Loose Parts Playground - Narrative Assessment

Learner:  Samara      Learning Coach: M Lennon - LH2      Date:   1 December 2016

Learning Area:  iExplore

NZC Achievement Objective:  Characteristics of Technology:  Students will understand that technology is purposeful intervention through design.

Learning Observed

In iExplore Samara has been playing in our loose parts playground.  She has been developing her curiosities in building new things.  In order to build her see-saw Samara spent time collaborating with others to ensure that everyone was happy with the outcome.  Throughout this task Samara showed her competency in connecting with others while actively participating in the activity. While collaborating with others about design, Samara showed leadership skills in the way that she ensured no one was left out of the building process.

Evidence of learning

Samara collaborating with others in building a see-saw.

Next Learning Steps

Continue with collaborative play, creating building and improving.

Diamante Poem - Giraffes Narrative Assessment

Learner:  Samara      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Giraffes

giraffes

yellow, slow

kicking, running, licking

neck, legs, tail, baby

eating, walking, drinking

long, tall

giraffes

Learning Observed

Samara has been learning to write Diamante Poems themed around her recent visit to Auckland Zoo. Firstly, Samara had to brainstorm different nouns, adjectives and verbs about giraffes.  Then she had to choose which ones she would use to make her poem make sense. Samara was given a template structure to follow, which listed the order in which her nouns, adjectives and verbs needed to be.  She was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Samara demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.

Get Set Go! - iExperience Narrative Assessment

Learner:  Samara      Learning Coach: M Lennon - LH2      Date:   3 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Samara has been participating in the Get-Set-Go programme. In Get-Set-Go Samara has been learning to balance using different parts of her body, and to move around while balancing something on her head.  Samara was able to confidently balance and move around with ease. After her balancing session Samara began learning skills in throwing and catching.  She actively participated in a range of games that saw her throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Samara participating in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Samara demonstrated that she was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Writing Narrative Assessment - 2 September 2016

Learner:  Samara        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop Samara has been learning that oral, written and visual texts can connect together.  Samara has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly Samara helped her hapu group to predict and tell the story using only the pictures in the book.  Samara was able to predict with ease and draw appropriate conclusions. Next she listened to the story being read to her and was showing her understanding by following along. After this Samara was able to read the story aloud, showing her understanding of what she had read. Samara showed her complete understanding of connecting the text orally, visually and in writing through her follow up activity where she drew a picture of Greedy Cat, wrote a sentence of what she thought Greedy Cat would eat out of her shopping bag and then shared her version of the story with others.

Evidence of learning

Samara’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Samara demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.

iExperience Narrative Assessment - 23 August 2016

Learner:  Samara   Learning Coach: Michelle Lennon - LH2     Date:   23 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand how the past is important to people.

Learning Observed

As part of our iExperience Samara participated in a school trip to the Howick Historical Village. Before going to the Howick Historical Village Samara learnt all about the clothes that children wore, the games they played, songs they sung and the, slightly, different language they used.  Samara has taken this knowledge and designed her own costume, to represent what children wore in historic times, for her trip. While she was there Samara participated in activities involving Victorian games (outdoor games) and Parlour games (indoor games) that were played by children in the late 18th Century. Samara also enjoyed looking around the village seeing all the old things that people had, but her favourite thing was the Victorian games.

Evidence of learning

Samara has been practising using block stilts at the Howick Historical Village.

Key Competencies/Vision Principles

During this learning, Samara demonstrated that she was: Connected - actively taking part in all learning activities. Capable - attempting all activities and putting in her best effort. Curious - seeing how many different ways she can play Victorian games. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about Victorian games with others. Design and play your own games that are based on these Victorian games.

Maths Narrative Assessment - 15 August 2016

Learner:  Samara    Learning Coach: Michelle Lennon - LH2    Date:   15 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten, and with ten.

Learning Observed

During iDevelop Samara has been learning to solve simple problems by making sets and patterns of numbers up to ten. In this activity the following problem was given: Five frogs live in a pond, if 2 frogs are on a rock, how many                   frogs are in the water? Samara initially used counters and circles to move her counters between the ‘rocks’ and ‘water’, however she was soon able to find other ways to split the frogs into groups without the help of circles. Following on from this activity, Samara was asked to find as many different combinations of frogs in the pond as she could. Finally, Samara looked at the equations that these word problems were meaning.  She was able to recognise that the two groups could be added together to total 5.

Evidence of learning

Here Samara has split her ‘frogs’ by having 3 in the water and 2 on a rock.

Key Competencies/Vision Principles

During this learning, Samara demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in a number of different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Use your number splits to solve simple problems. Split other numbers into two groups and look at the equations they make.

iExperience Narrative Assessment - 10 August 2016

Learner:  Samara   Learning Coach: Michelle Lennon - LH2    Date:   10 August 2016

Learning Area:  iExperience

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand that people have different roles and responsibilities  as part of their participation in groups.

Learning Observed

As part of our iExperience Samara opted in to learn more about the equestrian show jumping at the Olympic Games in Rio. Samara has shown that she can work collaboratively with others to help build a show jumping circuit fit for Olympic horses.  Firstly she had to communicate her ideas with other members in the group to ensure there was a range of difficulty levels for the horses.  Samara great respect for others learner’s opinions while participating in learning discussions. Next Samara designed and built a jump to be used within the show jumping circuit.  After this she discussed and negotiated the route that the horse would take in order to complete the circuit within a specified time limit.

Evidence of learning

Here Samara is designing a route to be run by the horses in the Olympic show jumping.

Key Competencies/Vision Principles

During this learning, Samara demonstrated that she was: Connected - actively taking part in all learning activities. Capable - understanding that Olympic show jumping has specific needs. Collaborative - discussing and negotiating ‘best fit’ jumps and tracks. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge around equestrian show jumping. Help others to collaborate and build an Olympic event together.