The Pt England Way By Ashlee

At Point England Primary/Intermediate we have values and our title for them is called the Point England Way. We have them at Point England School so that we can learn better and be a good school and community. The purpose of it is to help each other get on better and to love and care for one another. The Values are for our attitude our self-being and our knowledge.


We started to do the Point England Way approximately thirteen years ago. Alot of these values are said in assemblies and are called korero. Each value or korero has come across being in assembly more than 5 times for the past thirteen years. We have a quiz to help us remember them each time we remember it we go on to the stage and say it to the school. We also get a principal's award.


The Point England Way affects our learning because it helps us to get up and have positive attitude in all our subjects. Don't get me wrong it also helps us at morning tea and lunch. It helps us with sports and other activities. The Point England Way isn't always for school it is for outside of school too. Even though we're not in school we still have to represent the Point England Way to the community.


Some of the koreros are Tiaki Taonga, Kia Pai Te Kotahi, Purua To Potai. These are our koreros that are translated in Maori and if you don’t know what they mean I will tell you. Tiaki Taonga means to care, for our family community our learning and most of all our school. Kia Pai Te Kotahi means that it is better together. Last but not least is Purua To Potai which means to put your hat on. There are plenty more koreros but I thought that those three should be enough.

How does the Point England Way helps me? The Point England Way helps me when I am at home, school and anywhere. It also helps me when at sports trainings. I am really sure that if anybody learnt the Point England Way it would help them have a great attitude, relate well with others and strive to succeed.

Treaty of Waitangi By Ana

On the 6th of February 1840 in Waitangi, in the Bay of Islands there was a treaty being signed. It was between the Maori people and the British people. There had been British settlers staying New Zealand for some time, but unfortunately some of the immigrants started to act badly. This agreement was made to solve all of their problems and make more peace in the land of New Zealand.

The treaty was written in two different languages which meant two different meanings. When the British signed it, they thought that they would be the leaders over the land. But when the Maori signed, they thought that they were the ones who were going to have power. There was a lot of misunderstanding between the two cultures which lead to wars.

The treaty was written by James Busby, a British representative of the queen and was translated by missionary, John Williams and his son. There were lots of Maori chiefs who didn’t want to sign it, but were convinced and eventually signed. There were three parts to the treaty, Protection, Partnership and Participation. Those three P’s are still characters today in our lives at school and everywhere else.

Welcome to 2014

Welcome to 2014 from Room 20, we are now called Class 4 since our school is in the midst of building at the moment. This is Class 4 for 2014:

2013 Room 20 Year 8 Girls

Bye girls. We will miss you. Good luck for 2014 at college

2013 Room 20 Year 8 Boys + 1

Bye. We will miss you. Good luck for 2014  at college.

"Manners" - Our Manaiakalani Film Festival Entry.

Last term in literacy we were looking at some important people and events in history and the impact they have had on the world. We looked at Martin Luther King and Nelson Mandela, and events such as the Springbok Tour of NZ. A message that came through what we were learning, was that people are equal. We shouldn't discriminate against others just because they are different. We used this as the theme for our rap rewriting the lyrics for the song "Manners" by Chiddy Bang.

Manners Room 20 from Team 5 PES on Vimeo.

Bababababa

There is no one like me

Th-th-there is no one like me, like me

Ma-ma-manners take a second look and you'll see (hey we pretty much amazing)

There is no one like me [x2] (mind your manners)

And all the people should be raising their hands up

Work together make sure that you stand up

I never thought I would be able to shine out   

           But believing in me took away my doubts

Yeah I be keeping it true as long as I could ‘made me feel brand new

Like, like how cool are we

You gotta be like Martin Luther King

Don’t get rejected, be your yourself be accepted

I have dream I can shine like a beam

Of light.  Tell a hater think of better

Don’t put us down but mind your manners

Manners take a second look and you'll see (and you'll see)

There is no one like me (like me)

Th-th-there is no one like me (like me l-l-l-l-like me)

Manners you better reconsider (consider)

Cause you will never do better (do better)

There is no one like me, like me (there's no one like one) (shouts)

(See this is etiquette right here)

Badabababab badabababa (mind your manners)

There is no one like me

Look at Mandela

From South Africa, Was a black lawyer

A surprise WALA And he fought for rights

For equality

Became president, stopped inequality

He helped to show us

How not to be a coward

Their view’s  not true

A stereotype that’s skewed

There’s not any proof

So why not be politeful. Without racism

The world would be delightful

Work hard, you want to make your Mum proud

Everybody is the best let me advise you

Why because I’m feeling incredible

You can achieve anything you set your mind to

I am inspired by people with integrity

People who are honest and speak truthfully

So tell a hater  think better

Don’t put us down but mind your manners!

Manners take a second look and you'll see

There is no one like me

Th-th-there is no one like me

(Mind your manners)

Early on we used this animation Ms Squires found online as the motivation for writing a narrative. It demonstrated really well the structure of a narrative, with an orientation, the building up of events to a climax and then a solution. As it had no dialogue it also illustrated for us how to show emotions, and thoughts through actions and expressions, and to try and use these descriptions in our own writing to make it more effective.

Here is an example written by Setafano and Tevita

The determined boy was dangling from the icy mountain. As he approached the tip of the mountain he pulled himself up with all his might. He was relieved that he had achieved his goal. As he arrived at the main entrance of the dojo, he was shy and cold. All of a sudden a creepy old man opened the door. The man with a penetrating stare glared at the boy,s making the kid scared.  The boys asked if he could come inside, but every time he knocked on the door the mischievous old man told the boy to go away.

The boy felt disappointed, his shoulders and head fell. The second time it happened his mind told him that the master did not want him at the dojo, so he turned and left But then he felt that had to prove himself. So he busted the door down and wanted to have a showdown with him. The master pointed again. This time he saw the sign, “USE THE SIDE ENTRANCE” He felt ashamed when he saw the sign. He was just embarrassed. The End!