Month: September 2022

Positive Attitude

LI: to design a ‘be positive’ poster to encourage others.

This week for PB4L, we have been learning about the positive attitude, and creating a list of positive words or phrases to encourage yourself and other like positive quotes for others, having these quotes also means having encouragement towards others. Having postitive attitude towards learning allows you to have a good mind-set, respectful to others, and focused. This would give students with their learning and improve on things that they are working on.

One of the quotes that we had was prioritise yourself, as its important to not always think about others but yourself. It also includes focusing on yourself and beliving that you are a great person, instead of judging you from peoples social media posts.

I enjoyed doing this activity because most of these quotes come in handy, and these quotes relate to us when things are going hard.

PB4L | Correct Uniform | Flight Attendant

LI: why it’s important to wear the uniform correctly. 

This week for PB4L, we have been learning about the importance and how it shows that you are ready for work or school, also showing respect, and representing the place you have come from in public, or anywhere.

Seeing the different types of uniforms divides up which people goes to the different group, and it allows everyone to easily identify the people (e.g. if there are two schools who went to the zoo at the same day, and get mixed up, it is easy for adults to divide the group into two, and collect the right students).

I enjoyed doing this activity because it allowed me to  have a better understanding on why its important to wear uniforms correctly.

RFE Poster (International Literacy Day)

LI: to raise awareness of international literacy day.

On the 8th of September, it is the international Literacy Day where everyone around the world celebrates the day and takes their time to acknowledge literacy. Being able to read and writie gives people a huge advantage. Literacy enriches lives, word knowledge and creates opportunities for people to develop skills that will help them provide for themselves and their family.

It is estimated that if people read for 20 minutes everyday, they are seeing 1,800,000 words per school year, whereas people who read books for 5 minutes everyday, are only getting 282,000 words per school year.

I found this activity interesting because it persuades me that reading is important daily, and it builds our vocabulary words each time we read. 

Queen Elizabeth II

LI: to research the reign of the royal family.

Today we have been looking at the history of Queen Elizabeth II. We thought of questions that we had in mind, to research about and get more information into the Royal family. We did this research to give respect to our well honoured Queen who has been in the longest reigning monarch for Britain. Each group looked at her background, example: at what year or age she became the Queen of England.
A new information I have found was how she was only 25 years old when she was crowned as Queen.
I found this activity interesting because it allowed me to get more knowledge on the Royal family, and some interesting facts about Queen Elizabeth. 

Tongan Language Week

LI: to learn about the Tongan culture and traditions and honour the Tongan Language Week.

This week was Tongan Language week, where people share their knowledge about their home country (Tonga). This was also an opportunity for people who were not Tongan, to learn more about the different foods, people, and other knowledge that was passed down by their ancestors. As a group we translated simple words and phrases that we could use. We also wrote the Tongan words for the numbers up to 10.

I enjoyed doing this activity because this activity gave me the opportunnity to educate myself on Tongan traditions and culture. Something I liked about this activity was how there were Tongans who helped me pronounce the different words in the correct way.

Cybersmart | Photoshop or Fake

This week for cybersmart, we have been looking at the effects of media manipulation. Media maniplation is when someone has photoshopped a photo without that persons permission, and have posted it for views, money, and attention. We did this activity to give us an idea of what fake and real photos are.

To help us identify which photos were real or fake, we used image search. This would allow us to find out if the information connected to the image is true. For this create challenge, my partner and I created our own manipulated image, and we chose stonehenge. To make the image realistic we decided to pose in a spot that makes the audience think like we are at the place.

I enjoyed doing this activity because I learned how I can spot which photos are real or fake by using the correct sites.

First Impressions

LI: to describe the first impressions we got of a character and compare them with other characters

We recorded our first impressions of the wolf character from three different texts on the table. Two texts show the wolf as the antagonist and one text shows the wolf as the protagonist. To synthesise our ideas we used our prior knowledge and the new knowledge we gained from reading the text to help us form new ideas. Protagonist is the main character who leads the text, who we see the point of view from (e.g. the three pigs). Antagonist is the character who stands against the protagonist in the story (e.g. the wolf).  

In this task, we wrote an informed comparison from the texts that have different perspectives in the story, to see how the wolf is resembled by looking at the whole table and each character trait we established.

I found this activity helpful because it allowed me to have an understanding of the similaries and the differences between the three different texts. 


Describe the character

LI: to describe a character from a text we have read.

This term we have been looking at the different ways author’s bring characters to life. We thought about where the characters were, what situations they were in, the emotions they may have felt, what might have been going through their minds and how the author used sensory imagery to show us, rather than tell us about personalities and adventures of the characters we were reading about. I have used examples from the text and my own word knowledge to describe the character as seen through the author’s eyes.

To complete this activity, I described the wolves that had been in the 4 texts. I used the illustration from the text to narrate what the wolf is like in each texts. This activity was to build our understanding on characterisation and how authors can use vocabulary to develop a character. Using sensory imagery, we created a descriptive piece of text about the scene and used them in order to give emotion into the scene, making the reader think how we would want them to think.

By reflecting on this activity I can understand how to describe a character with more powerful vocabulary words.

Scene Description

LI: to describe a scene from a text we have read.


We have been exploring the ways writers use words to create mood and atmosphere in a text. I have used my knowledge of different langauge features used to  create mood and atmosphere in this text to help me describe a scene from the text that the character found themselves in. 

To complete this activity, I chose a scene from each text I have read. This reading challenge was to allow us to understand more about how the scenes are built and how authors use a variety of vocabulary to influence the way the audience encounters the different scenes, meaning it gives a well painted picture based on the scene. While describing the scene, we also used sensory imagery to support our thinking of the scene, which expresses how it feels in the that particular state.

I found this activity helpful because I learned how to be more familiar with using advanced vocabulary and sensory imagery to make my text more powerful.