Te Hiku Film Festival 2020

 

Te Hiku Manaiakalani Outreach 2 Film Festival 2020

Our theme for the movies this year was “Life in Lockdown” The movies have been played on the big screen at the Te Ahu Cinema in Kaitaia on Monday 19 October 2020. This is one of the lucky movies to be chosen from our school. Congratulations to everyone involved in the production of this movie. Please click on the link to view other Te Hiku Film Festival movies. Please enjoy and feel free to leave a positive, thoughtful and helpful comment below for the students.

My name is Rez

WALT: summarise the text in our own words

'My name is Rez' is a graphic novel told by Toby Morris. This story follows a young girl named Rez Gardi. Rez was born in a Kurdish refugee camp in Pakistan and came to New Zealand as a young child, with her family. This graphic novel is a memoir, looking back on her life so far. She is now a successful lawyer, a worker for refugees, and was the 2017 Young New Zealander of the Year.

The beginning shows Rez at her New Zealand school being teased by other students. The story then explains how came to be here. The drawings and captions give the reader some background to the Kurdish people's difficulties, but much of the focus is on Rez's life after arriving in New Zealand.

Let's Learn Spanish!

We have now read up to chapter 15 of our novel 'Refugee' by Alan Gratz and I am thoroughly enjoying it. Each of the characters are well on their journeys to their new destinations, but they each face many challenges ahead. I'm very interested in reading about what happens next.

Our reading task today was to do some research that will help us better understand Isabel and her family. They are from Cuba and Spanish is their first language. We were given four Spanish words, and we had to design a poster that will help others learn some simple Spanish vocabulary. I used google translate to find out what the Spanish words meant in English, and I did this because English is my first language. That gave me a good understanding of each word, and when I re-read some of the chapters dedicated to Isabel, they made sense so I knew they were correct.

I used google slides to make my poster because I wanted to add animations to each part of my poster. If you simply click on my poster below, each area that I have added animations to will appear.

I'd really like to know of any Spanish words that you know. If you are learning Spanish, how are you learning it? Do you enjoy learning different languages?

Design a boat!

Today, my class and I read chapter 10 and 11 in our novel 'Refugee' by Alan Gratz. We have been following the three main characters on their journeys as refugees. Our reading task today relates to Isabel, as her family are escaping Cuba via boat, and are headed to Florida. Some Cuban people call America el norte, which means northern Cuba.

Isabel's family have been working with the Castillo family to build a boat that will make it across the ocean safely, and carry them all from Cuba to America. As the families work together to carry the boat to the shore, they realise everyone is doing the same thing! There are inflatable rafts, canoes made with homemade outriggers, rafts made of inner-tubes tied together, and boats built out of Styrofoam and oil drums.

Our task today is to design a boat, using only materials that we would find laying around. We have to think about the fact that Cubans have been given the green light by Castro Fidel to leave Cuba, so there is no time for shopping, we have to act fast with what we have.

For my boat design, I would be aiming for something simple and easy that I could make at home. I would start by using any wood that I had laying around my property, including the door from my outside lean-to, the wood from my back fence, and the wood that lines the garden, etc. I would create a simple design that would float, keep water out, and hold 4 people. I would make it simple, and use any sealing solutions to fill the gaps in the wood so water didn't leak inside. I would also use wooden panels and make paddles, so that I could steer the boat and keep it moving forward.

What do you think? What would your boat design look like if you were escaping your country?

Character Art

WALT create an image that portrays one of the main characters

Today, our reading task was to use a medium of our choice to create an image that portrays one of the main characters. I decided to choose Isabel because she is my favourite character so far. She is 11 years old and lives in Havana, Cuba in 1994. Isabel is skinny, with brown skin and dark hair. She also has freckles, but I found it challenging to add freckles to her portrait.

First, I found an image online that I thought best portrayed Isabel's features, including her brown skin and dark hair. I copied that image and then used google drawings and the eye dropping tool to create my own image, tracing the one I found online. The two main lines I used were polyline and scribble.

Initially, I had created a young girl that I thought Isabel would look like, until I realised I was thinking about what she would might look like in 2020. In Chapter 1 in the novel 'Refugee', it briefly describes Isabel as having a lot in common with the dirty, lanky kitten she is feeding. After remembering this, I decided to change small details in my image.

Isabel lives in Cuba, in 1994. Her family are poor, and there isn't much money or food in Cuba during this time. The dictator in Cuba was Castro Fidel, and he didn't allow Cuban's to leave the country, nor did he provide the necessary support they needed for day-to-day living. In a following chapter, Isabel goes with her father and grandfather to collect their food rations for the day, and she stands on the corner playing her trumpet in the hopes of earning some pesos. I thought about this for a while, and decided that Isabel's appearance would have been very simple and natural, as there wouldn't have been any luxury items for her to buy. So, I removed her earrings, her blush, and her headband to create a more realistic portrait.

Do you think Isabel would have worn a jacket, like in my picture? Perhaps her family were too poor to afford such clothing, or perhaps the weather conditions meant she didn't need one. What do you think?

Historical People Research!

Our reading task today is to research the three dictators in the novel: Adolf Hitler in Germany, Castro Fidel in Cuba, and Bashar al-Assad in Syria. We are to research and find four facts about each of the dictators, and identify any similarities between the three.

While I was researching the three dictators, I came across some similarities between the three of them. Each of them fought for their country, and served in their country's military. Hitler served in the army during World War 1, and was present for many battles. Castro became the commander in chief of the armed forces, and lead battles prior to his command. Finally, al-Assad served in the military and was pushed through the ranks to become a colonel in just five years.

I also noticed that during their earlier years, both Hitler and Castro were imprisoned for a short time (a few years) due to a failed attempt to overthrow their current government. After their release from prison, they were both successful and rose to power in their own countries. al-Assad on the other hand, was recalled to Syria after his brothers passing, and was quickly and quietly moved to succeed his father as president.

As you can see, I have used google slides to present my research and findings on each of these historical figures. I would be really interested to know if any of these facts are new to you? What did you find most interesting about my research?

Digits & Numbers

Huia Whanau have been learning how to add and subtract large numbers in maths. We have been using our knowledge of place value, and applying it to vertical algorithms. It is really important that we understand the difference between numbers and digits, and recognise that digits can represent different values, depending on their place within the number.

Here is a poster that I made using google slides and screencastify, that explains how digits can have different values within a number. What do you think?

Pack your suitcase!

WALT: create a quality blog post that explains our learning.


Today, I read chapter four of 'Refugee', by Alan Gratz. We have been introduced to the three main characters now; each of them young children, each of them experiencing horrible circumstances, and each of them about to be refugees.

Our literacy task today was to imagine we were leaving our own country. We had to draw or create an image that showed what our suitcase would look like if we were about to become refugees. I chose to use google drawing and png images, to put together a suitcase full of important items. The things I decided to pack in my refugee suitcase are:

My phone and phone charger:
There are so many reasons that make my phone and charger my first item to pack. However, to list only a few, the top reasons are: to stay in contact with family members and friends who may also be escaping New Zealand; to transfer money online so that I can purchase necessities on my journey; to book accommodation (or flights) online so that I have somewhere to sleep at night; and to use google maps for directions so I don't get lost.

My passport:
Escaping New Zealand, and presuming I'm able to fly, I would need my passport as an internationally recognized form of ID, which is why it's my second item packed.

Medicine:
Being a refugee and travelling a lot would out a lot of pressure on my body. I already have a bad back, and I decided that I would need some painkillers and medicine if anything bad happened during my journey. Medicine was the next item I packed in my suitcase.

Money:
Although I have my phone and passport, I would still pack my wallet with any cash I had in it, as well as my eftpos cards, ID, anything I might need to prove who I am along the way.

Toothpaste and toothbrush:
While there are so many hygiene products I would like to pack in my suitcase, I decided to only pack the necessities to keep my suitcase light. I also figured that because I'm travelling and trying to escape New Zealand, there wouldn't be any opportunity for me to shower, so I wouldn't need shampoo and conditioner. Perhaps instead of a bottle of body wash, I could pack a bar of soap, just in case. What do you think?

Clothes:
A few important clothing items would definitely make it to my refugee suitcase! I was thinking that I would need some underwear, a jacket and pants for at night or when it's cold, as well as a few t-shirts and shorts. Being a refugee, I would never know when I would actually have time to change my clothes, but a few light items would be essential for when I was able to stop and freshen up.

Sneakers:
I usually live in jandals or bare feet, but being on the run, I would need some strong, sturdy shoes to keep my feet safe. I would be running, jumping, hiding, climbing, etc. and I would need a good pair of shoes to make sure I didn't step on broken glass or injure myself on my journey.

Chocolate:
The last thing I would pack would be a sneaky bar of chocolate. I know it's probably not the most important item in there, but being a refugee, chocolate would be a luxury I might never experience again. Of all the foods in the world, chocolate would be thing I missed the most.

What do you think of my refugee suitcase? Is there anything else you would add to your suitcase that I haven't put in mine? Is there anything in my suitcase that you wouldn't bother taking?
I'm looking forward to hearing your thoughts!

Country Study - Germany

WALT: create a quality blog post that explains our learning.

This term, Huia Whanau are reading the novel 'Refugee', by Alan Gratz. Our teacher has made the novel available to us online, so we can still read along while we are at home. She has also given us an audio version of each chapter, which I like. We have to decide whether we will read the novel ourselves, or listen to the audio version to support our reading. I have decided to read the novel, and if I get stuck or feel that I need support with pronunciation of names and places, I will listen to the audio.

Today, I read chapter one. Chapter one is about a boy named Josef who is from Germany. Our reading task for today was to complete a country study by researching key information about Germany. We then had to create a poster, video or slide to show our new learning. I chose to create a poster using google slides, as you can see.

There are so many things I learnt during my research. For example, I learnt that Germany has been through a lot as a country, and both their flag and capital cities have been changed multiple times in the past. There is so much history in Germany! I also learnt that most of these changes happened because of Germany's government at the time, and I'm sure that Germany being part of two World Wars, didn't help either.

Did you know, that in 2018, Germany had almost 83 million people living there? That's close to 20 times the size of New Zealand's population! I couldn't imagine living in a country that big! The largest country I've been to is Australia, back when I was little. I would be really interested to know if you know anything about Germany, especially if it's not on my poster! What do you know about Germany? Have you ever been overseas to another country? If so, I'd love to hear about it!

What do you know about ngā atua māori?

Kia Ora koutou,

Huia Whānau have been exploring Te Ao Māori this term, and have participated in a variety of learning experiences surrounding the creation story and ngā atua māori. We started the year with a bus-stop activity that included five sheets of A3 paper, each with their own question. We did this in groups and rotated around each paper, every two minutes. The purpose of this activity was to discover what we already knew about Te Ao Māori before embarking on our learning journey. The driving questions were as follows:

1. What do you know about whakapapa + pepeha?
2. What Te Reo Māori words do you know?
3. What do you know about the creation story?
4. What do you know about tikanga?
5. What do you know about Māori gods?

After identifying our prior knowledge, we took a look at the creation story and re-told it in our own words. Some people worked independently, while others chose to work collaboratively with their classmates. The outcomes varied in mediums, from google drawings to animations on google slides.

We identified some key atua from the creation story, and began to focus on them. Although we felt there were many important characters, including Papatuānuku, Ranginui, and Tāne-Mahuta, we decided to select six, specific atua for our learning: 

• Rongo-mā-tāne, who is the atua of peace and cultivate foods; 
• Māui, who is actually a demi-god and is known for being a trickster; 
• Ruaumoko, the baby of the atua and is still in Papatuānuku's puku, who is the atua of earthquakes and volcanoes; 
• Tumatauenga, who is the atua of man and war; 
• Tāwhirimātea, the blind atua who is guardian of winds and weather; and finally, 
• Tangaroa, kaitiaki of the seas, oceans, and everything that lives underwater. 

After selecting these important atua, we chose specific colours that we wanted to represent each atua. We started a whole-class collaborative art piece, that included each of our six atua, and Ranginui and Papatuanuku on either side of their sons. We had to work together to make sure our colours were the same for each atua, as well as their piupiu, patu, taiaha, korowai, etc. We decided Rongo would be yellow, Maui would be orange, Ruaumoko became purple, and Tu was easy to decide, he is red! We then had Tāwhiri and Tangaroa left and we wanted them to both be blue, so we decided that Tāwhiri would be a light blue because he's our atua of winds, and we then made Tangaroa dark blue because he's our kaitiaki of the ocean. This was a fun activity, and now that we're finished, our collaborative art looks amazing on our classroom wall. It's a true reflection of collaboration and team work.

Finally, we have learnt a waiata to support our learning and understanding. We had the different coloured atua lined up, which made it easier for us to remember who was next in the song. We also had the names, which were also colour-coded, lined up on the board to support us. Our waiata plays along to the same tune as the song "If you're happy and you know it". Each atua has their own action, for example, Rongo-mā-tāne is paki paki - because he's our yellow, happy atua - so we paki paki, or clap, when we sing about him.

We would really like some feedback on our mahi, and we have a few questions for you to think about. What did you already know about ngā atua māori before reading this post? Is there anything you have learnt or found really interesting after reading about our mahi? After reading about our learning in Huia Whānau, which atua do you feel most aligns with yourself, and how you are feeling right now, today?

What does respect look like to you?

Today, Huia Whanau are writing about one of our school values: respect, or kia tika in Te Reo. Respect is a common word that is used a lot in our class and in our kura. It usually means to show regard for, or to hold someone or something in high esteem or honour. For example, many of our tamariki hold their devices in high esteem, so very often we see them holding, carrying and using their devices in a respectful manner.

Respect can be shown in many ways. We can show respect by listening to others when they are speaking, and responding in a polite and considerate manner. We try to communicate in respectful ways, even when we disagree with someone. We use words like, "thank you for sharing" or "please stop, I don't like that". Sometimes this can be challenging when we are feeling angry or frustrated, and takes a lot of energy and concentration to continue to show respect for others. We can also show respect for others by managing ourselves in a way that allows everyone to learn. We can operate in quiet tones, and try to stay focused on our learning the best we can. This means that we are showing respect for ourselves by giving ourselves the best chance to succeed in our own learning, as well as being respectful of the mahi our classmates also have to complete.

Being respectful is important, not only at school, but in every area of our lives. When we are able to practice respect, we are growing and becoming mature, young people with good character.
I'd really like to know, what does respect mean to you?