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.

Samara gets Collaborative

Samara is Blown Away!

Narrative Assessment - 16th June 2016

Learner: Maya, Samara, Taylor, Vanisha, Yuri, Zoey          Learning Coach: T Morgan       Date: 16th June 2016

Learning Area: iExperience - Dance

Learning Observed

Maya, Samara, Taylor, Vanisha, Yuri and Zoey all have one thing in common - they love to move! Today during iExperience, these girls chose to do dancing for the afternoon. Today we wanted to challenge ourselves a little more and these girls chose songs that they liked and started to choreograph their own dances to them, instead of copying from videos.

Evidence of learning

These girls showed their moves on the dance floor! They came up with some pretty good moves!

Key Competencies/Vision Principles

Maya, Samara, Taylor, Vanisha, Yuri and Zoey are developing their Capabilities in dancing. They were working together to combine moves they came up with to make a dance to their favourite songs that they selected (Participating and Contributing). They encouraged the learners who were a bit more shy, to have a turn at suggesting a move (Relating to Others). They decided calmly and fairly what song they would choose next and who’s turn it was to choose the song (Managing Self).

Next Learning Steps

Choreograph a complete dance to one song. Perform for the habitat. Share learning with home.

iExplore Narrative Assessment - 30 March 2016

Narrative Assessment 10th Feb 2016 - Literacy

Learner: Samara                   Learning Coach:  Talia Morgan       Date: 10 Feb 2016

Learning Area: Literacy - Writing

Learning Observed

Today I invited the learners to write a story about an action they liked doing. We practised writing “I am” and we found these words on the word card, and said which colour box the words were in. We then talked about finding the initial letter of the action we liked doing by sounding the first letter out. Samara then went off by herself to write her own story. Samara wrote “I AM = S. I AM = P” (I am skipping, I am playing).

Evidence of learning

Samara was able to sound out the beginning letter for skipping and playing. I wonder if she practised her writing in the holidays?

Key Competencies/Vision Principles

Samara is developing her Capabilities in her writing. She was able to work by herself to write a story (Managing Self). Samara is starting to form her letters correctly and listen to the sounds they make when recording them (Using language, symbols and text). She was able to Think of her own story and write it down.

Next Learning Steps

Continue to teach finding the basic words on the word card. Continue to teach finding the sounds of initial letters on the word card to record for a story. Continue to teach correct letter formation (upper/lower case). Continue to teach finger spacing. Share learning with home.