Panmure Basin Drawing

On Wednesday, the whole of Panmure Bridge School went for a hīkoi around the Panmure Basin. As we walked the full loop, we stoped at different spots to participate in fun activities, discover the local environment, and learn about the creatures that live there. My favourite part was learning about Māori history and the legend of an eight-tailed taniwha named Moko-ika-hiku-waru, who is said to live right under the bridge connecting the two sides of the basin. After arriving back at school, our class used Google Drawings to trace reference images of the new bridge to create digital art of what we think the taniwha looks like, which will be posted on a separate blog. This whole experience was incredibly fun and creative, and I really enjoyed sharing the PBS walk with my friends.

Stretching Sentences

LI : To vary our sentennces length to create pace and impact .

Our group explored the ethical dilemmas faced during the Holocaust. We collaborated by sharing individual perspectives and building upon each other’s ideas to create cohesive final answers. Drawing evidence from class videos, we challenged ourselves to maintain a deep, continuous dialogue. Below are our responses to two pivotal questions regarding bravery and the “fear of the unknown”.

Samoan Language week

For Samoan Language Week, we created a Google Slides presentation with useful phrases in Samoan and English that could be used in everyday school situations. We chose important phrases such as asking to go to the bathroom, borrowing a pen, finding the sickbay, and asking for help with our work. We also used AI to generate images that matched each phrase and made the meaning easier to understand.

While working on this task, I learned more about the Samoan language and how translation can help people communicate and feel more confident. I found it interesting creating images to match the phrases and thinking about how these expressions could be useful for people who are still learning English. This activity helped me appreciate the importance of language and culture, and showed me how communication can help people feel welcomed and included.

Lowest Common Multiple

LI: How to identify multiples of numbers and find the lowest common multiple of two numbers.

In Maths, we have been learning all about the Lowest Common Multiple (LCM). To find the LCM, we first practiced identifying the multiples of different numbers by skip-counting (for example, the multiples of 3 are 3, 6, 9, 12…). Once we mastered listing multiples, we learned how to compare the lists of two different numbers to find the very first, smallest multiple they have in common. For instance, we discovered that when looking at 4 and 6, the lowest multiple they share is 12. This focus helped us understand how numbers connect, which is a super useful skill for solving trickier fraction and division problems later on.

Letter To Grandma

LI: To vary our sentence lengths to create pace and impact .

For our writing task this week, my partners and I created a DLO based on the book The Boy in the Striped Pyjamas. We wrote a letter from Bruno to his Grandmother to show how much he hates his new house at ‘Out-With’ (Auschwitz). In the letter, Bruno explains how much he misses the “warmth” and “light” of his old life in Berlin compared to the gray, gloomy atmosphere of the new house. He also shares his confusion about the thin, tired-looking men in striped clothes he sees from his window and how much he longs to see his Grandmother again.

 

 

Learning Conversation

LI: Understand the difference between perspective and contrast .

For this inquiry task, our group analyzed The Boy in the Striped Pyjamas to evaluate how John Boyne masterfully employs perspective and contrast to establish mood and atmosphere. We explored how the narrative is shaped through a child’s limited lens, creating a unique tension as the reader recognizes the grim reality that the protagonist does not yet understand. By examining the sharp contrast between the characters’ backgrounds and their conflicting life experiences, we gained a deeper appreciation for how the author builds emotional gravity. Collaborating as a group allowed us to challenge our own interpretations and connect more profoundly with the text, ultimately illustrating how specific linguistic choices can manipulate atmosphere and evoke a powerful emotional response from the reader.

Caveman Notes


Last week during our inquiry session, our class delved into the efficient art of “Caveman Note-taking,” a strategy designed to help us strip away unnecessary “filler” words and focus strictly on core information. We practiced this by distilling complex facts into primitive, high-impact phrases, such as “Octopus live rainforest,” “Octopus grab branch,” and “Octopus hide.” Once we mastered the ability to capture essential ideas with Stone Age simplicity, we collaborated with our peers to design an engaging Digital Learning Object (DLO). This project challenged us to become the teachers, creating a resource that guides others through the process of understanding and mastering this streamlined writing style so they can simplify their own note-taking.

Angles DLO

LI: How to know different angles and positions.

Greeting evrybody today I will show you what angles are and identify them. first of all you get a protractor which is like an angle tool. after you put the protactor on the angle if its pointing at 90 degrees that means the angle of the line is 90 degress it’s that easy! made By group 4B.

There are different angles, they all come in different shapes and positions.  For example the right angle goes about 90 degress, we use angles for finding the measurement or length of something just like when we use a protractor. Anyways this lesson was very fun because we all helped each other and we also had lots of knowledge about this lesson now

Reading Measurement scales DLO

LI: Reading Scales on different measuring instruments.

 So for today we are learning how to read scales, reading scales can be very easy and and both hard to . For example we use scales when we have to weigh or get the exact weight or exact measure of what we are weighing.

After learning this lesson the group understanded neatly and it was quite very fun because everyone cooperated and worked together.

But while we we’re working together we had some worries because some of us got the right answer while the others still didn’t get it, and that’s why later on the people who got it they all helped each other to get the correct answers this time.

This lesson was very fun especially when everyone got together and had   hips of fun. 

 

The boy in the striped pyjamas C1

LI: To synthesise your understanding of a text by using varied sentence structures to communicate character, mood, and abstract ideas

This week LS2 has started to read a new book named ‘The boy in the striped pajamas’  . We listen to Chapter one and then after that we created a 10 sentence paragraph based on what we heard. We generated an image on Gemini using the text we wrote for the chapter.