Get Set Go iExperience Narrative Assessment

Learner:  Zoey      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 Zoey has been participating in the Get-Set-Go programme. In Get-Set-Go Zoey has been learning to balance using different parts of her body, and to move around while balancing something on her head.  Zoey was able to confidently balance and move around with ease. After her balancing session Zoey 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 Zoey participating in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

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

Evidence of learning

Zoey wearing her Victorian Costume and one of the houses she visited at the Howick Historical Village.

Key Competencies/Vision Principles

During this learning, Zoey 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.

Narrative Assessment - Maths - 4 August 2016

Learner:  Zoey     Learning Coach: Michelle Lennon - LH2     Date:   4 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten and with 10.

Learning Observed

During iDevelop Zoey has been learning to split numbers up to 10 into their additive properties. Zoey was given the number 4 and was asked to find as many different ways as she could to add up to 4.  Initially she used counters to help her complete this activity, then she was able to mentally find number splits and match them up with cards without the support of materials.

Evidence of learning

Here Zoey shows that she can split a 4 into a 4 and 0; and a 6  into a 6 and 0.

Key Competencies/Vision Principles

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

Next Learning Steps

Teach other groups how to split numbers. Use your number splits as a ‘tidy number’ strategy to solve problems. Begin splitting numbers through subtraction.

Narrative Assessment - Oral Language - 21 June 2016

Learner:  Zoey        Learning Coach:   Megan Croll - LH2              Date: 21 June  2016

Learning Area:  Oral Language

Learning Observed

LH2 were invited to present and share our thinking about what Collaborative Meeting is at a whole school hui.   Zoey and some other Learners from LH2 volunteered to be part of this presentation group.  Zoey, along with Shaun, were selected to be the MCs for this performance.  Their role was to introduce each performing group and share a little information about what Collaborative Meeting means to LH2.   Zoey was given some time in the previous week to learn her lines and practise presenting them to a small group of her peers.   Mr Dyer worked with Zoey to help her with some of the more difficult words and to learn how to speak clearly so that her audience would be able to hear her.

Evidence of learning

Zoey and Shaun practised their performance in front of other LH2 Learners.

Key Competencies/Vision Principles

Zoey is demonstrating that she is Capable of volunteering and carrying through with a role which would have provided her with some challenges.   She worked Collaboratively with Shaun to share their lines and support each other with their learning.   Zoey was able to follow instructions and carried out her important role in a positive manner (Managing Self). During the hui, Zoey was required to wait patiently for the audience to quieten down (Relating to Others) and communicated effectively (Using Language, Symbols and Text).

Next Learning Steps

Learn all the required lines so that presenting can take place without referring to any notes Provide support to others when presenting in front of an audience

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.

Narrative Assessment

Learner: Zoey           Learning Coach: Stephanie Hooker            Date: June 2, 2016

Learning Area: Maths

Learning Observed

During our Daily 3 Math Rotation Zoey chose to record numbers on a whiteboard. She can form all numbers correctly and with ease. She can identify two digit numbers confidently.

Evidence of learning

“It’s fun to learn numbers.” I wonder if Zoey does number work at home too?

Key Competencies/Vision Principles

Zoey is developing her Capabilities in Maths.  She is able to work independently and use equipment correctly (Managing Self and Thinking).  Zoey is able to form her numbers correctly and understands number order up to 100 (Using Language, Symbols and Text).

Next Learning Steps

Use the whiteboard to record equations (addition and subtraction to 20) Chose other Math learning games and equipment to extend her number knowledge Share learning at home or with her peers

Narrative Assessment - iExperience - 30 Mar 2016

Zoey's Writing Narrative

Learner:  Zoey                 Learning Coach: Mr Dyer                        Date: Week 3 - Term 1

Learning Area: Writing

Learning Observed

We have hit the ground running and are already challenging ourselves to identify what makes writing effective and how we can capture this learning in our own writing. We have identified that our best writing comes from the heart and involves sharing our thoughts, wonderings and feelings about a particular subject. We have also begun exploring ‘Show’ not ‘Tell’ to develop imagery and depth in our writing, along with writing about our sensory responses to daily events. Finally, through selecting elements of Who, What, Why, When, Where and How, we can focus on different elements of our writing in more detail. Zoey has begun to use some of the above writing techniques to make their writing #Oresome! She has the opportunity to write every day, and is involved in our author’s circles where they can seek advice and share their writing with myself and other learners. They are also invited to respond to areas for development at various stages of the writing process. It will be exciting to see how their writing develops over the course of the year starting from the example below which was one of their first pieces of independent writing.    On a Friday, Zoey contributes to our group blog. We share our thoughts, wonderings and feelings about the previous week and collaborate with the other writing groups before posting on our habitat blog. Be sure to check out these blogs when you can.

Evidence of learning

This was Zoey’s first effort at writing this year. It will be exciting to see how she progresses as the year goes on.

Key Competencies/Vision Principles

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable Zoey has begun to show her capabilities in writing even at this early stage of the year. We are connecting with events from our lives to make writing real to us. We are doing a range of independent writing and more collaborative pieces.

Next Learning Steps

Zoey should continue to write from the heart and visit the Author’s circle for regular input into her writing. She is encouraged to share their writing with family members and also with other audiences at school and home.This will give Zoey a chance to receive authentic feedback that can be used to make their next piece of writing even better.

Narrative Assessment - Mathematics - 29 Feb 2016