iDevelop Narrative

iExperience Narrative

Learner:  Darren    Habitat: LH1     Learning Coach: R. Moopanar          Date: 14.02.17

Learning Area: iExperience - Art  Key Competency: Participating and Contributing

Learning Observed

This term our focus is on how we can be collaborative citizens. In order to launch this the learners participated in a collaborative Art project where the NZC Achievement Objective was to share the ideas, feelings, and stories communicated by their own and others’ objects and images. The lasting understanding from this iExperience was that we can be collaborative in a variety of ways and display these collaborations by asking for help from other learners, learning coaches,  families or experts.  It was a great initial activity for the learners to connect with each other while creating a collaborative product.  The students helped to brainstorm ideas of what it ‘looks like’ to be collaborative.  They then used the brainstorm ideas to create their own pictures/symbols/icons to create a collaborative poster on “The Yin Fire Chicken”.  It was great to see them supporting each other in being curious and deciding what to draw and to hear them describe their picture as an example of how we can connect with others.  Darren can use the word ‘Collaborative’ and understands what it means. All of the learners displayed their capabilities by working independently on their own pictures and designs but towards a team result.  The artwork can be seen displayed in LH1.

Evidence of learning

Next Learning Steps

Present learning, seek feedback and make appropriate changes Share your learning with your family

Writing Narrative Assessment - 14 December 2016

Learner:  Darren    Learning Coach: Megan Croll - LH2        Date:14 December 2016

Learning Area:  Writing

Learning Observed

Following our trip to the Auckland Zoo, we decided to learn how to write a letter so that we could thank the helpers.   Darren and his hapu group brainstormed the people that helped us and all the animals that they saw.  Darren chose to write to me.   He started his letter with the date and the name of the person that he was writing to.  Next, he wrote about the purpose for the letter and what he liked the most.    In Darren’s draft copy, he used capital letters for the beginning of his sentences, wrote high frequency words correctly and followed the structure for writing a letter.  With support from his Learning Coach, he corrected the spelling of more difficult words, e.g fantastic, tortoise.

Evidence of learning

This is Darren’s published piece of writing.

Key Competencies/Vision Principles

Darren is demonstrating that he is: Collaborative - sharing his ideas with his hapu group during a brainstorm session about what they liked the most about their trip to Auckland Zoo. Capable - independently choosing who he wished to write to and what he wanted to write about. Using Language, Symbols and Text - writing many high frequency words correctly and taking care to write the size and shape of most letters correctly.

Next Learning Steps

Use full stops at the end of every sentence Include more information about his ideas Practise writing letters at home

Narrative Assessment - Physical Education - 7 December 2016

Get Set Go!

Darren's next steps are:

• Further develop his Capabilities when pushing a ball with a noodle or hockey stick
• Include balancing games during iBreak
• Listen carefully to the rules when playing a game

Zoo Trip - iExperience Narrative Assessment - 18 November 2016

Learner:  Darren      Learning Coach: Megan Croll - LH2       Date: 18 November 2016

Learning Area: Zoo Trip

Learning Observed & Key Competencies/Vision Principles

Today Darren joined LH2 and LH4 learners to travel by bus to the Auckland Zoo.   This trip was organised as part of our learning about animals - how we can help them and how they can help us.   The learners were greeted by some zookeepers when we arrived at the zoo.  We had morning tea and then, with a zoo map in hand, began our journey around the zoo.   Darren used the map to help guide us around the zoo; using his map reading skills to identify where we were and where we should go next (Using Language, Symbols and Text). After visiting the tortoises and reptiles, we met up with John from Auckland Zoo.   John took us into the Discovery and Learning centre where Darren found out what the zoo does to look after the three Sumatran tigers that they have.  John had a large black plastic container and Darren learned that the tiger would be able to smell his scent if he touched it (Connected). John then took us to the Vet Centre Viewing Gallery.   Darren learned that sometimes visitors can watch an operation take place, but today the windows were covered with curtains.  Here we learned how humans can make life very difficult for some animals.   Our plastic bags can be very dangerous to sea animals if they are swallowed.    After lunch, it was time for more exploring (Curious).   Darren enjoyed walking through the Meerkat tunnels, watching the playful orangutan and observing how gracefully the giraffes walk.  Our day at the zoo went very quickly and there wasn’t even enough time to play on the playground!   I’m sure that Darren would love to come back again with his family to share his learning with them.

Next Learning Steps

Darren has learned about what Auckland Zoo do to look after the many animals that they have.  Some are even endangered.  His next step could be to research an endangered animal to find out why it is endangered and what people are doing to help keep its species alive.

Narrative Assessment - Writing - 22 September 2016

Learner: Darren       Learning Coach: Megan Croll - LH2         Date: 12 September 2016

Learning Area: Writing

Learning Observed

Language features, e.g. similes, are used to give our writing impact.  A simile is when a person or object is compared with another object by using the word ‘as’ or ‘like’.  Darren has been learning how to use a simile in his writing.  The Black Gibbons worked together to brainstorm some similes, then I invited them to use similes to describe the colours of the rainbow. Darren participated in the group brainstorm and discussion, then used some of the ideas from our brainstorm to create his own poetic piece about rainbows.   After writing his draft, he then proceeded to publish his writing and illustrate it; using the correct colours and sequencing as in a rainbow.

Evidence of learning

Key Competencies/Vision Principles

Darren is demonstrating that he is: Collaborative by sharing his ideas with his hapu group during a brainstorm session about rainbow colours. Capable of identifying the most suitable object to compare with each rainbow colour in his similes. Using Language, Symbols and Text by taking care to copy the information from his draft when publishing his work.  The size and shape of most letters are formed correctly. .

Next Learning Steps

Look for similes in the books that you are reading Help another Learner to understand how to use similes in their writing Share this learning at home

Narrative Assessment - iExperience - 12 September 2016