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.