Narrative Assessment

Narrative Assessment

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