Narrative Assessment - Term 4 - iExplore

Mathematics Narrative Assessment

Learner:                     Learning Coach: Mr Hattie             Date: 3 December 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

In today’s session we were practicing our basic fractions. We learnt about what a fraction is. Nimisha was organising pictures into the different categories of halves, thirds and quarters. This was a new topic that we have been learning this week. When we started it was very difficult as it was new, but once we understood what a fraction is then it got much easier. The activity that we were doing was the learners had the fractions written on the table and they had to draw the fraction. It was great to see the learner's understanding how to read the fraction and be able to connect that knowledge to a drawing. Nimisha seemed to have no problem with this activity, which was exciting as we were having trouble with this activity yesterday. This shows what repetition and time does to help develop new knowledge.

Evidence of learning

Nimisha’s fraction drawings

Key Competencies/Vision Principles

The Key Competencies that are being shown in this activity is “understanding language, symbols and text” as they had to understand what the symbol means and what she needs to draw for it. The Vision Principle that was being shown in this activity is “Connect” as the learners were able to connect their knowledge that they had about fractions to drawing a visual representation for that fraction.

Next Learning Steps

Nimisha’s next learning steps are: read and identify fractions such as ⅕, ⅙, and  ⅛ instantly recall doubles and halves to 10

3 Little Pigs iExplore

Handwriting Narrative Assessment

Learner: Nimisha                     Learning Coach: Mr Hattie             Date: 12 October 2015

Learning Area: Learning Habitat 2 - Handwriting

Learning Observed

For literacy we have been focusing on handwriting every thursday. This was because we saw many learners struggling with writing or complaining about sore hands while writing. This can affect the amount of writing they are doing which could have an impact on their achievement in writing.  We were using the Casey the Caterpillar Handwriting Shapes to help the learner remember the correct formation. This has made some improvements to the amount the learners are writing as they are writing me fluidly. Nimisha has been focusing on the size of her writing and these handwriting sessions have been improving this. Nimish has notice the difference as well.

Evidence of learning

Key Competencies/Vision Principles

A Key Competencies that is being shown in this lesson is “understand language, symbols and text” as the learners are learning the correct formation of the letters. The Vision Principles that are being used are “Capabilities” as the learners are improving their writing capabilities and “Connecting” as they are learning the link between handwriting and writing full sentences.

Next Learning Steps

Nimisha’s next learning steps are: writing all lowercase letters with correct formation. writing all capital letters with correct formation.

iExplore- Cubism

Learner:   Nimisha      Learning Coach:   Luisa Maloni            Date: 4th September, 2015

Learning Area: iExplore: Visual Art: Cubism

Learning Observed

We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Nimisha used the elements of shape and fracture to create a study of a tree and a painting. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Nimisha chose an image of a heart and then created her own study using ideas from her artistic exemplar.

Evidence of learning

Nimisha uses an artistic exemplar to explore ideas about Cubism. She creates a number of studies to explore and refine her ideas. That’s what professional artists do! I can’t wait to see her final work!

Key Competencies/Vision Principles

Nimisha demonstrates the Vision principles of Curiosity in continually experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.

Next Learning Steps

Use new language to describe her artworks e.g. shape, fracture, hues, shades Describe what she has learned and say what her next steps are

Math Narrative Assessment

Learner: Nimisha                  Learning Coach: Mr Hattie          Date: 9 September 2015

Learning Area: Mathematics

Learning Observed

For mathematics we are learning to subtract numbers to 5 using materials. This is the first step of subtracting. During the lesson we started with understanding what subtraction is and how we subtract. We went through a few problems together using our materials, our fingers. This allows us to manipulate the problem ourselves at our own pace. Nimisha was doing a good job. Our next step for this lesson was practicing using our capabilities that we learnt in a practical sense. We played our addition and subtraction board game, we only did the subtraction part. Nimisha succeeded at this game as she made sure that she used the strategy that she learnt during our lesson.

Evidence of learning

Nimisha had to solve the problem 5-3. She used her fingers, but she needed to start from her first finger not the middle fingers.

Key Competencies/Vision Principles

The Key Competencies that was being shown during this lesson is “thinking” as the learners are having to think about the skills that they have just learnt while applying them to a new game. “Relating to others” as the learners were put into pairs as we are wanting discussion around why they have gotten to the answer that they got. “Capable” is the key value that we were using as the learners had to use the capabilities that they had learnt in a practical sense.

Next Learning Steps

Nimisha’s next learning steps are: using imaging to solve subtraction problems to 5. instantly recognising basic facts to 5.

Nimisha 's Photo on Wednesday, 26 August 2015

Narrative Assessment T2 - Writing

Learner: Namisha                 Learning Coach: Abby Morgan               Date: 25 June 2015

Learning Area: Literacy - Writing

Learning Observed

This week we have been encouraging learners to select learning workshops based on their area of interest and need as identified with their learning coach. Namisha expressed her interest in the story writing workshop at the beginning of our iDevelop Literacy block. We began by discussing the important steps that are needed to assist us with our writing. Namisha shared her ideas and reminded us that we need a plan to start.  After identifying the need for full stops, capital letters, and finger spaces we also talked about the importance of sounding out unknown words. The learners shared their ideas for their story with a buddy and Namisha went away to write her story. When she returned we read her work together. Namisha was able to use a capital letter at the beginning of the sentence and is able to spell a range of high frequency words.

Evidence of learning

Key Competencies/Vision Principles

Namisha has been developing the school vision principle of capable as she was able to identify her area of learning as well as developing both new and existing skills.  She is also displaying the key competencies of managing self, thinking and using language, symbols and texts. Namisha has displayed thinking skills as she recalls and extends her knowledge about writing (using language, symbols and texts) and has demonstrated her ability to manage her learning through choosing an appropriate learning workshop to enhance her capabilities.

Next Learning Steps

Accurately use full-stops Develop new ways to start sentences Write more than 2 sentences

Nimisha 's Video on Wednesday, 24 June 2015

iExperience: Myths and Legends

Learner: Nimisha      Learning Coach: Luisa Maloni    Date: 3rd June, 2015

Learning Area: iExperience: Myths and Legends

Learning Observed

We are learning to make connections with the past and with the stories important to our community. This week we have been learning about the legend of Aladdin and the Magic Lamp. After we listened to, discussed and acted out parts of this story, we used chalk to create a picture of our own genie. Nimisha was able to talk about her picture and said “Genies can poof out of the lamp because they can grant wishes and they are really friendly and there’s even girl genies and boy genies”. When I asked her to talk about the genie she had drawn she said “This Genie is a people genie- it can’t fly because it doesn't have wings it only has a little bit of wings”

Evidence of learning

See Nimisha’s Post below

Key Competencies/Vision Principles

Nimisha Demonstrates her capabilities in sharing her knowledge about a myth and legend (Using Language, Symbols and Text). She is able to make Connections with what she has learned about Aladdin and the Lamp as well as her creativity, to create her own Genie (Thinking).

Next Learning Steps

Ask questions about new topics she is learning about Retell events in a story in the order they happened

Nimisha's Video on Wednesday, 3 June 2015