Keep Learning
Other content we think you will find interesting
< 1min Read
Learning from the Past to Protect the Future
Room 11 students are learning about how to keep taonga alive by being kaitiaki. Before they could do this, they had to learn about the taonga they are…
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Around the outside and back through the middle
Hands on, modelling, restructuring, and moving materials have all helped Room 1 students to gain an understanding of area and perimeter.
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Making Connections
To be a kaitiaki (guardian) of an environmental area you need to be active and connected to it because the land is a taonga (treasure). But what does …
3 min Read
Keeping Ourselves Safe
Keeping Ourselves Safe is a programme devised by the New Zealand Police. The learning activities are designed to help children keep safe when they mix…
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Unveiling the world of patterns
Room 14 dived into the fascinating world of patterns and relationships in mathematics. Students participated in a range of hands-on and interactive ac…
7 min Read
Telling Stories Through Art
Static images of sea creatures with tangled fishing nets around their fins started Room 12 students thinking about how they could create multimedia ar…
3 min Read
Don’t Burst my Blobble
Blobble Write is an iPad application used by the students in Room 16 to practise and improve their handwriting skills. This fun and interactive tool u…
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Managing Minecraft
Room 3 students know how to work out the area and perimeter of squares and rectangles and their teacher knows how to set a purposeful Minecraft learni…
Wriggly wiggly worms
They squirm, move and wriggle around in the dirt. They might seem gross to some but to us, they are pretty cool for our environment.
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Beyond the Ballot
Are you tired of playing on destroyed sports fields? Do you want cleaner streets and more fresh air? These are some of the policy ideas campaigned in …
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Young Scientists in the Making
The shouts of, “It's a kiwi!” “I saw a piwakawaka in the maze,” “There was a tūi on the flax flower,” were just a few of the excited comments shared w…
