Narrative Assessment

Narrative Assessment- iExperience- Te Tuhi art

Narrative Assessment- iExperience- Music

Narrative Assessment

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 - Mathematics - 29 Feb 2016

Rubbish Sculptures!

Narrative Assessment - 15 Oct 2015 - Literacy

Learner: Zoey        Learning Coach: Stephanie Hooker             Date: 15 Oct 2015

Learning Area: Literacy - Writing

Learning Observed

Today’s writing topic was “An underwater adventure”. Zoey set to work readily and expressed her thoughts and ideas with ease.

Evidence of learning

Zoey was able to write simple sentences in sequence.

Key Competencies/Vision Principles

Managing Self - Zoey settled to work quickly Use Language, Symbols and Texts -  She is capable and writes fluently Thinking - Her ideas were in sequence

Next Learning Steps

Begin to use more complex sentences Include descriptive words in her writing

Narrative Assessment - Mathematics - 14 Oct 2015

Narrative Assessment - 19 Aug 2015 - Mathematics

Learner: Zoey, Simar, Fernanda, and Suri Learning Coach: Abby Morgan                                                            Date: 9 March 2015

Learning Area: Numeracy

Learning Observed

During Math time today I introduced the learners to a new activity on the iPads - Slide Addition. This game required four learners to play together to answer addition problems as they appear on screen. I began with a demonstration of how to play which they quickly picked up. Simar, Zoey, Suri, and Fernanda were working together to solve the questions. I observed Zoey during this time and noticed her ability to recognise numbers to 10 quickly in tens frames, finger and dice patterns. Zoey was able to add two numbers together without the use of physical materials. Simar began by one to one counting to solve the problems but quickly developed her ability to recognise the number pattern as it was displayed. Fernanda and Suri began by using a mixture of one to one counting when the numbers were higher as well as instant recognition of number patterns. Over the development of the activity all four of the learners developed their ability to quickly recognise the number patterns as they appeared and solved the equations at a rapid pace. When I was discussing with the learners at the end I was told that Simar had ‘won’ the most times, great work!

Evidence of learning

Zoey, Simar, Fernanda, and Suri competing to complete the maths addition game.

Key Competencies/Vision Principles

During this activity Simar, Zoey, Fernanda, and Suri were applying the school vision principles of collaboration and capable. They demonstrated these through their ability to work together to complete an activity whilst supporting each others developing math understanding and extending their existing capabilities. While working on this learning task they were utilising the Key Competencies of Managing Self, and Using Language, Symbols and Texts. This was occurring as they were managing their behaviours and viewing themselves.To participate in this learning activity they had  to be able to recognise and understand the mathematical language and symbols.

Next Learning Steps

Assist in developing faster instant recognition of number patterns and basic facts to 10. Introduce the learners to other ‘math slide’ games to assist with numeracy. Encourage the learners to work on Mathletics