iExperience Narrative Assessment - Production

Get Set Go! - iExperience Narrative Assessment

Learner:  Zsofia      Learning Coach: M Lennon - LH2      Date:   17 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 Zsofia has been participating in the Get-Set-Go programme. In Get-Set-Go Zsofia has been learning to balance using different parts of her body, and to move around while balancing something on her head.  Zsofia was able to confidently balance and move around with ease. After her balancing session Zsofia 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 Zsofia with her Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Zsofia 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.

Chickens - iExperience Narrative Assessment

Learner:  Zsofia      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Zsofia has been learning about Chickens and their habitats. Zsofia has been a keen participant in learning about the chickens.  She has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Zsofia was able to touch the chick so she knew what they felt like and could describe the chickens accurately. During iDevelop Zsofia furthered her curiosity by being able to describe the chicks to others.

Evidence of learning

Zsofia was a little nervous to hold the chick so she opted to pat it instead.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully touch a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Word Work Narrative Assessment - 17 August 2016

Learner:  Zsofia      Learning Coach: Michelle Lennon - LH2    Date:   17 August 2016

Learning Area:  Literacy - Word Work

NZC Achievement Objective:  Use language features, showing some recognition of their effects.  Indicator:  Spells some high-frequency words correctly and begins to use some common spelling patterns.

Learning Observed

During iDevelop Zsofia has been working on being able to read, write and spell her high frequency words. Zsofia has been reading a range of stories that spark her interests.  From these stories she has been finding the words that appear most often and then spelling them using whiteboards and pipe cleaners. Initially, to spell her high frequency words, Zsofia was having to copy the words from cards, or from her book, however she quickly became confident enough to begin spelling words from memory.

Evidence of learning

Here Zsofia has been practising her spelling and made the words ‘help’, ‘go’, ‘she’, ‘to’, ‘the’.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning activities. Capable - understanding that spelling gets easier the more you try. Curious - attempting the spelling of words without aides. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Notice when letters are backwards and begin self-correcting. Transfer word work and spelling into daily writing. Play games like I-Spy that help identify high frequency words in other texts.

iExperience Narrative Assessment - 10 August 2016

Learner:  Zsofia   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 Zsofia opted in to learn more about the equestrian show jumping at the Olympic Games in Rio. Zsofia 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.  Zsofia was able to do this with ease and showed great respect for others learner’s opinions. Next Zsofia 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 Zsofia is designing a route to be run by the horses in the Olympic show jumping.

Key Competencies/Vision Principles

During this learning, Zsofia 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.

Narrative Assessment - Maths - 4 August 2016

Learner:  Zsofia     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 Zsofia has been learning to split numbers up to 10 into their additive properties. Zsofia 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 Zsofia shows that she can split a 4 into a 2 and 2; and a 5  into a 4 and 1.

Key Competencies/Vision Principles

During this learning, Zsofia 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 - iExplore - 1 July 2016

Learner:   Zsofia         Learning Coach:   Megan Croll - LH2                Date:   1 July 2016

Learning Area:  iExplore

Learning Observed

Today Zsofia joined in with some of the Learners in LH2 to use the magnetic shape pieces to create a variety of designs.  Zsofia was quite happy to work by herself and was interested to see what she could make, how the magnets worked and which shapes would fit together.   Zsofia used her imagination to create some glasses, a phone and a book.   She was proud of her houses and boat on the water that included a shape within a shape.

Evidence of learning

Key Competencies/Vision Principles

Zsofia was Curious about the magnetic shapes and what she could create with them.  She was Capable of spending some considerable time to develop her ideas and made Connections to real-life objects, reflecting on her progress and trying to improve the quality of her work.   At the end of iExplore, Zsofia was able to put away all the materials that she had used (Managing Self).

Next Learning Steps

Extend on these designs to create something which is more challenging Collaborate with another Learner to create a piece together Use the other building materials in LH2 to add to her designs

Narrative Assessment - Writing - 17 March 2016

Learner:  Zsofia             Learning Coach:   Megan Croll                Date:   17 March 2016

Learning Area: Writing

Learning Observed

All the Learners in our habitat were invited to eat some watermelon that had been growing in our school’s garden.   After eating, we used our senses to share our ideas about how it tasted, looked, smelt and made us feel.   Zsofia then wrote about watermelon in a guided writing group.    Zsofia used our word wall to find the word ‘watermelon’ and sounded out the initial and final letters for ‘yummy’ and ‘smells’.

Evidence of learning

Zsofia wrote in the past tense about a personal experience.

Key Competencies/Vision Principles

Zsofia collaborated with others during the brainstorm when she thought about, and shared her ideas in relation to eating the watermelon.   She connected  with her learning experience and used this to help form her ideas for writing. Zsofia was able to organise herself for learning with her writing book and pens (Managing Self).  She is forming most of her letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).   Zsofia was able to Think of her own idea and write about it.

Next Learning Steps

Split several ideas into sentences Take less time to draw a brainstorm and more time to write about her ideas Independently use resources to support spelling