Zoo Narrative Assessment

Machines that Build - iExperience Narrative Assessment

Learner:  Riley      Learning Coach: M Lennon - LH2      Date:   3 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Level 1; Technology; Characteristics of Technological Outcomes - Students will understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Learning Observed

During iExperience Riley has been learning about machines that build things.  He has been showing his curiosities about the purposes behind different machines and why they were invented. During this iExperience Riley learned some background about different machines that help in the building industry.  His favourites were the machines that move bricks. After learning about different machines and their purposes, Riley built his own machine and was able to explain the reasons behind, and purpose of, this machine. Riley’s machine was used to lay bricks so that people didn’t have to do the hard work by themselves.  His machine had a place where the builder has to feed the bricks into a narrow tube and a spout where the bricks come out and onto the ground, neatly in a row.  Riley has also thought hard about the construction of his machine as it has a very strong base so that the machine does not fall over or break apart when it is being used.

Evidence of learning

Riley has made a marvellous machine!

Key Competencies/Vision Principles

During this learning, Riley demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - being able to describe the purpose for his machine. Curious - building and rebuilding machines to ensure they are stable enough to carry a load. Managing Self  - using equipment in an appropriate manner.

Next Learning Steps

Keep developing your curiosities about machines and their purposes by building bigger, better machines each time. Discuss your new findings with your peers to help them build stable, load bearing machines.

Get Set Go Narrative Assessment

Learner: Riley              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).

Riley & the Baby Chicks Narrative Assessment

Gooooo Riley - Cross Country Narrative Assessment

Howick Historical Village Narrative Assessment

Riley goes for Gold

Riley is Busting a Move!

11th May Narrative Assessment - iExplore

Learner: Riley                    Learning Coach: Talia Morgan        Date: 11th May 2016

Learning Area: iExplore

Learning Observed

During iExplore today, Riley was playing with the Mobilo and once he had finished building something, he was very excited to share it with me. Riley made a fishing net! Fantastic thinking about all our Under the Sea explorations. Riley told me that the purpose of the net was so that if you didn’t want to go swimming in the water to get your fish, you can just put the net in the water and scoop out fish. Riley added that to attract fish to the net you could put bait inside it so that all the fish swim into the net. He also added that if it is too heavy for people to pull up, you can attach a hook to the net - from the boat, so you can wind the net up.

Evidence of learning

Riley has shown he is developing his Curiosity through building with the Mobilo and thinking about how he can extend what he has made.

Key Competencies/Vision Principles

Riley is Curious about fishing with different means. He has made a Connection between what he has built with the Mobilo and a story or scene that could be played out. Riley worked by himself to build a “fishing net” out of Mobilo (Managing Self). He was very excited to share what he had made and was more than happy to engage in questions to deepen his Thinking about how this fishing net could work and achieve the best results (Participating and Contributing). Riley was more than happy to share the Mobilo with the other learners in the habitat (Relating to others).

Next Learning Steps

Develop the fishing net to be wider. Create the fishing net from a different material. Create the add ons to go on the fishing net (bait and hook to wind up). Share learning with home.

Narrative Assessment - Reading - 6 May 2016

In Daily 5, Riley has been learning about 'Read to Self'. 

Riley's Balancing Blog

Narrative Assessment - Mathematics - 16 Feb 2016

Riley's Writing Narrative

Learner: Riley                Learning Coach: Mr Dyer                        Date: Week 3 - Term 1

Learning Area: Writing

Learning Observed

We have hit the ground running and are already challenging ourselves to identify what makes writing effective and how we can capture this learning in our own writing. We have identified that our best writing comes from the heart and involves sharing our thoughts, wonderings and feelings about a particular subject. We have also begun exploring ‘Show’ not ‘Tell’ to develop imagery and depth in our writing, along with writing about our sensory responses to daily events. Finally, through selecting elements of Who, What, Why, When, Where and How, we can focus on different elements of our writing in more detail. Riley has begun to use some of the above writing techniques to make their writing #Oresome! He has the opportunity to write every day, and is involved in our author’s circles where they can seek advice and share their writing with myself and other learners. They are also invited to respond to areas for development at various stages of the writing process. It will be exciting to see how their writing develops over the course of the year starting from the example below which was one of their first pieces of independent writing.    On a Friday, Riley contributes to our group blog. We share our thoughts, wonderings and feelings about the previous week and collaborate with the other writing groups before posting on our habitat blog. Be sure to check out these blogs when you can.

Evidence of learning

This was Riley’s first effort at writing this year. It will be exciting to see how he progresses as the year goes on.

Key Competencies/Vision Principles

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable Riley has begun to show his capabilities in writing even at this early stage of the year. We are connecting with events from our lives to make writing real to us. We are doing a range of independent writing and more collaborative pieces.

Next Learning Steps

Riley should continue to write from the heart and visit the Author’s circle for regular input into his writing. He is encouraged to share their writing with family members and also with other audiences at school and home.This will give him a chance to receive authentic feedback that can be used to make his next piece of writing even better.