Here is a video of LS1 and LS2 performing a siva to a medley of Samoan songs by Wayno. We had lots of fun learning the meanings behind the different actions and lyrics in the song. Thanks to Mrs Anderson for recording our siva.
As part of our Inquiry focus on “Cultures”, LS1 has explored the art and measina of ‘tatau’ in the Samoan culture. We learnt specifically about Samoan malofie – which is mostly to do with the male pe’a, and the female tattoo the malu. LS1 was quite interested in the legend of how the tatau came to be in Samoa today. We analysed and translated the song ‘Pese O Le Tatau’ by Junior Soqeta in poetry, then each chose a line to illustrate for art. Our illustrations were then put together in the movie below. Enjoy!
This term, Panmure Bridge School’s inquiry topic is : Cultures. As part of exploring this topic, we have been talking about migration and how we came to be in New Zealand. If you visit our classroom, you will be able to read the different migration stories of our families. In addition to writing down our stories, Darius decided to interview his mum, who migrated to New Zealand. Here is the film he made for this task :
This week at Panmure Bridge School is Respect Week! LS1 has made a music video to the song ‘Treat Her Like a Lady’ by The Temptations.This song is about showing respect and kindness to others, especially women, by treating them with care. We can take the phrase “treat her like a lady” as a reminder that we should treat everyone with respect, no matter who they are. Respect is about listening, being kind, and showing others that we value them. We hope you enjoy our video and remember to always show respect to those around you.
For Uike Kātoanga’i ‘o e lea faka-Tonga, LS1 had our own Tongan Language Week assembly. We have been busy researching our different topics about the Kingdom and culture of Tonga. Our work was displayed in the hall as we presented to each other, and sang Tongan songs to celebrate Tongan Language Week. A few of our boys came to school in their traditional Tongan attire, to share their expertise with us. It was a wonderful day of celebrating the Tongan culture. We even got to create our own kiekie in the afternoon, after learning about it from Maunaloa, Easton & Eneasi’s research project.
We have included a video of our assembly aswell as the slideshow of our combined research. Enjoy!
This blog post was written by Valencia on behalf of LS1. Click here to visit Valencia’s blog.
This week, LS1 has been learning about Cook Islands Language Week. We had two tasks to complete related to Cook Islands Language Week. Our first task was to research the Cook Islands.
We had multiple choices; everyone had a different topic. Most people chose sayings and phrases, but for our task, we had to present it on Google Slides, which required ten slides as specified by our teacher.
It was a challenge, but everyone tried their hardest. Each presentation was well-crafted and unique. It was often difficult to find research on our topics.
Our second task involved creating a tivaevae, a cotton bedspread made by Cook Island women. Tivaevae feature flower and insect patterns in two different colors. They are made very carefully and are incredibly beautiful.
While tīvaevae serve a practical purpose, they are also used as decorations and, more importantly, are presented as gifts at significant occasions such as weddings, funerals, pakoti’anga rauru (boy’s hair cutting ceremonies), receptions for church ministers, and, among New Zealand Cook Islanders, 21st birthday parties.
In LS1, we took on a project where we designed floor plans for our dream schools. We started by copying the Scale Measurement slides to guide us. Then, we carefully measured and drew our plans to make sure everything was correct. This task helped us practice our math skills and think creatively about school design. Here is our work. Which design is your favourite?
The Tamaki Cluster Rugby League tournament took place at Point England Reserve on Wednesday, Week 7 of Term 2. Panmure Bridge School had a boys and girls team enter. Watch the video to see how we went! A big thank you to our families for coming to support us.
This blog post was written by Valencia. Click here to read her blog.
The Howick Historical Village
On Thursday, May 16, LS1 and LS2 went to the Howick Historical Village to learn about what people did in the 1850s. Everyone was excited to go because they were so interested in learning about the 1850s.
We had to get to school before 8:30, or we would miss the bus. At 8:15, we had to go up to LS2 to discuss what would happen if it rained and to talk about which group we were in. There were three groups: Group 1, Group 2, and Group 3. After the talk, it was time to go, so everyone walked out in a single line to the bus.
Once we arrived, we had to wait for 5 minutes for the workers or tour guides to open the gate for us. When the gate opened, we stepped off the bus and walked in. I saw houses from the 1850s that were shipped from Panmure, Otahuhu, and Onehunga.
After we walked in, we had to sit down and wait for the tour guides to come and greet us and talk about the history of the Howick Historical Village and the rules. The first rule was no running, and the second rule was DO NOT touch or break anything you are not allowed to touch. Everything looked old and antique.
After the talk, we did our first activity, which was making butter. Once we got into the house, we learned that butter was just made out of cream by mixing and shaking a jar full of cream to create friction. We all had a turn mixing with a churn from the 1850s, and we had to say a rhyme that goes, “Turn, butter, turn; someone’s waiting at the gate, waiting for some butter cake. Turn, butter, turn.” We repeated the rhyme until everyone had a turn.
After that activity, we moved on to our next activity, which was touring the place. When we entered the first house, which was a courtroom, I saw handcuffs the size of a child’s hands and an execution device used to punish prisoners. Then we visited a house filled with many antique items.
Our last activity was building a go-kart. In the 1850s, only boys could build go-karts, but everyone got to build one. A fact I learned during this activity was that in the 1850s, when you were 12 and over, you were considered an adult. One thing I liked about assembling the go-kart was learning new things about how they built them in the 1850s. Another fact I learned was that when you were five years old in the 1850s, you had to do chores, and once you finished them, only the boys could build and ride the go-karts.
