Sanad wins Gold

iExplore Narrative Assessment - 8 August 2016

Learner:  Sanad   Learning Coach: Michelle Lennon - LH2      Date:   8 August 2016

Learning Area:  iExplore

NZC Achievement Objective:  Students will gain knowledge, skills, and experience to understand that people have different roles and responsibilities  as part of their participation in groups.

Learning Observed

As part of our iExplore Sanad has been collaboratively building an Olympic village over a three day period. On the first day Sanad worked primarily on his own using the blocks to build a pool house for the Olympic village.  The next day Sanad began working with others to build more houses by participating in discussions and ensuring a vast range of building were being made. On the last day of building Sanad was a key member in the building team, ensuring that all the buildings created by his peers were linked together with pathways so the ‘athletes’ could walk around the village comfortable.  It was great to see Sanad encouraging others during this collaborative activity.

Evidence of learning

Sanad is actively involved in making a pool house for the Olympic village.

Key Competencies/Vision Principles

During this learning, Sanad demonstrated that he was: Connected - actively taking part in all learning activities. Capable - understanding that an Olympic village needs various buildings. Collaborative - discussing and negotiating with others. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Share your knowledge about Olympic village needs. Help others to collaborate and build things together.

Narrative Assessment - Maths - 4 August 2016

Learner:  Sanad     Learning Coach: Michelle Lennon - LH2     Date:   4 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten and with 10.

Learning Observed

During iDevelop Sanad has been learning to split numbers up to 10 into their additive properties. Sanad was given the number 9 and was asked to find as many different ways as he could to add up to 9.  Initially he used counters to help him complete this activity, then he was able to mentally find number splits and match them up with cards without the support of materials.

Evidence of learning

Here Sanad shows that he can split a 9 into a 4 and a 5; and a 4  into a 1 and a 3.

Key Competencies/Vision Principles

During this learning, Sanad demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in many different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach other groups how to split numbers. Use your number splits as a ‘tidy number’ strategy to solve problems. Begin splitting numbers through subtraction.