Planning

This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments. Every group member is important – a leader is not the most important person in the group. Everyone plays a role. Consider how groups work together well. What is a successful leader? Are they noticeable? How important is teamwork? Identify communities they participate in = different contexts require different skill sets e.g. online v.s. youth group v.s. family whanau Need to make a connection with every person in their group.
 * Participating and Contributing **
 * What does this mean? **
 *  common interest
 *  learning/celebration/recreation
 *  global? – interactive with global participants
 *  community – involve other schools in challenges
 *  contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.
 *  confidence to participate within new contexts
 *  balancing rights, roles, and responsibilities
 * Big Learning **
 * We are learning to actively participate and contribute positively in our communities and apply leadership qualities. **
 * AO: Social Sciences Level 4 **
 *  Understand how formal and informal groups make decisions that impact on communities

We are learning to be an active participant in a community WEEK 1 WALT Explore concept of community. Venn diagram showing links and relationships between communities. Identify the rights, roles and responsibility they have in those communities. Choose a community to __report__ on. Learning Sequence : 1. Introduce every team member- Make up a name - real life avatar. Teacher to reword. 2. Create tv persona - Character description- students to wite a description of the character. Writing: character description? Literacy Task: Writing an information report - what do you need to include? - discuss purpose and audience, content - Scaffold - create &/or model with class, the first paragraph 3. . Watch an episode of survivor or the apprentice etc – have a discussion about the dynamics/what works & what doesnt/relationships of characters/key competency links to participating and contributing. 4. Discussing scripting – in a reality tv show how much is reality and how much is scripted for entertainment purposes. 5. Introduce structure of reality show - see first page structure. WEEK 2 ** We are learning to actively participate and contribute positively in our communities and apply leadership qualities. **
 * __ Inroduction of Big Learning and Key Competency: __**

We are learning to treat others how we like to be treated ourselves

Co-construct WALT with students.

“The Golden Rule” – do unto others as you would have others do unto you” Discuss with class - What does this mean? Where have they heard this before?

Develop success criteria for WALT. How do we behave in a group setting? Identify expectations of group members.

Logo task: TTV: Thrive to Survive

Create a logo that represents the show. Needs to be a digital image (may have animation). Can use any tool. Consider colour and font.

Requirements: // Language features // Show an increasing understanding of how language features are used for effect within and across texts. – identifies oral, written, and visual features used and recognises and describes their effects – uses a range of oral, written, and visual features to create meaning and effect and to sustain interest
 *  must be digital
 *  screen sized
 *  needs to say TTV: Thrive to Survive
 * Literacy task: Level 4: English **

We are learning to recognise and describe visual features and then use this understanding to create meaning and effect. (Generate success criteria).

Analyse a range of TV logos - consider colour, font, shape. Consider target audience and the author's purpose. Students select a static logo to analyse using pre-prepared criteria. WEEK 3 We are learning to actively participate and contribute positively in our communities and apply leadership qualities.

“Planning/Strategic” – build strategy. Break down task into smaller bits.

We are learning to plan a task by breaking it down into manageable and sequential steps in order to strategise.

Create success criteria with class.

Each group needs to sell as many bandannas as possible. Support team responsible for handing out bandannas and collecting money.
 * Task: Bandanna Week **

Requirements: ** Literacy task: Brainstorming **
 *  Must supply a plan showing steps
 *  Define group roles
 *  Must be sold in school time during breaks (e.g. before and after school, interval and lunch)
 *  Each group is responsible for the money should something happen.
 *  Each group needs to organise a money collection unit - needs to be delivered to teacher at the end of each break.
 * <span style="margin: 0cm 0cm 0pt; mso-list: l3 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Need to provide some advertising material.
 * <span style="margin: 0cm 0cm 0pt; mso-list: l3 level1 lfo4; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Need to have a 'sales pitch' or hook

Look at a variety of planning formats/brainstorming techniques (e.g. visual). Select a brainstorm technique that suits them - plan steps on how to become a leader in a group they are involved in. WEEK 4 “Negotiation/ Compromising” – the art of give and take. Thinking of the bigger picture.

Task: Create a model of a habitat fit for an animal.

Task requirements: Materials available: WEEK 5 “Collaborate/Teamwork’ – social skills – appreciating differences
 * <span style="margin: 0cm 0cm 0pt; mso-list: l7 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Must include as many materials as possible
 * <span style="margin: 0cm 0cm 0pt; mso-list: l7 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Needs to be a scale model (will need to carefully check measurements)
 * <span style="margin: 0cm 0cm 0pt; mso-list: l7 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Think carefully about including entertainment for your animal
 * <span style="margin: 0cm 0cm 0pt; mso-list: l7 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Must hand in group success criteria and full to scale plan end of Tuesday
 * <span style="margin: 0cm 0cm 0pt; mso-list: l7 level1 lfo5; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Negotiate with other groups to gain materials
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Cardboard
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Popsicle Sticks
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Toothpicks
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> String
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Sand
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Glue
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Cello-tape
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Material
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Wallpaper
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Newspaper
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Corrugated card
 * <span style="margin: 0cm 0cm 0pt; mso-list: l5 level1 lfo6; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Cardboard rolls (paper towel roll)

Task: Create or recreate a social dancing/ballroom dance

Teams will be selected by teachers within their class. Need to choose 4 students from each room that will become editors, support crew, camera people and directors. Remaining groups needs to be between 5-8 members in size.

Students either watch an existing ballroom dance (excluding Samba, Waltz and ChaChaCha) or recreate a new one. On Thursday they will share their dance with the syndicate. All group members must dance.

Requirements: “Vision” – visualise success.
 * <span style="margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo7; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> each group member must dance
 * <span style="margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo7; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> each group must have a mix of boys and girls
 * <span style="margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo7; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> need to invent or recreate a ballroom dance (excluding Samba, Waltz and ChaChaCha)
 * <span style="margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo7; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Must last at least 2 minutes in total
 * <span style="margin: 0cm 0cm 0pt; mso-list: l6 level1 lfo7; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;"> Need to hand in preliminary plan on Tuesday and dance name
 * WEEK 6 **

We are learning to be successful in our achievements by visualising our goals.

Task: Wearable Arts Social Dress

Students will design a social dress using only recycled or reused items. Day one - students must hand in a plan with the dress designed. They must also state the materials they will source and use. Day 2 - students will assemble the gown using the resources they have provided. Day 3 - fashion show.

Task requirements:
 * <span style="background: white; color: black; margin: 0cm 0cm 0pt; mso-list: l1 level1 lfo8; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; vertical-align: top;"> Design with labelled resources handed in day 1.
 * <span style="background: white; color: black; margin: 0cm 0cm 0pt; mso-list: l1 level1 lfo8; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; vertical-align: top;"> One group member must model
 * <span style="background: white; color: black; margin: 0cm 0cm 0pt; mso-list: l1 level1 lfo8; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; vertical-align: top;"> All resources and equipment is to be provided by the group (you may ask your teacher for materials from the classroom but this must be done on day 1.
 * <span style="background: white; color: black; margin: 0cm 0cm 0pt; mso-list: l1 level1 lfo8; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; vertical-align: top;"> All group members must participate in the task.
 * <span style="background: white; color: black; margin: 0cm 0cm 0pt; mso-list: l1 level1 lfo8; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt; vertical-align: top;"> Materials must be reused or recycled (except for fastenings)
 * WEEK 7 **
 * “Persistence/Determination” **

We are learning to be persistent and determined when faced with challenging situations.

Groups of 4. 8 judges. 12 camera people. 2 editors. 2 support crew. 2 directors.

Per class 3 camera people and 2 judges, 2 editors Rm 17, 1 support crew Rm 16, 1 support crew from 15, 1 director from 14, 1 director from 15.

Rm 14: 22 Rm 15: 23 Rm 16: 20 Rm 17: 25

Task: Complete Waimaths challenge