Art: Samara and Sketching

Learner: Samara 
Area: Art - Visual Arts Level 2 
Date: 20.02.18 
In Art, some of the learners have been learning about drawing from their own perspective and what they can see. The learners chose a specific place inside the playground and had to sketch what they saw. We were practising sketching with different lines and looking at different shapes as well as shading. It was not an easy task but learners did try their best. 

Samara has been practicing her capability by trying hard to draw from her point of view and what she saw. She showed curiosity by looking for the best place that suited her in the playground. Samara was able to work collaboratively with others by sharing space helping others if asked. She is beginning to make connections and use techniques already learned to help her with her learning.

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: Practice sketching only what you see, practice shading, continue to look at objects from your point of view and interpret what you see

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.

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.