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en1001 it's about me ncea level 1

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english

ncea level 1

Expected time to complete work This work will take you about 10–15 hours to complete. You will work towards the following standards: While the work that you do in this booklet will relate to a range of the achievement standards, the focus is on practising a range of English skills and on your thinking about your English learning programme. Contact your teacher soon after you begin to plan your English programme and to select the next work to be sent. In this booklet you will focus on these learning outcomes: •• Practising your reading, writing and viewing skills. •• Thinking about your strengths in English. •• Thinking about where you might need some support in English. •• Thinking about your English learning programme – what interests you and what you wish to achieve this year. •• Making contact with your teacher to plan and begin your English learning programme. •• Setting up your personal reading response journal. •• Setting up a writing folio. You may begin to work towards some assessment standards.

Copyright © 2011 Board of Trustees of Te Aho o Te Kura Pounamu, Private Bag 39992, Wellington Mail Centre, Lower Hutt 5045, New Zealand. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means without the written permission of Te Aho o Te Kura Pounamu.

© te aho o te kura pounamu


contents 1

Introducing yourself

2

Hikoi

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Tiki Taane's hikoi

4

Designing your own symbol

5

Challenges along the way

6

A picture paints a thousand words

7

Writing your journey

8

Before you sail away

9

Answer guide

Self-assessment

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how to do the work When you see: 1A

Complete the activity.

Check your answers.

Use the CD/DVD.

Contact your teacher.

Use the toolbox.

You will need: •• EN1001 – It’s About Me •• EN1000D (CD-ROM) •• EN1000DV (DVD) •• EN1000CA – Course and assessment guide Resource overview In this module, you will practise reading, writing, viewing and presenting skills. By the end, you should have planned your English learning programme for at least the next term. You may work through the tasks in the module in any order. If you have already done similar tasks at another school during the year, you may attach them. There are no formal final (summative) assessments in this module. Please contact your teacher (email, write or telephone) and talk about what you want to achieve this year, what theme study and assessment standards you wish to begin first.

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introducing yourself learning intention 1

In this lesson you will share information about yourself and your learning journey.

introduction E rere kau mai te awa nui nei Mai i te kāhui maunga ki Tangaroa Ko au te awa Ko te awa ko au

The river flows From the mountain to the sea I am the river The river is me

(Pepeha from the Whanganui) Welcome to Te Aho O Te Kura Pounamu English. We are pleased to be a part of your learning journey and wish to help you navigate your course. An important part of any journey is ‘setting sail’ – setting a direction and making sure you stay on course. Good planning is crucial if you are to make your destination. Think about: •• Where am I now? (What is important to me now? What do I like and dislike?) •• Where am I heading? (What are my plans? What do I want to achieve in the future?) bigstock.com

•• How am I going to get there? (What do I need to have or to do if I am to get to my destination?)

Your teacher can help you plan your learning journey. The following activities are designed for you to share information about yourself. Your teacher will be interested in learning about who you are, your interests and beliefs and your dreams and plans for the future. You can use the following three tasks or some other way of communicating your answers. Attach your own work to this page. bigstock.com

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introducing yourself

1A

This activity is focused on communicating information about you at the moment, at the beginning of your English learning journey with us. Biography poem 1. Use the following template to write a poem about you. It is a useful way of focusing on what is important to you. 2. Write this on your own paper or on the computer. Line 1– First name only Line 2 – Four adjectives that describe yourself Line 3 – Brother/sister or son/daughter of … Line 4 – Lover of … (three people, places, or things) Line 5 – Who feels (three things) Line 6 – Who needs (three things) Line 7 – Who gives (three things) Line 8 – Who fears (three things) Line 9 – Who would like to (three things) Line 10 – Resident of (your city and district) iStockphoto.com

Line 11 – Last name only Here is an example: Beth Kind, funny, hard-working, loving Sister of Amy Lover of computers, friends, and Harry Potter books

Who feels excited when she travels, sad when she watches the news, and happy when she opens a new book Who needs people, books, and computers Who gives help to family, smiles to her children and letters to family and friends Who fears war, hunger, and bad days Who would like to visit the pyramids in Egypt, get fit, and read on the beach in Hawaii Resident of Auckland Brown 1B

This activity is focused on your journey so far and where you see it heading in the future. Use your own paper to brainstorm your thinking about your learning journey – where you are now, where you are heading and how you might get there.

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1C

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introducing yourself

Draw a map of your journey. Your map might look something like this.

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2

hikoi learning intention 2

In this lesson you will continue to reflect on and illustrate your journey – who you are, where you come from, and where you are going to.

introduction

No matter how uneventful or boring we think our lives have been, we have all been on a journey. In many cultures, your roots, or where you and your ancestors have come from are incredibly important. In Māori and Pacific cultures, one cannot make sense of the present (i.e. what is happening now) or of one’s future (i.e. where you would like your life to head) without understanding where you have come from. Tiki Taane, the former front-man for Salmonella Dub and now a successful solo artist (‘Always on my Mind’ from his album Past, Present, Future reached Number 1 in the charts), and his best friend, P Digsss (singer for drum ‘n’ bass band, Shapeshifter), travelled to Rarotonga to connect with their roots. Watch this DVD of self-discovery or whakapuaki (awakening). You will find this on the EN1000DV. Use the DVD.

hikoi

Uekaha Taane Tikorau (Tiki’s Dad) describes the journey the Tainui waka made from Ngatangiia in Rarotonga to Whangaparāoa in Eastern Bay of Plenty, west to the Coromandel Peninsula, across to Tamaki and modern-day Auckland, Kaipara Harbour then down the west coast of the North Island to Mokau before their final resting-place at Kawhia. Uekaha says of Kawhia: ’This is where all my bones are.’ 2A

On the map below, plot your own ‘journey’ throughout New Zealand. You may not have moved around much, so you may have to ask your guardian or a relative to give you more information. •• Draw an arrow from each important place and write a sentence or two about why it is important to you and your family. See the example below. •• Many of you will have come to New Zealand from overseas. Jot down these places in the ‘Far Far Away’ box! This mapping will help you reflect on your journey.

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far far away WhangaparÄ oa: First landing site of the Tainui waka.

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tiki taane’s hikoi learning intention 3

In this lesson you will assess how important support from others, including whānau, is on a learning journey.

introduction

As you move through life, you are the person who makes the final choices for you but support from others is important at times. It may be a variety of people who help you to find a pathway in life – a parent, family member, friend, teacher, minister or neighbour. For Tiki Taane, family or whānau emerges as the most important part of his life. Replay the DVD about Tiki Taane before you begin to answer the following questions. Answer these short questions before we embark on our next activity. 3A

1. Why was Tiki’s first visit to Rarotonga in 2004 so important to him?

2. What happens to Tiki’s relationship with his Dad, Uehaka, after the trip to Rarotonga?

3. P. Digsss is a Rarotongan New Zealander who is very proud of his heritage. He is especially proud of his name, Paora Apera. Why is that?

Check your answers.

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designing your own symbol learning intention 4

In this lesson you will create a visual representation that tells the viewer who you are and where you have come from.

introduction

ta moko

Tiki Taane’s and Paora Apera both have tattoos. In Māori and Pacific cultures, tattoos (ta moko in Māori) are taonga, or treasures, that have been used to tell the story of a person’s life and their ancestors. Before the introduction of writing, it was an important form of personal identification and source of whakapapa (the tracing and telling of the layers of the past). Moko often signified a higher status as it showed a person’s descent or ancestry; if you were descended from a great chief, it showed in your moko. It could also show that you have passed from child to adulthood. Nowadays, the designs of Māori and Pasifika tattoos can be found around the world, something that concerns many Māori; after all, ta moko is not merely decoration. 4A

Design an armband or suitable moko design for yourself. Use your own paper for your design and attach it to this page. If you have links to another culture that has other symbols (e.g. coat of arms or Celtic symbols) you may choose to design this symbol.

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designing your own symbol

These designs could also be used to decorate a t-shirt or cushion. It could include these things: •• Your family background/history •• Your family or tribe •• Your lifestyle •• An important step in your life •• what you want to become in the future •• Something you like •• Something that makes you special •• Colour

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Here are some traditional designs or motifs that you may have seen.

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designing your own symbol

Some moko included references to the sun, moon, stars and fire. Others depict the waves (ngaru) as symbols of their waka and its speed. You may also have seen koru designs which may have symbolised new life and growth or even strength. 4B

Why did you choose your design and what does it say about you? Describe the symbols that you have used and what they represent:

Your teacher will be interested in reading your response.

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5

challenges along the way learning intention 5

In this lesson you will investigate challenges that some New Zealanders have faced on their learning journeys and plan how you might overcome challenges that you face.

introduction

A voyage can take lots of twists and turns before you reach your destination. There are often many challenges. Read the following extracts about a successful New Zealander who faced some challenges to gain literacy at school.

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5A

michael marquet background Michael Marquet left school illiterate at 15, unable even to spell his own name. Today the 37-year-old owns a string of homes and is well on track to his goal of retiring a wealthy man when he is 40. He has written two books on his struggle on overcoming illiteracy. One has won a UNESCO award. In reality Michael Marquet’s life has been one long challenge, his battles in overcoming illiteracy only won with the aid of dogged determination, willpower and self belief, qualities he found in himself after suffering literally years of utter failure, frustration and loneliness. As a child Michael suffered from severe speech problems. Apart from his family, no one could understand the little boy. No matter how many doctors and psychologists the family visited, no one was able to either diagnose or cure the problem.

michael’s feelings Michael was left shut in his own shell of frustration. He was held back at pre-school and started school late, at nearly seven. After six months in a normal class, Michael was transferred to the special classrooms where he would spend the remainder of his school years.

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‘Emotionally I just felt there was no place for me in life,’ says Michael. ’Every time I opened my mouth I expected people to laugh at me.’ Michael remembers many times at school when the fragile confidence he had managed to build up would seep away into the floor as he was made fun of by others. Compounding his verbal communication difficulties, Michael could not learn how to read or write. ’I was kind of dormant really. I was failing more than succeeding. Frustration levels would build up inside me and at times I felt like a wild animal. After a while you just grow into that type of environment. You feel dumb. You feel retarded. You feel like a vegetable.’

running –the beginning of hope Worried about his son’s growing isolation and unhappiness, Harry Marquet suggested Michael start running with him when he was eleven. From a few miles a day, the father and son were soon pounding the local pavements, 60 to 80 miles a week. Life began to take on a sense of hope as Michael would skelter out of the school gates at 3pm to race home and join his father running. In the autumn of 1977, when he was 12, Michael ran his first marathon. Unable to read the street signs he almost lost his way, but a motorist put him back on track. Michael crossed the finish line and was written up in a local paper: the youngest boy in New Zealand to have run such a race. In the next two years Michael ran eight marathons. ’My running became a sort of freedom from the loneliness and humiliation I was feeling at school. Kids knew they could no longer tease me about my reading and speaking because I would show them up on the racetrack. It was the first time I realised I had a natural ability and it was the first big achievement in my life.’

leaving school Michael left school at fifteen. He had been told he had an IQ of 70 and a reading age of six. He was unable to spell his own name and couldn’t pronounce his surname.

work experience Michael believes the only real benefit he received from nine years at school was the work experience programme which introduced him to horticulture. He took a job as a labourer at the city botanical gardens on leaving school but the job brought a whole new set of problems. New workmates took over the criticisms and negative comments. ‘I always knew I was the subject of their conversation,’ says Michael.

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challenges along the way

’Being around normal people, normal young adults, also made me realise for the first time that I was just as normal as anyone else, it was just that I had learning problems. I could still achieve, I would just have to work a lot harder.’

goal setting Michael set himself three goals: to learn to read and write, to gain a horticultural apprenticeship and to apply for a horticulture scholarship to Australia, which he had learned about from a leaflet a friend read out to him. Within six months Michael had enrolled in an adult literacy programme. He began what became years of painstaking learning, that opened a world of words and books and understanding that had been completely foreign to him. He studied for high school subjects with the help of his literacy tutor, then took courses in horticulture from technical colleges. Five times he applied for his apprenticeship at the gardens and five times he was turned down. Fed up, Michael approached his union with this story and two months later the coveted apprenticeship was his. Three years later he had gained his Trade Certificate in Horticulture Gardening and became a qualified horticulturist. Finally in the last year he was eligible, Michael applied for and won the scholarship that took him to work in gardens around Australia.

a daring goal Michael had added one more daring goal to his life. Frustrated at being unable to find any books about people like himself – those struggling to learn how to read and write as an adult – Michael vowed to his literacy tutor he would write his own book on overcoming illiteracy. Increasing his evening workload from two to five hours of study per night, Michael wrote his manuscript over the following two years. His book, Michael’s Challenge, Overcoming Illiteracy, was published. It had been eight years of struggle, of constant work and no social life. Seven days a week Michael would put aside hours every evening to learn new words, improve his speech and complete assignments. ’It was though my mind was like a beautiful flower opening out but it was being attacked by thousands of hungry greenflies and aphids,’ he says of his learning battles.

success While working on a scholarship in Melbourne, the Australian media heard about the unique young New Zealander who had turned tragedy into triumph in overcoming illiteracy. Michael was interviewed on television and radio and invited to speak to literacy groups around the country. Then in a remarkable chain of events Michael learned that a friend had submitted his book for a UNESCO literacy award. In 1988, a few days short of World Literacy Day, word came that Michael had won the international award. He was flown to Paris to collect his prize. Australian television sent a camera crew from London to record Michael’s latest triumph. For two weeks 14

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Michael was feted a hero in Paris. He returned to New Zealand and the botanical gardens in 1989 but found he had outgrown his ability to tolerate the negativity of his workmates. Michael was asked to write a second book and, supporting himself by part-time work as a kitchen hand, Literacy, My Prize was the result of his endeavours.

michael’s advice ’I think my fighting spirit comes from the fact that for so many years I was put down and treated like I wasn’t normal. It’s only in later years that I’ve had a taste of success and what it’s like to achieve. When you get a taste of that you don’t want to lose it again.’ ‘When you achieve, it builds the confidence in yourself and you want to reach out to the stars in the universe.’

5B

1. What were the challenges that Michael faced on his journey to achieve literacy?

2. How did he respond to the challenges he faced?

3. What do you think are the key factors that helped Michael to achieve his goals?

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5C

Read about the learning journeys of Wil Harrison (Mana Magazine Issue 93, p. 10) and Dr Kylie Snowden Tucker (Mana Magazine Issue 93, p. 35) 40 | Mana | 2010 | HEALTHY LIFESTYLES

by Adrian Evans

Matters of the heart

I

t’s hard not to be impressed when

your role as a doctor is to communicate.

To them Wil is endless in his thanks and

talking to Wil Harrison about his

Patients enjoy that. It’s not often they get a

acknowledges the sacrifices they made for him

job. He’s the first Maori cardiologist,

doctor to explain to them what’s going on.”

and Pat to go to university.

a surgeon who, well, gets to the heart

As the korero flows, it’s apparent that

Brother Pat, a chemical engineer for Lion

of things. In a role glamourised by television

whanau is a central part of Wil’s identity and

Nathan, agrees. “Mum and Dad supported us

shows he laughs off any suggestion that the

the values he carries into his career. Raised in

in whatever we did.”

job could go to his head. “I’d get a slap around

Gisborne by parents Phil and Lyn, Wil and

the ears before that happens.”

younger brother Pat were always surrounded

Wil also pays homage to whanau members who have passed on.

Wil (Ngati Porou, Rongowhakaata) loves

by “our cousins, aunties, uncles and nannies

“It’s not until they go do you realise, how

to talk about his mahi, the people, and the

down the road”. Wil remembers weekends up

much knowledge they had. I wish now I had a

impact he hopes to make. His approach is

the coast on the farm up at Waipiro Bay, or

tape recorder so we could just sit down and

serious: words like focus, dedication and detail

hanging out with cousins in Manutuke.

korero.” He remembers the whanau, after his

In 1987 his parents decided to move to

nan’s stroke, “having questions and not getting

As a specialist at Middlemore Hospital, Wil

Orewa - 45 minutes north of Auckland. For

answers”. The struggle of dealing with his

confronts our biggest killer, heart disease, on a

Wil it was a definite change of scenery. He

nan’s condition and a health system that

daily basis. Alarming evidence from the

recalls his first day at Orewa High School.

offered little support.

Ministry of Health shows the actual number

“There weren’t too many Maori.” However the

“In a way it was just the times; hospitals

of deaths from heart disease is expected to

move paid off and with his parents’

didn’t cater to that sort of thing. That’s part of

increase among Maori and decrease among

encouragement, Wil got an A bursary and

the reason our Maori people are apprehensive

non-Maori.

entry into Auckland University Medical

about hospitals.”

come to mind as he speaks.

Wil tries to remember all the people heart

School.

disease affects, not just the patient. “If there’s

Mum Lyn says: “He’s always known what

one person in the room worrying, you can bet

he wanted. It was back in fourth form when

there are 20 more outside.”

And it’s for these reasons that Wil empathises when dealing with delicate situations.

Wil told us he wanted to be a doctor. That’s

“When I’m dealing with patients and their

Keeping his patients informed throughout

when I said the hard work starts now, and

whanau, I think back to nana and what the

the treatment process is paramount, and Wil

from there it was up to us to provide the right

whanau went through. That’s why it’s

thinks they enjoy his open manner. “Part of

environment.”

important to maintain their dignity and keep

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HEALTHY LIFESTYLES | 2010 | Mana | 41

them informed.” Fast forward 20 years and Wil is doing his bit to change perceptions and make up for those unanswered questions. In fact, six months ago he got a call from Wairoa to do just that. Aunty Bub, his mum’s sister, was in hospital with heart problems and the whanau were worried. Wil contacted the physicians looking after her to get a rundown on her status. To put the whanau at ease, he explained to them what was happening, which tests they could expect and the treatments they’d use. A couple of days later they called back, “You

To get his point across Wil asked her to put a photo of all her mokopuna by her smokes. “If you can’t stop for yourself, you have to stop for them.”

know all that stuff you said, it was true”. To

they have a two-year-old daughter, Maia Te Awatea. In July they leave for the United States where Wil will join a team of cardiac specialists at William Beaumont Hospital, Detroit. “It’s such a specialist area you really have to go overseas. That’s where they’re doing the latest things.” With access to new technology and new skills he’ll add to an already impressive resumé. best of what you learn over there.” But the goal is to definitely return and give something back

stop for them.”

up smoking despite two heart attacks. To get

When asked about the gravity of his role

his point across Wil asked her to put a photo

Wil says with assurance, “You need to back

of all her mokopuna by her smokes.

yourself and have confidence in your decisions

“If you can’t stop for yourself, you have to

McNeill (Tapuika), an endocrinologist, and

“You pick the best of from here and the

which he replied, “Yeah, I am a doctor, eh”. Then there’s the patient who wouldn’t give

To relax, Wil loves to cook and he plays a mean guitar. He is happily married to Diana

to the place he calls home. “I’d like to open a heart clinic on the East Coast one day.”

when dealing with a critical situation.”

FAREWELL TO A LEADER I te tuatahi ka tukuna atu i nga whakaaro nui ki nga mate o te wa. E Raiha moe mai i roto i tou moengaroa. Kua tangihia ake e nga putatara o te haukainga mou, kia hoki mai. Rere atu ki a ratou ma kua wheturangitia. No reira takoto mai e moe. Darrin Sykes Chief Executive

I want to begin by paying tribute to Lady Raiha Mahuta who passed away in March. I have admired her over the years for the unwavering way in which she dedicated countless hours negotiating the Waikato river settlement. Lady Mahuta brought a steadfast determination to finish the settlement and it was a quest that she maintained to the end. Lady Mahuta was the silent voice but stepped into the fray following the death of her husband Sir Robert Mahuta and his sister Te Arikinui Dame Te Atairangikahu. The settlements process is a strain and much more can be done to remove the unnecessary bureaucratic loopholes that are resident within the process.

Lady Mahuta should not have spent so much time negotiating on this issue. Instead this time should have been spent with her whanau. It is an indictment on the Treaty Settlements process that so many of our leaders spend their twilight years involving themselves in issues that ought to have been settled ages ago. Iwi leadership is critical and there are few like Lady Mahuta who step up to the plate and work themselves to sheer exhaustion. Just a few days before her death she was still advocating for the settlement and met with the Prime Minister to express her views. Notwithstanding the Iwi leadership nuance the Crown must take a far more prudent approach to settlement negotiations. Time frames are an essential component and when these are constantly being “realigned” negotiations either stall or drag on unnecessarily. Groups can be left in an unnerving holding pattern with little capital to fund their ongoing operational capacity. The Trust is forecasting serious cash injections into the sector over the next year however that commitment must be matched by results. The Trust recognizes that there may be times when negotiations reach especially delicate stages however this cannot become a standard operating practice. I will be conducting a regional programme to meet with claimants in early May. It will be a chance for me to engage directly on issues that will hopefully assist the sector to further streamline its processes.

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EDUCATION | 2010 | Mana | 35

Mozzie vet Kylie Dr Kylie Snowden –Tucker is a second generation Maori Aussie, born in Perth. “I have only visited New Zealand once and it took a little getting used to the windy roads - I am more used to the very straight Nullabor! “My dad Gary Snowden is from Nga Puhi – born in Kawakawa, and we still have family in Auckland and the Bay of Islands. Dad first moved to New South Wales as a shearer where he met my mum, Robyn; she’s an indigenous Australian and was born in a little town, Bourke, in NSW. She is from the Ngemba and Kamilaroi tribes of Breewarina and Bourke. Years later they both decided to move to Katanning in Western Australia, to work at the meatworks. My dad was a slaughterman and my mum was

Dr Kylie Snowden-Tucker is congratulated on her appointment as a veterinary officer by Department of Agriculture and Food Director-General Rob Delane and Natural Resource Management/Biosecurity acting Director Eric Wright.

boning and packing - four of her brothers were slaughtermen and knife hands in Kantanning too. “Most of my family have worked in abattoirs, so I have a very strong passion for animals, their welfare and instincts, behaviour and basic physiology (how the animal works), and I love to learn,” says Kylie who has recently won acclaim for her academic achievements. She is one of only two indigenous women who have graduated from

And while she has only made that one visit to this side of the ditch, Kylie keeps up her family connections in Aotearoa and is a member of Nga Uri O Nga Waka a culture group in Perth. And maybe she’ll get sick of those endless straight Aussie roads and pay us another visit soon. Katherine Findlay

Perth’s Murdoch’s Veterinary school with Honours, and is understood to be the only indigenous woman in Australia to have completed Honours in Animal Welfare. Her thesis was the first Quality Behavioural Assessment (QBA) program to be conducted in beef cattle in Australia. Kylie says that using animal behaviour as a means of assessing animal welfare is a new tool being considered for use on farms. It can cut down reliance on qualified vets - pretty useful considering the distances some farms might be from vets in Western Australia. After six years of hard study and also doing a cadetship with Animal Health Laboratories in Perth, Kylie has been appointed as a veterinary officer to the Moora region in WA. Her role there is a crucial one for agriculture and involves collecting

PASSION AND ENTHUSIASM

data, monitoring endemic diseases and helping farmers with information on disease prevention and control. As a young indigenous woman, Kylie understands the importance of her achievements as a model for others to follow. “I would like all women, young or old, parents or not, to realise that going to uni is not out of reach if you put your heart into it. With knowledge comes power as long as you are willing to share with others who want to learn. If you are considering a course at uni, I highly recommend to find out what the entry requirements are and what kind of support is available. Follow your heart and do something you love rather than doing something you don’t enjoy! “I had two kiddies (Brandon and Jaidyn) along the way, which made uni life a little difficult, but I have a really strong support group with my husband, (Brad Tucker) parents and children. The majority of lecturers at uni are very understanding of mature age or student parents and are always happy to help and/or give advice.”

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Do you know someone with the right skills to lead our schools – is it you? We need the best people on our boards of trustees to help ensure a positive future for all our students. Take action today for the education of our children; nominate yourself or someone you know with the right skills. Nominate leaders now. www.trustee-election.co.nz

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challenges along the way

5D

On your own paper, write a paragraph response to one of these articles. Use the statements below to help you write your response. •• This text made me think more about … •• This text made me want to find out more about … •• One thing I learnt from this text was … •• The part I was most interested in was … •• The young person in this article faced huge challenges. One of these was … •• I could relate of identify with the issues or ideas in this text because …

5E

(Optional) To answer the following questions, you can either add to your diagram or brainstorm that you did in Lesson 1 or, write your answers below. 1. What challenges might you face or have you faced in your learning journey? 2. How have you or how might you overcome these challenges? Contact your teacher.

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6

a picture paints a thousand words learning intention 6

In this lesson you will create your own visual text to represent who you are.

introduction

Within EN1000 you will work towards improving your skills in analysing and presenting visual texts (e.g. posters, CD/DVD covers, web designs, brochures, photographs). The next section is a chance for you to revise your understanding of visual language before you create your visual text. It is important to keep in mind: •• visual and verbal techniques that have been used •• their intended effect •• who the intended audience is •• the overall purpose of the image. In your English studies you will come across many verbal language features or terms that you probably already know well – for example: metaphor, simile, alliteration, onomatopoeia. You will be introduced to some new ones, too. Verbal language features are the techniques used in writing to create a specific effect, often an image in the reader’s mind. Visual language has its own keywords or terms. 6A

1. Look at the table below. You will see some words that we use in the study of static, or still, images. 2. How many do you know? Fill in the table.

Term

I know this term

Angle

Don’t know

Meaning and/or example

The angle from which a picture is taken, e.g. a low angle looking up at a character.

Background

Balance

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a picture paints a thousand words

Bold

Colour

Contrast

Dominant image

Font

Foreground

Highlighting

Italics

Layout

Logo

Movement

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a picture paints a thousand words

Proportion

Reverse text

Symbol

White space

3. Use the visual language glossary to help you fill out any spaces where you don’t know the answer.

creating meaning – your own visual language task

Your task is to create a collage to represent who you are. This is a fun, easy and creative way to express the things that are important to you. It is a visual portrait of you, as you see yourself right now. There are no rules as to what to include but some ideas might be: •• your interests •• links to your culture •• achievements that you are especially proud of •• your goals and aspirations for the future •• a special place •• people that are really important to you/those you admire •• personal highlights in your life •• things that you value – these could be material objects or be based on your beliefs •• a favourite quote •• symbols that you have a connection with •• memories that you cherish •• a favourite poem/song lyrics •• an issue that really concerns you •• your strengths •• your mihi •• or anything else that you feel in some way reflects who you are.

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a picture paints a thousand words

Here are some examples of how other people have approached a similar task. 1. Choose one of the images and read it closely. 2. What information about the person can you see? Write your answers beside the image. One has been done for you.

Is a bright person – growing ‘blooming’

Family is important

Wants to travel to London, Fiji

Dreams of being rich

Loves dogs Takes care with appearance, loves to dress up

Watches movies, a fan of ‘Twilight’

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Friends are important Loves to dance

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6B

Create your own collage 1. Use your own paper to plan your collage: a. What ideas, values, beliefs, representations of you, will you include? b. What symbols might represent some of these aspects? c. What colours will you use? 2. Start collecting the materials that you are going to use. Useful places to start might be photographs, magazines, brochures, art and newspapers. Don’t be afraid to experiment and use other objects such as string, ribbon, beads and fabric. These help to create texture to the finished product. 3. Decide how large your base is going to be. You can either use A4 or you may wish to attach an A3 sized page to the booklet. Your base does not have to be white and it does not have to be plain. You could do this on the computer and print it out. 4. Once you have collected all your material spread it out to make sure that you are happy with your choices and that they all, in some way, contribute to how you see yourself. Collect any other bits and pieces that you may need. 5. Now for the fun, but sometimes challenging, part – organising the layout of your collage. Experiment arranging your material in different designs. Take notice of how your shapes, colours, textures and images all work together. You may even wish to cut objects into interesting/meaningful shapes to add even more meaning to the object. 6. Once you are happy with the overall look of your design, if you are completing it on paper, you are ready to glue it all on to your base and add any finishing touches. If you are working on a computer – save your file now! The great thing about collages is that there is no wrong way to do them. You are only limited by your imagination.

Your teacher will be interested in your collage.

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7

writing your journey learning intention 7

You will compose a piece a writing that describes you clearly and expressively.

introduction

In this lesson you will compose a letter to your teacher that introduces you. This year you will be asked to do a variety of different pieces of writing. At this level, it is expected that your writing will show that you have thought about your ideas and expressed them in detail. Your ideas should be developed and explained. This is often a skill that students need support with and we have many resources that we can send. The following activity is a chance for you to show how well you can write the ideas about your learning journey. Use all of the thinking and planning that you have done as you have worked through this booklet.

write a letter to your teacher 7A

Write a letter of introduction to your teacher. This letter will help your teacher to get to know you better so that they can support you in your English journey You can choose to share things such as: •• your background/family •• your hobbies and interests •• your beliefs and values •• your strengths and weaknesses in English •• your learning goals for the year •• your challenges •• career pathways you are considering. 1. Before you start, read the exemplar on the next page to get an idea of how you might set your ideas out.

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writing your journey

Exemplar letter

123 Midfield Street St Kilda Dunedin

10 May 2010

Dear Teacher Hi – my name is Nikki and I have been with Te Kura for almost two years. I enjoy working at my own pace and organising my time to fit my study in with the other things I like doing. I think studying English at Level One is going to be quite challenging but I hope I am up to it. My main interest is surfing – I love being out in the water and I’m always thinking of the next big wave. I live very close to the beach and that’s where you’ll find me most mornings. One day I’d like to travel to some of the best surfing spots in the world. I’m also learning how to skateboard at the moment, one of my friends is really good and he is teaching me. It’s a lot of fun – when I’m not falling off that this! You might be pleased to know that I already like reading. I sometimes find it hard to choose a good book but once I do find one that I like then I’m off. This year I would like to try and read more of a variety of books. As well as English this year I’m studying maths, science, Spanish and history. I haven’t really decided what I will do when I’m older but maybe something to do with tourism. My learning advisor said that I should do some STAR courses this year which will help me decide which areas I’m interested in. I’m going to do that and find out some more about possible careers. What I like most about English is anything that lets me be creative. I like writing and designing things. The areas I need help with are learning language features and using the right punctuation. I’ve decided this year I will be better at ringing my teachers when I need help as I work through the booklets. Hopefully this gives you a bit of an insight to me. Talk to you soon.

2. On your own paper or on the computer, plan your letter – what are you going to include in it? 3. Now you are ready to write your own letter. Write this on your own paper and attach it to this page or email it to your teacher. Your teacher will be interested in reading your letter. 26

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8

before you sail away ... learning intentions 8 In this lesson:

•• you will devise a learning plan for English •• you will express your ideas in a piece of formal writing.

introduction

You have practised many of the English skills that you need for your study this year. You should now have a plan for your next work. Have you: •• selected a theme as a focus of your study? •• selected at least two assessment standards to work towards in the next term? •• contacted your teacher? •• set up your writing folio? •• set up your personal reading response journal and started reading? Well done if you can answer ‘yes’ to all of these questions. You are already travelling and should have work to carry on with already. If you have not yet contacted your teacher and chosen a theme study and assessment standards, do it now! While you are waiting for work to arrive – go to the next activity and write a letter to the editor.

letters to the editor

A letter to the editor is a letter sent to a publication (e.g. newspaper, magazine, website) about issues of concern to its readers. Usually, letters are intended for publication. Letters to the editor are usually written about a variety of things. Most commonly the topics include: •• Agreeing or disagreeing with the editor’s point of view, or responding to another writer's letter to the editor. •• Commenting on a current issue being debated by the government at local, regional or national level. Often, the writer will urge elected officials to make their decision based on his/her viewpoint. •• Remarking on a news story that appeared in a previous edition of the newspaper or magazine. Such letters may either be critical or praising. •• Correcting an error or misrepresentation.

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the rules

•• Letters are usually short (250–300 words), as they must fit in a limited space. •• Publications prohibit anonymous letters. •• Letters are not allowed to contain deliberately incorrect information. •• Letters are not allowed to intentionally give a negative image to a person or group of people by giving false information. •• Letters cannot be obscene or in poor taste. •• Letters should not be intended to resolve a personal conflict.

8A

so what does a letter to the editor look like?

1. Find a copy of a newspaper or magazine or go to an online newspaper. 2. Find the letters to the Editor or spaces where a reader can comment or write their opinion. 3. Choose one that interests you, cut or print it out and attach it to the following page. 4. Then use the following checklist to understand and critique the letter: a. Is the letter written in paragraphs? b. Is the subject stated clearly in the first one or two sentences? c. Is each point that is made supported by a relevant detail or example? d. Are there any irrelevant points or details? e. Is the language of the letter suitable for audience of the newspaper? f. Is the letter written accurately? g. Is the writer stating a clear point of view? h. Is the letter interesting?

examples of letters to the editor Attach letter here

Subject:

Details:

Examples

Writer’s point of view/opinion

Your thoughts on the letter/issue

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have your say 8B

Now it is your turn to have your say. 1. On your own paper, or on the computer, plan and write a letter to the editor expressing your opinion on an issue that you are concerned about. a. You may need to do some research first – talk to your family, teacher, friends; read about the subject b. Make sure that you have some supporting evidence for your opinion. If you are not sure what to write about – here are some suggestions from a past examination paper: •• Success in sport is about winning. •• Country living is good for young people. •• Watching television is making New Zealand/Aotearoa an unhealthy nation. •• We should value our senior citizens/kaumātua more highly. •• Every school student should learn a second language. •• School is the best place to make mistakes. •• Young people should do more to help in their local community. •• Saving the world’s environment is a lost cause. •• People under 18 are too irresponsible to be allowed to drive. •• Teenagers need protecting from violent images in television, films and games.

planning

1. Write your topic here:

2. Make a list of at least three points you can make about this topic:

These will become the topics of each paragraph.

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3. Write details that you can use to prove or support the points you listed above. 1.

2.

3.

4. Draft your introduction.

The introduction of a letter to the editor is very important. You need to include: –– the topic you are writing about and –– a statement that shows your opinion about that topic.

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Look back at the examples you found in the newspaper to see how this is done.

5. On your own paper or on the computer, write a draft of your letter. 6. Proofread it for errors and send/email this final copy to your teacher.

Your teacher will be interested in reading your work. Your letter writing may be used as evidence towards Unit Standard 10792 Write formal personal correspondence (EN1921) and/or Achievement Standard 90053 Produce formal writing (EN1021Y1).

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9

answer guide 3. tiki taane's hikoi 3A

1. He was searching for something, bigger than himself. It was a new start. 2. They reconnect. Uehaka becomes more involved in Tiki’s life and even his music. 3. He shares it with his father.

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acknowledgements Every effort has been made to acknowledge and contact copyright holders. Te Aho o Te Kura Pounamu – The Correspondence School apologises for any omissions and welcomes more accurate information. Articles: 'Mozzie vet Kylie' by Katherine Findlay; 'Matters of the heart' by Adrian Evans, both from issue 93 Mana Magazine, New Zealand. Letter to the editor teaching adapted from: http://www.myd.govt.nz/uploads/docs/Action%20Guide%205.pdf Bigstock Photo Photo: Carved Stern Of A Waka Traditional carving on the stern of a maori waka (maori war canoe) 1267708 Photo: Celtic art-collection on white background 5656694 Photo: Symbol Person Leaning On A Sign Of Decision Of Directions Symbol man leans on signs pointing in east west right left directions: decisions; choices travel. 3240028 iStockphoto Photo: Laptop and Stack of Books 2351756 Shutterstock Photo: Girls hurdles race 3117202

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self-assessment

en1001

Fill in the rubric by ticking the boxes you think apply for your work. This is an opportunity for you to reflect on your achievement in this topic and think about what you need to do next. It will also help your teacher. Write a comment if you want to give your teacher more feedback about your work or to ask any questions. Fill in your name and ID Number. Student Name:

Not yet attempted

Didn't understand

Student ID:

Understood some

Shown and explained information about yourself and your learning journey. Illustrated your journey– who you are, where you come from and where you are going to. Assessed how important support from others, including whanau, is on Tiki Taane’s journey or hikoi. Designed a symbol of who you are, where you come from and where you are heading. Investigated challenges that some New Zealanders have faced on their learning journeys and planned how you might overcome challenges that you face. Created your own visual text that represents who you are.

Composed a letter to your teacher that introduces you. Devised a learning plan for English and expressed your ideas in a piece of formal writing.

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Understood most

Very confident in my understanding


Please place your comments in the relevant boxes below. Student Comment Shown and explained information about yourself and your learning journey Illustrated your journey– who you are, where you come from and where you are going to. Assessed how important support from others, including whanau, is on Tiki Taane’s journey or hikoi. Designed a symbol of who you are, where you come from and where you are heading. Investigated challenges that some New Zealanders have faced on their learning journeys and planned how you might overcome challenges that you face. Created your own visual text that represents who you are.

Composed a letter to your teacher that introduces you.

Devised a learning plan for English and expressed your ideas in a piece of formal writing.

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Phone, fax or email your teacher if you want to talk about any of this work. Freephone 0800 65 99 88 teacher use only Please find attached letter Teacher Comment

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cover sheet – en1001 students – place student address label below or write in your details. Full Name ID No. Address (If changed)

authentication statement I certify that the assessment work is the original work of the student named above.

Signed

Signed

(Student)

(Supervisor)

for school use only assessment

www.tekura.school.nz

EN1001  

English NCEA level 1

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