Our definition of learning: “Spiral continuum, atomic like structure; building on failures, accelerating through successes”- “Learning in Science is both an individual and collaborative process in which students work logically, systemically and creatively in order to gather evidence which builds and challenges their understanding of the world around them. It is a cyclical process, that builds on failures and accelerates through successes.”

A whakataukī that our Science group promoted at the end of 2020, is also a good starting point for 2021: Kotahi Anake Te Taiapa ki te Angitu – Ko Koe

There is but one barrier to success – yourself !

Kia ora koutou

Our small team of teachers has started the year with a bang; This year we have Dave Follas taking junior Science, Level 2/3 Chemistry supported by Ray Tuck L3 Chemistry, and L3 Biology, Michelle McNulty takes junior Science, L1 Science and the Primary Industries programme, and Ben Chisnall takes junior Science, L1Science and L2 Biology.

Year 9s have completed a Science skills unit, and are now either studying the weather as it changes, or states of matter. One class has begun with hot air balloon construction preparing for when the temperature drops. Year 10s have all studied living things this term. There has been a competition to grow the tallest beans in our new greenhouse on site. One class has started work on Maori harvest and food preparation of Tuna and Kakahi.

Our senior classes are now reaping the rewards of their application over the 9 weeks so far, and some have produced some outstanding work. L1 Science; one class has completed plant propagation, and started on learning about fish gills and mammalian limbs. Another class has almost completed a stream ecology study, and genetics preparation for an external exam. Primary Industries have been working in the community gardens, and hoping to do a motorcycling course soon.

The Chemists at L2 have been learning how the bonding and structure of Chemicals relate to their physical and chemical properties. For example, why is it that salt has a high melting point yet sugar has a relatively low melting point even though they look very similar? The L3 students have been learning similar concepts at a deeper level. For example, why does water have a higher boiling point than butane even though butane molecules have a molar mass 3 times that of water molecules?

The Biologists have been learning about patterns in ecology; why living things appear where they are. Our classes are about to head to the rocky shoreline over at Kiritehere to do their practical investigation at both L2 and 3. We’ll have some more pictures of those fieldtrips next time.

Please see the accompanying photos:

Ngā mihi

Nāku iti noa

Ben Chisnall