Basketball - Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment-iExplore-Making Frames

Narrative Assessment

Narrative Assessment - Rippa Rugby

NZSL Sign Hunt

iExperience Narrative Assessment - Teamwork

iExplore Narrative Assessment

Writing Narrative Assessment

iExperience Narrative Assessment

Reading Narrative Assessment

Writing Narrative Assessment

iExperience Narrative Assessment - soccer

Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Lucy's next steps are:

• Further develop her Capabilities when pushing a ball with a noodle or hockey stick
• Include balancing games during iBreak
• Practise throwing and catching a ball at home

Narrative Assessment - iExperience - 31 October 2016

Learners:  Skyla, Sunny, Jessica, Harman, Ekamjot, Kaka, Ian, Kaiariki, Riley-Collins, Ash & Lucy Learning Coach:   Megan Croll                                                   Date:  31 October 2016

Learning Area:  iExperience

Learning Observed

In our iExperience session today, the learners were involved in a STEM (Science, Technology, Engineering and Maths) activity.   They were assigned the task of making a cage for an animal that would be strong enough to stay up, should a tree happen to fall on top of it if there were to be a terrible storm. First, we looked at some images of animals and which ones we thought that we might see at our zoo trip (connected) later in the term.  In teams of 3-4, the learners were given card, straws and tape.  Then together, they had to work collaboratively to construct their cage.   They tested their cages out to see whether they had built them strong enough to support an object on top (curious).    Many of the learners found out that their cages required more support in the middle and were eager to continue crafting their cages when they returned to school the next day.

Evidence of learning

Next Learning Steps

Independently make another structure during iExplore Create a structure at home with a brother, sister or parent Look at buildings and talk about how strong they are made

Narrative Assessment - Maths - 11 October 2016

Learners:  Lucy             Learning Coach:   Megan Croll            Date:  11 October 2016

Learning Area:  Maths

Learning Observed

During iDevelop, the learners are given time to independently choose an activity that they can do either with someone, or by themselves.  Today Lucy chose to show that she is able to identify all the numbers from 1-100 by filling in the missing numbers on a hundreds board.  All the numbers were written in the correct order, size and shape. Lucy then decided to circle all the even numbers by skip counting in twos.

Evidence of learning

Key Competencies/Vision Principles

Lucy is capable of completing a learning activity independently.  She was able to manage herself by finding an appropriate spot to work on this activity and put all the equipment away when she had finished with it.   Lucy connected this activity to previous learning where we were skip counting in twos.

Next Learning Steps

Help other learners to complete a hundreds board Circle the numbers by skip counting in threes

Narrative Assessment - Writing - 22 September 2016

Learner:  Lucy     Learning Coach: Megan Croll - LH2        Date: 22 September 2016

Learning Area: Writing

Learning Observed

Language features, e.g. similes, are used to give our writing impact.  A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’.  Lucy has been learning how to use a simile in her writing.  The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow. Lucy participated in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create her own poetic piece about rainbows.   After writing her draft, she then proceeded to publish her writing and illustrate it; using the correct colours and sequencing as in a rainbow.

Evidence of learning

Key Competencies/Vision Principles

Lucy is demonstrating that she is: Collaborative - sharing her ideas with her hapu group during a brainstorm session about rainbow colours. Capable - identifying the most suitable object to compare with each rainbow colour in her similes. Using Language, Symbols and Text - taking care to copy the information from her draft when publishing her work.  The size and shape of all letters are formed correctly.

Next Learning Steps

Look for similes in the books that she is reading Help another Learner to understand how to use similes in their writing Include a simile in future writing