyterian Church by tonytw1
      • Tagged as:
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        • St John's, Willis Street, Te Aro, Wellington, Wellington City, Wellington, 6011, New Zealand (OpenStreetMap)


    • Fisher Funds Two KiwiSaver Cash 4 Schools Scheme
      • Wellington High School can receive a $20 payment from FF2 KS for each new KiwiSaver opened and linked to Wellington High School as well as a donation based on a % of funds invested.  This donation is managed by FF2KS & paid to the nominated school through the year. Click  Click here for the link  for more information on the Cash4Schools scheme. Click here for the Nomination Form  
      • Accepted from WHS news
      • Automatically tagged as:
      • secondary

        • Wellington High School, Taranaki Street, Mount Cook, Wellington, Wellington City, Wellington, 6011, New Zealand (OpenStreetMap)


    • Saturn set to spark Net price war
      • WELLINGTON'S Saturn Communications launches a high-speed Internet service for its residential customers this week that could spark a war with Telecom for broadband market dollars.
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