Zoo Narrative Assessment

Get Set Go Narrative Assessment

Learner: Linda              Learning Coach: T Morgan                Date: 27th October 2016

Learning Area: iExperience - Physical Education/Health

Learning Observed

Today we had Get Set Go, a sports programme, come to our school. Coach Cameron taught us a whole lot of new games like walk the plank - where we had to walk along the lines on the court and there were two pirates with noodle swords who would tag us, and red light-green light- where different colours meant we had to do different things to try and make our way to the end of the court. It was so much fun!

Evidence of learning

Get Set Go Movie We are learning to move and balance in all different ways. Watch me play red light-green light!

Key Competencies/Vision Principles

I am developing my Capabilities in Physical Education. I was able remember and tell Coach Cameron what the 3 rules were 1) when Coach Cameron is talking, we are listening, 2) when the whistle blows we freeze, and 3) we must have fun! (Managing Self). I took turns at being the “police officer” that checked for people who were moving when they should be frozen, offering my second turn to someone who hadn’t already had a turn (Relating to Others). I had fun learning all the games Coach Cameron taught us and especially playing them (Participating and Contributing).

Next Learning Steps

Always have my hat at school to wear for iBreaks and Get Set Go. Play the game with your peers Think of one way we could change this game (maybe one colour we could add with an action).

Linda & the Baby Chicks Narrative Assessment

Howick Historical Village Narrative Assessment

Collaboration Narrative Assessment

Learner: Linda                 Learning Coach: Talia Morgan        Date: 19th September 2016

Learning Area: iDevelop - Oral / Writing

Learning Observed

Linda was a reader in today’s running dictation activity. She had to read a passage from a book we had read at the end of the hall and then return to her partner and support her partner to write what she tells her partner. Linda was very supportive and problem-solved to find ways to help her partner write the passage, with only using verbal instructions.

Evidence of learning

Linda is being a collaborative learner. Look how she works with and supports her peer.

Key Competencies/Vision Principles

Linda is developing her Capabilities in Oral language, reading and collaborating with her peers. She was able to read the passage, return to her peer and tell her peer what to write. She supported her peer when she was unsure how to write it, by showing her how to draw the letters and which letters to write (Relating to Others, and Using language, symbols and text). Linda was tempted to write for her partner but knew that she couldn’t so problem-solved to find other ways around helping her partner without touching the pen (Participating and Contributing, and Managing Self).

Next Learning Steps

Write about this experience and what it was like for her Share learning with home

Writing Narrative Assessment

Learner: Linda                Learning Coach: Talia Morgan        Date: 22nd August 2016

Learning Area: iDevelop - Writing

Learning Observed

After helping the LC write a model recount, Linda went to write an independent recount of her weekend. Linda was able to write a two-paged story about what she did in the weekend, including the when, who, where and what.  Linda was trying to use both simple and compound sentences.

Evidence of learning

Key Competencies/Vision Principles

Linda is developing her Capabilities in writing. She was able to independently write her own story (Managing Self). Linda wrote a detailed recount about her weekend, using past tense verbs and including the who, where, when and what (Using Language, Symbols and Text). Linda tried to sound out difficult and unfamiliar words on her own and recorded the sounds in the order she could hear them in and wrote all high frequency words correctly (Thinking).

Next Learning Steps

Learning about different types of sentence structures - not continuously writing and for a new idea. Adding more detail into story, more ‘whats’ Share learning with home.

Linda goes for Gold!

Narrative Assessment - 7th July 2016

Learner: Linda                    Learning Coach: T Morgan        Date: 7th July 2016

Learning Area: iDevelop - Maths

Learning Observed

Today during maths, to help us understand fractions, we made some origami. Linda made her own puppy dog face by following the fractions instructions (i.e. fold in half), and then went on to help her peers to make their masks as well.

Evidence of learning

Linda used her fractions to make a puppy dog face! What will she use her fractions for next?

Key Competencies/Vision Principles

Linda is developing her Capabilities in maths. She was able to follow the instructions and work through them to complete her own puppy dog mask, by herself (Managing Self). Linda then offered to help her peers to complete their masks when they were a little bit stuck on what to do next or how they should fold it in half (Relating to Others; Participating and Contributing).

Next Learning Steps

Addition of common fractions (e.g. 5/12 + 3/12 = 8/12). Continue to collaborate with her peers to support their learning. Share learning with home.

Narrative Assessment - Developmental - 1 July 2016

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

Learning Area:  Developmental

Learning Observed

Today during Developmental, Linda, Jenny and Darius chose to use the lego equipment to create a little town.  The worked together to construct buildings and different areas.   The Learners supported each other when the lego parts were not joining together easily.   Linda was very keen to share and tell me about their creation.

Evidence of learning

This team are very proud of their creation

Key Competencies/Vision Principles

Linda was Capable of using the lego equipment during Developmental time to create this design and was also able to carefully put it all away when she had finished (Managing Self).     All the Learners respected each other’s ideas and worked Collaboratively with each other throughout the construction of their town.

Next Learning Steps

Create a more challenging design Choose to work with another Learner who she has not worked with before Write a story to go with her creation

Colour Discoveries Narrative Assessment

Narrative Assessment - Maths - 25 February 2016

Learner:  Linda          Learning Coach: Megan Croll           Date: 25 February 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we did to find the sum.

Evidence of learning

Linda was able to identify the biggest number in the problem, then rewrite the problem by putting the biggest number first.   Linda then draw a number line to help solve the problem.

Key Competencies/Vision Principles

Linda is developing her Capabilities in Maths by learning this addition strategy.  She was able to work by herself and use equipment correctly to solve a problem (Managing Self and Thinking).  Linda is able to form her numbers correctly and understands number ordering up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Practise this strategy with addition to 20, then extend to bigger numbers, e.g. 7+22= Teach this strategy to another Learner Share learning with home.

Narrative Assessment - iExperience - 16 February 2016

Learner:  Linda             Learning Coach: Megan Croll               Date: 16 February 2016

Learning Area:   iExperience

Learning Observed

This week during iExperience, Linda had an opportunity to learn about gravity through a science activity. Linda and Lucy were given some materials to create a parachute, then test it by dropping it from the first floor of our school.  First they had to carefully tape the red wool onto the corners of the plastic bag, then tie a pen to all four strands of wool.   Once ready, they took turns to drop the parachute from the first floor.   Linda and Lucy were delighted to see their parachute open up and slowly drop to the ground.

Evidence of learning

Linda and Lucy’s parachute is ready for its first ‘test’ drop.

Key Competencies/Vision Principles

Linda collaborated with a partner to carefully prepare their parachute.  She demonstrated capability with following instructions and taping the wool to the plastic parachute.  Linda was ‘Managing Self’ to work independently with a partner to complete an activity and pack away the materials when she had finished.

Next Learning Steps

Think about other ways to ‘test’ gravity with heavier objects Explore other areas of physics, e.g. force and momentum Support others with gaining an understanding about gravity