site maker

AKO 2019

Follow this site through the year with your mentor teachers...

Evidence tells us that young adults learn best when:

Relationships with teachers, students, whānau are mutually respectful. 

There are layers of support that meet individual student needs. 

There are opportunities for independent, self-regulated learning systems, people and initiatives align to explicit values and beliefs.

In response to current research, and what our students
tell us, best practice evidence links wellbeing and
learning to 'success', so we have made changes to the
timetable to allow for dedicated time for AKO.
We believe that 'success' is linked to the achievement of
personal goals that align with individual aspirations,
cultural identity, values and life purpose.
We believe that every student should have an adult at
SHGC who knows her well, who can get to know her
whānau too, and support her to achieve her goals.
We believe that Mentoring/Coaching is a powerful way to
move learners towards achieving their goals.
We believe that strengthening the Pastoral Care of our
students through a partnership with whānau will make a
difference for our students, their learning and their future.


FOR STUDENTS:    Why have Ako?
Evidence tells us that young adults learn best when:
‣ relationships with teachers, students, whānau are mutually respectful ‣ there are layers of support that meet individual student needs
‣ there are opportunities for independent, self-regulated learning
‣ systems, people and initiatives match our values and beliefs
Evidence links wellbeing and learning to 'success', so we have made changes to the timetable to allow for dedicated time for mentoring/coaching: AKO.
'Success' is linked to personal goals that you value and want to achieve.
Access to a learning Mentor or Coach is a powerful way to support you to achieve your goals.
Learning about Hauora, health and wellbeing, will provide you with coping strategies for your learning, relationships and dealing with extra pressures you may face as a student.

What's on?

The year at a glance...

Term 1


We are a community. As such, it's important that we get to know each other so that we can celebrate our similarities and differences. If we are happy and confident with those around us, our learning will be more effective.

Term 2


Learning more about ourselves helps us cope with the pressures of learning and life. Knowing how to manage and appreciate the tough patches and the good times allows us to grow as well-rounded individuals.

Term 3


The pressure's on! Now's a great time to focus on time management, study skills, goal setting and planning for the future. If you are an organised learner with clear goals, the work you are putting in now makes much more sense!

Term 4


It's time to use the things you have experienced in Terms 1, 2 and 3 AKO to help you bloom! How can you put what you have learned into action? How can you reach your potential and be the best SHGC student you can?

Term 1 Week 1

"The SHGC Student is..."

What does a Sacred Heart College student look like? Obviously there's no one right answer to that - we are all wonderfully unique!
However, what does a Sacred Heart College student's BEHAVIOUR and ATTITUDE and VALUES look like? Maybe that's something we CAN describe...

Challenge #1 WHOLE GROUP

Your AKO Group has a sheet of A2 paper. On it, draw a quick cartoon drawing of a SHGC student - it doesn't have to be detailed! Leave plenty of room around the outside. At the top, add the title "The Ideal SHGC Student".
With your teacher, dicuss what words might describe the ideal student - don't be afraid to contribute - every idea is appreciated! The more words, the better... Make sure everyone understands what the words mean and how they fit the description.

...doing it, doing it, doing it...

When you have exhausted your ideas, imagine if the title read "The Ideal SHGC Teacher". Would any words be different? Why?

Challenge #2 SMALL GROUPS

A couple of years ago, the teachers worked together to come up with a list of words that they think describe SHGC students. Those words are on cards your teacher has. Break into 4 even(ish) groups. Distribute the cards across the groups so each group gets about the same number.

In your group, discuss what the words on the cards mean. Are there any similarities to the words on your drawing?

Can you group the words in any way so that they make more sense? Are there any you think can be missed out?

Be ready to report back to the AKO group with anything you have discovered!

Challenge #3 JUST YOU...

On you own (try not to let anyone distract you!) choose the TEN words that you want to describe YOU as a Sacred Heart College student. Rank the 10 words in order, with the most important to you at the top. Remember, this about who YOU want to be, not anyone else!

Contemplate - if someone else was writing a story describing you, would they use these words? Why/why not?

What can you do over the next few weeks to practise reflecting these words in your life at school and beyond?

If you have the courage, share with someone else so that you can support each other!

(and check out the videos below!)
How You can Donate:
Direct into the Gumboot Friday Kiwibank account
Yes, you read that right. You can make a donation through your internet banking. Log into and add us as a payee. You'll find us in the “company” list by searching for “Gumboot Friday Appeal” or “I Am Hope”.
Gumboot Friday - I Am Hope Give a Little page
Visit the Gumboot Friday - I Am Hope Give a Little page to make a tax deductible donation that will go straight through to the Gumboot Friday Kiwibank account

Term 2 Week 1

Sacred Heart Day is coming...

Today we look at two aspects of our Sacred Heart Day:
The Haka Waiata Competition
Learning about your Patron Saint

Challenge #1 WHOLE GROUP

We have 2 big events this term where you will work with your House: the Haka Waiata Competition and Sacred Heart Day.
What memories does your group have of these events?
What ideas and advice would you share with people in your AKO group who are new to SHGC?
Who is your House Patron? What do you know about them?

Challenge #2 SMALL GROUPS

Work out some WWWWH questions about your House Patron, split the questions up among your group then start investigating! Be ready to share with your other AKO group members.

Challenge #3 JUST YOU...

What did you learn about your House Patron that you relate to? How can you use her as a role model? If not, why not?

Term 2 Week 2

ako me ako tonu

As we begin a new term, there's an opportunity to refocus ourselves on learning and and learning management. Thinking back to last term, what can you improve on? Perhaps you need to avoid procrastination or distractions. Maybe you need to seek more learning support... Maybe you just need to get more sleep!

Today, you will spend the AKO time in groups of 2 - 4. It would be good to have a mix of year levels in your group so you can support each other. Make sure someone in your group has a device so you can all watch the videos linked below. Simply follow the instructions and don't forget to have conversations around the questions asked. Support others and encourage them to share...

Let's start with a PEPTALK - we can all use one of those!

Kid President Peptalk

Thinking about your LEARNING AT SCHOOL last term:

(Discuss in your group)

What went well, what was successful?

What didn't go so well? What could have you done differently?

Thinking ahead to your learning this term:

(Discuss in your group)

What can you do to reach your learning potential this term? What changes do you need to make in your attitude, learning management and personal lifestyle?

Be aware that you won't always succeed. Our community goal at SHGC is to help create "women who will change the world", but that doesn't happen without setbacks. Even the most sucessful people in history have failed on their journey!

Watch this:

Famous Failures

(Discuss in your group)

What does that video help you understand? What are some effectuve strategies for overcoming "Failure" (is it really failure, or a learning opportunity...)?

There's a poster at the bottom of this section you should have a look at...

If we are to achieve our learing potential, we all need support.

Watch the following short animated movie and discuss the questions below after:


What support do you have to help you in your learning?

How can you help others?

Sometimes, just getting out of bed in the morning is a difficult thing! However, just by making your bed, you can make a huge step towards achieving your life goals....

Huh?! Really?!

The next video (from someone who wasn't afraid to publicly call out Donald Trump for being immoral, so that says something about him) gives some advice - and the first one is...

Admiral William McRaven

In your group, discuss again what you can do to improve your learning focus and self-management this term.

Make a list of at least FIVE BEHAVIOURS/ACTIONS that you can change to make this term successful. Record them somewhere and refer to them often!


Term 2 Week 3

"You can do it!"

From last week: 
"In last week's AKO you were asked to make a list of at least FIVE BEHAVIOURS/ACTIONS that you can change to make this term successful. Record them somewhere and refer to them often!"

How many of these 5 things have you done since then?
Why? Why not?

Challenge #1 WHOLE GROUP

Talk about this:
Link to Poster

Procrastinating or scared to fail? Remember from last week's video with Admiral William McRaven: life is full of failures, we need to see them as learning opportunities and support each other in this.

Watch this:
Link to Video  

See this:

Challenge #2 SMALL GROUPS

In small groups look for quotes that you can use to keep inspired and on track with your 5 behaviours/actions.

Perhaps a couple of these could be shared and printed for your AKO/CCM wall to encourage others?


Challenge #3 JUST YOU...

On your own decide on one or two Posters that really speak to you and put them into your notebook or on your device. Print it out and put it somewhere you will see it often.

IF you have time create your own poster.


Stressed about your school-work? Use today to make a plan and get help!

Term 2 Week 4

A significant number of you are saying you are becoming a bit stressed by school-work expectations at the moment. While it's to be expected that some work will challenge your understanding (or your self-management/organisation) and you need to put in the effort required to "break through", sometimes you just need some help and support.
That's what this AKO session is about.
By working through the steps below, you can get some extra support and/or help others discover that break-through moment! Open yourself to receiving help and providing support for others...

  1. ON YOUR OWN (5 -10 mins) - Make a list of the main LEARNING things that are stressing you at school. This list could be specific items, like "Mastering Factorisation in Maths", "Planning my English Assignment", etc. or more general stresses like "Managing My Time in Study", "Avoiding Distraction in Social Studies Class"...
  2. RANK THESE ITEMS, least stressing to most stressing - Now choose a couple that are really challenging you.
  3. SHARE THE ITEMS YOU HAVE CHOSEN WITH SOMEONE ELSE (or a couple of people) IN THE CLASS, AND LISTEN TO THEIR STRESSES (20 - 30 minutes) - Together, talk about any strategies you can use to alleviate the problems, such as online resources (have a search together!), things YOU can do to help yourself, places to get help...
  4. LEARNING CHALLENGE AUCTION (20 - 30 MINUTES) - Bringing your entire AKO group back together, describe your learning challenge (kia kaha, we ALL have them!) to the group. If someone shares their learning challenge and you know something that might help them, let them know. Split off from the group and work together. When you share, be open to ANYONE helping you! Here's how it might go... Mary: "My problem is understanding population pyramids in Social Studies. I was away when we did them and I just don't get how they work!" Jess: "We did those last year. I can help you I think - I got most of that work right" (and off they go for 5 - 10 minutes to clarify Mary's understanding!). When they return. Jess can ask the class about her challenge.
  5. As an alternative, the above structure can also be shared on the whiteboard, Google Classroom, Padlet or doc... Challenges are written in and you assign yourself to someone to help.
  6. If no one is able to help, your AKO Companion may be able to steer you to a website or offer other helpful advice.
  7. NO ONE can help? As a group, what ideas do you have to support?

Stressed about your school-work? Use today to make a plan and get help - we continue the support from two weeks ago...

Term 2 Week 6

Learning Support...

In our last AKO time, we identified the specific learning areas where we felt challenged. This could have been subject-related or more about self-management and organisation. Hopefully, by sharing those learning needs, some support was provided by AKO class members.
(It would be a good idea to scroll up and read through the instructions again, just to remind yourself.)


The "Stress List"

Have another look at the list you made last time. Has anything changed? Are there any more items to add? Maintaining an ongoing list of "To Do's" helps you focus and prioritise your efforts. It's easy to avoid something unless it's written down!


Work together to find a way.

On the whiteboard, Google Classroom (great work KBI!) or through conversation, share your top priority today.
NOW FIND SOMEONE ELSE TO HELP, OR OPENLY RECEIVE THE OFFER OF HELP FROM SOMEONE. This could be specific help with a learning item in a tough subject or help getting organised, or even just a chat about life in general!


Enlarging the circle of support.

Finished? is there anyone else that can join your conversation? Are there stresses that you have in common with others who you can talk to? Don't leave anyone out! This is an opportunity to get advice and support in your learing and life!

Term 2 Week 8

Wow, week 8 already!
There is no "official" AKO guide today, you will busy creating your door decorations!

Term 2 Week 9

Today's AKO session was created by students from the Year 12 Health class.
If you would like to have input into what happens in our AKO sessions, you are welcome to make suggestions or contribute.  Maybe your AKO group could produce a session for the entire school!
Just email Mr Rogers and start a conversation...
The instructions for today are below. However, they are also on a PDF (LINK) if you prefer (there are pictures on the PDF!).

Friendship videos to watch:

A group in year 12 health have decided to do a AKO session about friendships, because it involves everyone in the school, students and teachers. We are focusing on friendships and the importance of relationships with teachers and students in SHGC. 


What do friendships mean to you?
Talk in your groups about what a good and healthy friendship looks like to you, and at SHGC. 
Draw and write down the ideal friendship at SHGC ( what does it look like ). 


Why are friendships and relationships with others important? 
Talk to the class about what you and your friends do together that makes your relationships healthy.
What is a toxic friendship and how do you know if you're in a toxic friendship?


Write down three ideas of the perfect friendship to you. Pick the top idea and reflect on it, do you have that friendship in your life/or what can you do to have a friendship like that. 

Did you get anything out of this AKO session about friendships?
Did you learn something new?  
What is the importance of friendships?

(Here's a little something extra to look at from Mr Rogers - maybe you can think about some of these... LINK)


This week you will be following a Google Slideshow prepared by Y12 students. Click the link below. 

TERM 3  Week 1

OK, if you approach this week's challenge with an open mind, it could change your life! It's all about self-awareness and improving your ability to work in a group. These are things that can have a huge influence on your success in a job or in learning later in life
(maybe AKO can be helpful...)
And it's all based on a window...

But first...

If you haven't already done so, please click the link button to complete the school-wide sports survey - it will only take you a couple of minutes!

The Johari Window

The Johari Window is a model or framework that helps us consider our own behaviours and attitudes and how these affect others. Knowing more about yourself (becoming more self-aware) allows you to share things about yourself comfortably and appropriately with other people. Being self-aware also helps you manage your emotions and your responses to other people more effectively. Today, we'll just have time for an introduction to this model. However, if you're keen to discover more, there are heaps of websites and videos to explore - see the links at the end of this session.


In pairs or on your own...

Watch this YouTube video (link). It's directed at groups of people working together in a job, but it gives a good introduction to the concept of the Johari Window. Once you have watched that together (or independently), watch this one (link) which explains the concept a bit differently.


Talk to someone...anyone!

Can you summarise what the Johari Window is? Remember, there are four "panes" to the window that can change size (hopefully!) as you become more self-aware and others discover more about you.
What are the names of the four panes/areas/quadrants? 

BIG UNCOMFORTABLE CHALLENGE: Can you think of some things that might fit into TWO of the areas? Why only two? Because you don't know what's in your BLIND AREA - so do you have the courage to ask someone else for feedback? Can you handle feedback like, " actually interrupt all the time..." Who me? Really? No!!! Really? Oh.... moving that across to the OPEN AREA right now... Guess I need to work on that... BOOM! You have become more self-aware!
And neither you or the person know right now what's in the UNKNOWN AREA - your very own 'Area 51' (look it up).
Get some feedback and be prepared to give constructive, positive feedback to others in a sensitive, diplomatic way. Is the word "vulnerable" coming to mind right now? What about "trust"?


Answer these questions:

Ideally, which quadrant (window pane) should be getting bigger over time? Why is that a good idea? If that quadrant grows, how could it change how you think and act on a daily basis?
Are there any personal risks associated with growing that quadrant (it's the OPEN AREA, BTW - yes, I know, I gave away the answer) in your life? 

What would a team working together (it could be a sports team, a group of employees, a military or police unit, a school staff or a group of friends...) who ALL shared the large OPEN AREA with each other function like? How would you describe the level of trust between them? How and why might they get projects completed more effectively?

Can you see how exploring the Johari Window might help you be a more successful team member in the future? 

Is it possible to have an OPEN AREA that's TOO big? What might that look like in daily behaviour?


Plot your Window

If you want to get an in-depth idea of the Johari Window, this 14 minute video will be really helpful - I encourage you to watch it right through (link) ...

Remember, a Johari Window is an illustration of your relationship with ONE other person. The panes will be in different places for different people. Think of someone you interact with frequently. It could be a friend, work colleague, boy/girlfriend, partner (if you are a staff member following along!) or even a family member.
Download or copy onto a sheet of paper the window template (Link). Don't write the person's name because no one else needs to see what you are thinking (hidden area!), but redraw the panes to illustrate YOUR Johari window for that relationship. Anything you can work on?

If you got this far, well done! Would you mind doing one more quick task? Complete this very brief Google Form (Link) to provide feedback on today's session so we can improve AKO to fit what you need! Thanks!

(This week's AKO was brought to you by Mr Rogers.)

Term 3 Week 2


First of all, please send someone to Miss Cotton’s office to pick up your pile of magazines!


In 20 years, you’ll be the adults running the world - gulp!

So brainstorm this together - what do you think the future will look like? What will the world be like in 20 years? Lifestyle, jobs, cities, technology… 

Watch this Video

Are you excited or a bit anxious about what it might be like in 2039?


Get into groups of 2-3 and grab yourself a Future Force magazine. Just have a squiz through it - it’s split into types of work. What looks interesting? What have you never heard of? What would you definitely NOT want to do?

Pick one of these and share it back to the rest of your AKO group.

NB: Check out pages 11 and 21 - SH old girls! Gemma on pg 11 was class of 2014 and has an interesting pathway to her job now. Some of you might even remember Mpho (Class of 2016). Plus Wintec ad on pg 50 has another old girl Helene (Class of 2017)! She’s studying Design at Wintec.


Choose one of the jobs you thought looked interesting and take down some details about it. 

Finally - what will your page in Future Force 2039 look like? What will the students of 2039 see when they read your page?

"..and now for something completely different..."

Completely unrelated, just in and a bit inspiring:

Term 3 Week 3

Today we complete the "Future Focus" started last session

Future Focus 2.0

Have a look at last week's session above. Did you miss anything out? Several groups said they didn't get right through so your goal today is to actually complete last week's activities! A couple of AKO groups were busy doing an alternative activity (good for you!) so you can catch up today - don't forget to get spare copies of the magazines from Miss Cotton's office.


Complete Last Week's Activities...

See last week's instructions

Sometimes you just know what you want to do, even if others are not so supportive...
Short Video



Most of us have dreams and aspirations we might be a bit embarrassed about sharing with others - these aspirations can often involve "dream jobs". What's your dream job? Mine would be being a geriatric surfer living in Kailua, Hawaii (is that actually a job?). Ask yourself, "Why is this my dream job?"
"Would it still be a dream job if I did it all the time?"
"Are there other  (perhaps more attainable) jobs that have elements of that dream job?"
Can you share your dream job ideas with your AKO classmates?


Finished the Finished bit?

One of the activities last session was to investigate one particular job that interested you. Take some time this session to explore that job further - what qualifications do you need? What are the career and pay prospects? Where can you train for this job and where might your work be needed? What are the intangible rewards (not money) for you in this job? 

Term 3 Week 6

Study continues today...

Year 11, 12, 13

AKO session today is a study time (or exam!) for all seniors....

Year 9, 10

Use this AKO/CCM time for catch up on work and 1:1 tutorials - get a classmate to help you or ask your AKO teacher for help with any learning that you are struggling with. 
Every Year 9 student has some SRS work to continue with (Footsteps Through Church History - PIT & POL).

Outward Bound is a life-changing experience - Scholarships expire soon.
Visit the website for more information:

Term 3 Week 7

NEXT week is busy! It's both Te Wiki o te Reo Māori and Social Justice week! To prepare for Te Wiki o te Reo Māori, we've got some things to do today. Next week, our "Social Justice Crew" will provide AKO session learning activities. 
NOTE: House Meetings after AKO today...
Aubert: CAC, Avila: 101, Barbier: Hall, Lisieux: TO4, Siena; PE Rooms

Te Wiki o te Reo Māori

Māori Language Week
Join the kōrero!

Go to this website:


"What are you saying?"

Somewhere "around" the webpage above, you will find the translations of the reo below. How many can you find? 

He makariri te wai?

Hei aha te kirihou, kei te whakaiti au i te nui o aku para.

Kaua e whakakino i te wai!

Me mātua whai i te ara.

Whākina atu ō whakaritenga ki tētahi atu.

Kua raruraru te ahokore!

I kite koe i te pōhi nāna i tuhi?

Kia kūkara ā-tuihono.

Haere pai atu!


Whakahuatanga - Pronunciation

On the wepage above, open the "Kia Kaha te Reo Taiao" booklet (Double spread).
Go to page 4/5 of the the resource. This gives a clear, easy reminder of pronunication of both vowels and consonants (and vowel combos!).

With a friend, in a group or by yourself, try to say the phrases above out loud using the correct pronunciation - it may take some practice - kia kaha!


Let's get motivated!

Have a look at this YouTube video and have a conversation about the issues it raises...
Kāpiti teen puts Te Reo Māori in the spotlight


As we move to natural integration of Te Reo and English, what's next?

This maybe?   Lyrics version here
Maybe have a conversation about the future of language in our nation!

And this classic never gets old!

Te Wiki o te Reo Māori - Join the kōrero!

BONUS!!!  On App store (Apple or Android) search for Kupu. It's a free app that uses your camera. You simply take a picture of an object and you will see the name for it in te Reo. It uses A.I. and Google machine-learning so it gets better the more people use it. It is a great way to develop your knowledge of everyday objects!

Term 3 Week 8

It's Social Justice Week!
(and Te Wiki o te Reo Māori but if you completed last week's AKO session, you're well on your way to being ready for that!)
This week's session (and next week!) is brought to you by Social Justice students.

Challenge One: Whole Group
This week is Social Justice week! Before we get into the theme for the week, let’s look at what the term Justice means. Watch this video:
Challenge Two: Small Groups
The theme for this year is “Fairness in an Unfair World”. The year 9s and 10s have already looked at this in VCE. In small groups (try to mix juniors and seniors) discuss the unfairness you see in your lives; in our communities; in New Zealand. It only takes a few minutes of catching up with current events to see that the world in which we live is not a fair place. Take the time during Social Justice Week to take note of things that are not fair. Watch the news and follow current events. Here are a few articles to get you started…
Cafe owner advertises for younger staff, ignores discrimination laws
NZ’s education gap among the worst in the developed world
Sporting superstars splash out on homes that are out of this world

Have a discussion in your groups. Are these things fair or unfair? What can be done to bring fairness and justice to each?

Your teacher has a poster divided into two A3 sheets...

1. Shade the interactions that show equity and social justice in nice bright colours. 

2. Shade the interactions that create injustice in plain grey pencil. 

3. As a group, rank the top 5 (or 10) injustices and possible personal actions that could address them. 

4. Lastly, think about your own actions and what you can do to help make our community and world a more positive place for everyone in it

Challenge Three: Just You
Think about a time in your life when you felt something was unfair. How did this make you feel? Do you think others have felt this way? Chances are, they have. Everyone experiences some form of unfairness in their lives, unfortunately some people more than others. Now that we know more about some of the social justice issues in our world today, we should be able to recognise them in our daily lives. Your challenge is to minimise any unfairness you see, bringing about social justice where you can.

Term 3 Week 9

Today we investigate another critical social justice theme concerning conservation and biodiversity.
Brought to you by Bridie Case-Millar and the Social Justice Team!

Do you enjoy a delicious cup of coffee in the morning? Do you play sports such as rugby, football and lacrosse? Believe it or not, without a proper ecosystem or biodiverse environment environment, even abundant species such as coffee beans and grass are at risk of extinction! This means no more iced lattes from Two Birds!! 

The Department of Conservation is currently taking submissions on a Policy known as “The Biodiversity Strategy” which basically aims to keep New Zealands environment beautiful for years to come and to keep species (such as coffee beans) from becoming extinct. Today during AKO we will be sharing our voices with the government on this topic.

What’s the problem?

Watch these videos

Every day, 4,000 native species in New Zealand are at risk of becoming endangered. Every day our rivers become more polluted, our huge Kauri trees slowly die off due to disease, our oceans become warmer and more acidic and our massive forests become barren causing our soil to lose its world class cultivation of plants found nowhere else on earth. 

Currently within politics there is not enough youth voice, with the majority of politicians being old, white men ("huh?!"-  Mr Rogers). As young women, it is important that we realise our voice is important and deserves to be heard. 

We want to change this! A platform created by one of our students is currently attempting to receive Youth Voice on the biodiversity strategy as every decision made effects us personally. 

Check out the website!

Have a look through the website and get to know the biodiversity strategy.

Click on the ‘Have your say!” Button in the top right corner. This will take you to the submissions page. You can make submissions in anyway shape or form. It could simply be a brainstorm on the board, answering some questions or you could get creative and make a poster or video. You could even write a letter to the government!

As a CCM, in small groups or individually, talk about what you think the state of our environment is and what you would like to see for it in the future. Brainstorm these ideas. Remember your submission could simply be a picture of a brainstorm sent to


Get Creative! Your voice is extremely important for the development of New Zealand's environment! :)

Term 3, Week 10

This week's AKO session os brought to you by our Wellbeing Team!

Hey everyone, in this week’s Ako session we are focusing on our everyday mental health and some of the factors that can influence how we feel. Our mental health can be perceived as a continuum of different emotions and we can determine where we are along this continuum using our emotional temperature. Let’s start off today’s session by watching the Ako video made for us by the well-being team. 
As this video mentions there are some things that we can do to improve the way we are feeling. In small groups, brainstorm some ideas on what are some of the things you could do to keep yourselves on the ‘medium’ part of the thermometer. It is important to note that everyone’s “medium” emotional temperature is different and we should never compare our medium to anyone else’s medium.

As a CCM group everyone needs to research their favourite inspirational quote and write it down on a big piece of paper. Decorate the piece of paper and then stick it up in a place where people will see it often. Somewhere in your classroom, in the hallways, bathrooms etc.

See examples below...

If anyone has time, watch this video about how everyone experiences mental health differently. 
Lastly please remember to keep wearing your green ribbons and getting involved with the lunchtime activities to show your support for Mental Health Awareness Week!
Thanks girls!

Term 4 Week 1

Today we look back to the beginning of the year and reflect on how far we've come...

  • This year has been the year of the Contemplative Heart. The year of Hope/tūmanako. The year of whanaungatanga. The year where anything is possible. At the beginning of the year your CCM companion gave you a paper heart and you wrote your hopes for this year on the back.  Send one student per AKO group to get more hearts from the Admin Office. Cut out the paper heart and, on the back, write something (words or sentences) about what you have achieved this year. The following questions may help you: What were you hoping for at the beginning of the year - did you achieve any of it? How have you built positive relationships this year? What positive new experiences have you had? How have you been able to put your hope and trust in God? Perhaps you could "share your heart" with others in class?
  • What good things have you experienced this year? Sometimes we are so focused on our own life and daily stresses, we miss the gifts right in front of us. None of us are pefect but God loves us as we are. Have you appreciated the opportunities to grow this year? Watch this short video and think about the message...  LINK   Perhaps you can have a chat about it to your classmates...
  • Very soon, your Year 13's will no longer be a part of your AKO group. Take some time tovrecognise their input and support throughout the year. How will you step up next year and become "Big Sisters" to your younger classmates? This may be a good time to discuss some ideas for improving your AKO experience next year - how will YOU contribute to our culture of care at SHGC?
  • Acts of kindness are critical in our community. Watch this video (an oldie but a goodie!). What's the message? Could your AKO group film something like this at the beginning of next year? Start planning!


 Have you watched much of the Rugby World Cup?
Maybe that's not your thing, but there's something about Japanese culture that has been highlighted during the tournament - something that we can all learn from...

Start by catching up with the ALL BLACKS' respectful gesture here...

Bowing - showing respect - is emphasised in Japanese culture. Imagine if we followed that custom here in New Zealand. Do you have any students from Japan, or who have been to Japan, in your group who are willing to share what this custom is about? What does it look like on a daily basis in Japan?

If no one in your group has direct experince, get together with a friend or two and internet research the custom yourselves - there's more to it than you think! Here's a guide.  It's important to respect other cultures and, even if we're a little embarrassed, not make fun of other customs. Every experience is a learning opportunity!

Bowing to show respect is just one aspect of Japanese society. Did you know that schools in Japan are usually spotlessly clean and are cleaned by students after school? Back to the rugby, did you know that the Japanese rugby team clean and tidy their locker rooms after every match, leaving them spotless?

Respect, politeness and humilty. Are these signs of weakness? Not all! Watch this video...

In small groups (or big groups, or pairs - up to you really!) talk about the messages in that short video. Although they highlight a Buddhist outlook, how do they align with the beliefs of or own school's culture of care?

WHAT ARE SOME WAYS YOU AND YOUR FRIENDS CAN PRACTICE RESPECT AND HUMILITY BETWEEN NOW AND THE END OF TERM? Maybe share a list of ideas on the whiteboard, or your AKO Google Classroom, or a poster, or...

Term 4 Week 5

Here at Sacred Heart we talk about Head Heart and Hands, It is about positive behaviour that will help us in our learning inside and outside the classroom, it is what we aim for inside the school gates so that you will take this outside the school gates and into your wider life.
Part of this is living restoratively, living peacefully. Think about Parihaka and what you experienced on Monday.
Think about what was on Tuesday’s CCM sheet.
What do we do here that helps create a peaceful environment?
What can we, and you, do better?
Look at your HHH Behaviour matrix and see what you need to work on as an individual and as a CCM.
You could draw up a large feather and write ideas onto on the white board or on paper or you may prefer to have a class discussion.

NB part of living restoratively is hearing opinions different from your own with respect.

If you create a "communal feather", take a photo and send it to Mr Rogers.