Self Portrite

Self portrait is making a 3D picture of your self.

what i found hard was how to draw my teeth and shape of my face

What i found easy was Hair colour  and my Hair type and style
What i need to work on is my Teeth shape.

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