Year: 2026

How to take notes like a caveman

LI: To learn extract only the most critical information from a text.

In this task for Inquiry, we learned how to take notes like a caveman. This means focusing on short notes using keywords, symbols, and quick phrases instead of full sentences.

We practised picking out the most important information and leaving out the extra details. This made our notes faster to write and easier to understand when we look back at them later. We also used things like arrows and short forms to link ideas and keep things simple. It helped us focus on the main ideas instead of writing too much. Overall, this task helped me learn how to take clear, simple notes by focusing on the key points and keeping everything short and easy to read.

Learning conversation

LI: To have learning conversations to strengthen you connections to characters and events in the text.

This week for Reading, LS2 explored the Holocaust story and looked at how the author creates mood and atmosphere throughout the story. We noticed that the language used helps build tension and shows how different characters see events in different ways.

We also discussed contrast between the characters and how their experiences are not the same, which helped us understand the deeper meaning behind the story. By sharing ideas in our group, we were able to make stronger connections to the text and think more carefully about what the author was trying to show. This activity helped me understand how writers use words and description to create mood and shape how readers feel about characters and events.

 

Significant Figures

LI: To understand how to identify and round significant figures.

This week in maths, My group has been learning about significant figures. These are the digits in a number that show how accurate it is. I learned how to identify which numbers count, especially when zeros are involved, as they can sometimes be tricky depending on where they are in the number. We also practised rounding numbers to a certain number of significant figures. To do this, I had to look at the next digit and decide whether to round up or keep it the same. At first, it was a bit confusing, but after practising, I started to understand the patterns and rules more clearly. This learning helped me improve my accuracy when working with numbers and made me more confident in rounding and identifying significant figures.

Highest Common Factors

LI: To understand how to identify the highest common factor.

In maths, we have been learning about highest common factors (HCF). This is the largest number that can divide into two or more numbers without leaving a remainder. To work this out, I found all the factors of each number and then compared them to see which one was the highest they both shared. At first, it was a bit challenging to keep track of all the factors, but as I practised more, I started to notice patterns and became quicker at solving the problems. This helped me understand how numbers are connected and how it works. I now feel more confident finding the HCF and explaining my thinking clearly.

Summer Learning Journey

LI: To celebrate our success and reflect on our Summer Learning Journey.

At the end of last week, PBS celebrated the Summer Learning Journey with a special assembly. Mrs Grant joined us to give out certificates and prizes, and I was proud to receive one for taking part. I liked doing the SLJ because it made the holidays more interesting and gave me chances to keep learning new things. One activity I really enjoyed was creating a pick-a-path quiz about the wildlife of Aotearoa. I researched native animals and invasive predators and learned how they survive and interact with each other. Looking at images and videos helped me understand what makes each animal unique. Which gave me lots of fun and interesting activities to complete. It was a great way to stay engaged and keep learning instead of getting bored. I liked how the tasks were creative and allowed me to explore different topics in my own way.

Painting The Town Mural

LI: To design a mural for our community that connects to my culture.

In reading, we read and learned about the text called Painting the Town by Renata Hopkins. The text showed how murals were painted around Christchurch after the 2011 earthquake, which destroyed a large part of the city. These artworks helped make the environment feel brighter and more positive while the city was being rebuilt. As part of this, we designed my our mural. My mural represents where I am from and what my community means to me. I included ideas that show what my area means to me and how it looks from my perspective. This task helped me understand that art is not just for decoration. It can also share messages and bring people together. I think the murals in Christchurch were important because they helped lift people’s moods and made the city feel more alive again.

Something interesting about this activity was how the murals in Christchurch were used to bring hope and positivity after the earthquake. And for me being able to show where I am from and what my community means to me through creating my own mural design.

Tech at Tamaki College

LI: To create a symmetrical design using weaving techniques.

At Tech this Friday, LS2 went back for another session of learning. My group had Te Reo Māori and weaving, but our usual teacher, Matua Adrien, was away. Instead, we had a substitute teacher who organised different activities for us, such as word searches and colouring in. Even though we didn’t get to continue our Māori weaving projects, we still had the opportunity to stay focused and complete the tasks we were given. The activities were a bit different from our normal routine, which made the session feel new and interesting. It also gave us a chance to practise working independently and managing our time. Although it felt unusual not working on our weaving, I still made sure to stay on task and do my best. I’m looking forward to getting back to our weaving next time and continuing my design.

Prime and Composite Numbers

LI: How to identify Prime and Composite numbers.

This week in maths, my group and I learned about prime and composite numbers. We practiced how to tell if a number is prime, which only has two factors, or composite, which has more than two. We looked at examples like 43, which is prime because it can only be divided by 1 and itself, and 60, which is composite because it can be divided by many numbers like 2, 3, 4, 5, 6, 10, 12, 15, 20, and 30. Doing this helped me understand how numbers are made and see patterns in their factors. I also feel more confident now in recognising whether numbers are prime or composite, which will help me in future maths problems.

Lowest Common Multiples

LI: Understanding how to identify the lowest common multiple. 

This week in maths, my group and I learned about the lowest common multiple (LCM). We focused on finding the smallest number that two or more numbers can divide into evenly. We explored different ways to work it out, like listing the multiples of each number and then finding the smallest one they have in common. Doing this helped me understand how multiples work and how to spot patterns more easily. We also looked at examples to help explain our thinking clearly, which made it easier to understand how the method works step by step. I improved my understanding of how to find the LCM and feel more confident solving problems using multiples.

Rounding Numbers

LI : Understanding how to round numbers up to billions’ places and three decimal places.

This week in math, my group and I created a DLO about rounding numbers. We focused on how to round numbers to large place values like billions, as well as to decimal places. We worked together to explain the steps clearly, like finding the place value, looking at the digit next to it, and deciding whether to round up or stay the same. We also included an example to help others understand how rounding works. I got better at rounding numbers and understanding when to round up or keep the number the same. It also helped me practise working with my group and explaining math clearly.