The writing focus for Term 4 is Biography Writing. Students will research a key figure in history who has championed a movement or worldview that inspires the beliefs or values of others. This figure should be well-known enough for students to find detailed research on, including their personal and public life, their achievements, struggles and how they’ve inspired others. Teachers and students will discuss possible notable figures who have inspired belief systems to help students choose their person. This style of text allows students to again practice their research and note taking skills, and write clear topic sentences and well organised paragraphs. A particular focus is on writing for an audience; students will choose information and facts that are engaging as well as demonstrating the importance of the person’s life/achievements. The writing is to completed by week 5. During weeks 6 - 8, students will complete fun biography writing activities based on other famous people they are interested in. Throughout the term all students will continue to read a wide range of interesting texts in their group reading sessions, and of course keep up with their reading for pleasure.


Inquiry Topic


Fertile Question: “Why are beliefs and values important?”
The ‘BIG 3’ key understandings for this unit are:
- All human beings have belief systems - some are shared and common, some are different.  
- Belief systems are a way of understanding the world around us.
- Belief systems help guide our decisions and choices in life.

This unit is a ‘reflective social inquiry’, in that is largely based on discussions and questioning. It’s an opportunity for students to practice the oral language skills of asking meaningful questions, actively listening to others, reflecting on what others say, and forming ideas about subjects as they are shared.

The assessment will involve an oral presentation, a student reflection and consideration of the biography writing assignment for literacy.

Physical Education

Weeks 1-4 Athletics:Track-100m, 200m, 400m Field-Discus, Shotput, High Jump, Long Jump.

Focus will be on teaching and  practicing the correct techniques.

Weeks 5-8 Social Dance-Students will be learning social etiquette(How to ask a person to dance, how to accept a request to dance and how to escort them on and off the dance floor) and a variety of dances.

Ten classes will continue swimming once a week.



Algebra is the language through which we describe patterns.  Students will study a range of patterns of numbers and shapes in real life contexts, identify the relationships within these patterns and discover rules that they follow. Through this they will learn how to read and write algebraic expressions and equations. Think of it as a shorthand, of sorts!

There are a number of reasons why algebra holds an important place in the curriculum.

It gives us a powerful way to communicate. Using letters and symbols provides a succinct and very precise way to write mathematical statements:

It provides us with a method for solving equations for unknown quantities. We can let x be an unknown, construct an equation provided by a problem, and then solve the equation for the unknown. In many situations algebra, if not the only way to solve for an unknown, is certainly the most efficient.

It provides a way to express formulae and processes that encapsulate an infinite number of variations and arrangements. By so doing we don’t have to repeat similar work again and again. One manipulation with a given quantity will settle a situation for an infinite range of quantities once and for all.


The Algebra Strand is built around the two threads of equations and expressions & patterns and relationships.  These two aspects of the Algebra curriculum are intimately related and we believe are best developed together.

Pattern covers pattern and relationships. A great deal of the Algebra from Levels 1 to 4 concerns patterns in one way or another, from making and describing patterns, to making rules and finding general rules to making a rule to predict the results of patterns. Implicit in this is the notion of relationships. These relationships are expressed in words and in graphs.

Equations consists of knowing and using the symbols +, <, and >. It moves on to look at the fundamentals of solving equations with unknowns.



Our year 8 students will be looking at resiliency this term; in particular grief, change and loss. This unit is aimed to help the students understand that change is part of life and that grief is a response to loss and is therefore a normal part of life. They will also be made aware of their needs and those of others at times of loss, and how they can best meet those needs.

Our year 7 students will be taking part in the “Keeping Ourselves Safe” programme - developed by the NZ Police Youth Education Service and aimed at teaching children a range of safe practices around interacting with other people.