Narrative Assessment - Eye on Nature
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Learner: Vivian Learning Coach: Mrs Croll Date: 4 April 2017 Learning Area: Science
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Learning Experience:
On Tuesday 28th March, Vivian attended the Eye on Nature event at the Auckland Botanic Gardens. The purpose of this trip was to provide Vivian with a variety of learning opportunities so that she may gain a deep understanding and appreciation of the fundamental processes that support life on the planet and to become a guardian of her living environment.
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4Cs and Key Competencies:
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Next Steps:
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Learner: Vivian
Learning Coach: T.Dillner Date: 5.5.16
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Learning Area: Physical Education
Key Competency: Participating and Contributing, Relating to Others
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Learning Observed
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For PE, LH1 learners were focussing on passing a rugby ball with the correct techniques. We focused on how to place our hands on the ball, how to position our arms and how to aim. The learners then needed to pair up and take turns to practice passing the ball through a hoop.
Vivian collaborated positively with her buddy. They took some time to practise their techniques and support each other with reminders of what the success criteria were. Vivian made an effort to ensure she wasn’t rushing, and making sure that she was 100% comfortable with these skills before moving on to the next step of her capability (making the hoop a moving target by lifting it up and down).
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Evidence of learning
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Next Learning Steps
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Learner: Vivian Learning Coach: T.Dillner Date: Term 4, Week 6-10
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Learning Area: iExperience - Technology
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Learning Observed and Vision Principles
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In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable.
All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in.
Vivian selected Pets & Animals. She was curious about making a penguin out of scraps of paper. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets.
Vivian then took the template we used as a larger group and the personalised it to her penguin creation, demonstrating her capability with understanding the design process.
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Evidence of learning
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Next Learning Steps
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Learner: Norah,Alysia and Vivian Learning Coach: Margaret Patrick Date: 24.09..2015
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Learning Area: Science Narrative Learning story
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Learning Observed
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These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10.
They ”busted” the myths about everyday objects behaving in unusual ways.
They were curious and explored the physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities. In week 10 they collaborated to form a group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, present their digital recording of their work and field answers to questions. They managed their time well and were ready to present. Their experiment was called “Sprite and Mint Mentos”. they were curious after watching a balloon become inflated due to the chemical reaction of soda and vinegar. They decided they wanted to make an experiment using a chemical reaction. After the first time they did their experiment they discovered that they needed a smaller neck on their bottle and the right effervescent lollies. Norah was instrumental in bringing the materials for their experiment.
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Evidence of learning
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Next Learning Steps
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Learner: Vivian Learning Coach: DWilkes
Date: August 2015 Learning Area: Science
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Learning Observed
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This term the LH1 learners have been learning about animals, adaptations and habitats. Vivian has been building her language and developing her understandings of the many ways the natural world can be represented. Vivian is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals and used her curiosity to research the adaptations for her selected animal the Owl. She recognises that all living things have certain requirements so they can stay alive and could identify these for owls.
Vivian was fortunate enough to go on a field trip to the zoo (with her mum too!) where many animals captured her curiosity. She used the learning from the zoo trip to create a creature using the www.buildyourwildself.com wesbite. She needed to create a habitat that would be suitable for an owl. She opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in a new digital tool to develop her capability at using it. She went through a rigorous design process that involved connecting with information through researching to create a fact file on the Owl, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of their choosing. Her GOOGLE DRAWING was a good representation of what she initially planned with some modifications. Ask her to show it to you!
Vivian collaborated well- listening to other learners and asking questions. When it was time to share their learning, she presented her habitat with some confidence to the Learning Coaches and learners in LH1. You can see her assessment here.
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Evidence of learning
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Next Learning Steps
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Learner: Cassandra & Vivian
Learning Coach: T.Dillner Date: 2.6.15
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Learning Area: Literacy - Handwriting
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Learning Observed
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Recently, learners in Mrs Dillner’s Literacy group have been working on proper letter formation, beginning with the letters that start with a ‘c’ shape.
Cassandra & Vivian have shown that they are able to use the top, middle and bottom spaces on the line. Their letters mostly follow the correct writing pattern, but they will need to work on using this consistently in their books. While completing this task, each of these girls tried their best and worked quickly and efficiently.
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Evidence of learning
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Cassandra and Vivian also worked with Hannah and Komal.
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Key Competencies/Vision Principles
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Cassandra and Vivian both showed their capability of using the correct way of writing ‘c’ start letters on a lined white board. They listened to the instructions and applied them to their own learning (Managing Self).
Both girls wrote tidily and began showing that they were ready to move to the next step in this area - adding flicks to their letters. They identified this themselves which demonstrates they can connect where they are now to where they need to be.
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Next Learning Steps
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Learners: Komal & Vivian Learning Coach: T.Dillner Date: 21.5.15
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Learning Area: Mathematics
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Learning Observed
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During Numeracy time, the learners in Mrs Remington’s groups have been learning about subtracting. On this particular occasion, Mrs Dillner was lucky enough to spend some time looking at how Komal and Vivian could subtract together.
In pairs, all of the learners had to subtract and use the string to match the number on the left with its answer on the right (see photos below). Komal and Vivian were subtracting 8 each time. When they were finished, they could check if they were correct by looking on the back to see if their strings matched the answer pattern. When they were not right, they had to undo the string and fix their answers.
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Evidence of learning
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Key Competencies/Vision Principles
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Komal and Vivian worked collaboratively to subtract eight from a variety of numbers under 20. They used their curiosity to drive their learning - they wanted to use this new learning tool and find out if they were correct or not. They were capable of successfully completing this task once each. They worked well together by sharing the equipment, speaking clearly and respectfully and being helpful (Participating and Contributing). They also used the correct mathematical language of ‘subtract’ instead of ‘take away’ (Using Symbols, Language and Text).
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Next Learning Steps
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Learner: Komal, Samantha, Sameeha and Vivian
Learning Coach: T.Dillner Date: 2.6.15
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Learning Area: The Arts - Music
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Learning Observed
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The Keas Hapu group have been learning about the features that we use to make music.
They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Komal, Samantha, Sameeha and Vivian chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed.
The girls then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.
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Evidence of learning
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Key Competencies/Vision Principles
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All four girls worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music.
When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).
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Next Learning Steps
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