Loose Parts Playground - Narrative Assessment

Learner:  Sanad      Learning Coach: M Lennon - LH2      Date:   1 December 2016

Learning Area:  iExplore

NZC Achievement Objective:  Characteristics of Technology:  Students will understand that technology is purposeful intervention through design.

Learning Observed

In iExplore Sanad has been playing in our loose parts playground.  He has been developing his curiosities in building new things.  In order to build his  two storey fort Sanad spent time collaborating with others to ensure that everyone was happy with the outcome.  Throughout this task Sanad showed his competency in connecting with others while actively participating in the activity. While collaborating with others about design, Sanad showed leadership skills in the way that he ensured no one was left out and everyone got to have their say in how the fort was built.

Evidence of learning

Sanad collaborating with others in building the fort.

Next Learning Steps

Continue with collaborative play, creating building and improving.

Get Set Go! - iExperience Narrative Assessment

Learner:  Sanad      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Sanad has been participating in the Get-Set-Go programme. In Get-Set-Go Sanad has been learning to balance using different parts of his body, and to move around while balancing something on his head.  Sanad was able to confidently balance and move around with ease. After his balancing session Sanad began learning skills in throwing and catching.  He actively participated in a range of games that saw him throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Sanad with his Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Sanad demonstrated that he was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Diamante Poem - Monkeys Narrative Assessment

Learner:  Sanad      Learning Coach: M Lennon - LH2      Date:   23 November 2016

Learning Area:  Literacy - Poems

NZC Achievement Objective:  English; Speaking, Writing, Presenting:  Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

Monkeys

monkeys

brown, funny

eating, hanging, peeling

tail, feet, apes, arms

monkeys

Learning Observed

Sanad has been learning to write Diamante Poems themed around zoo animals. Firstly, Sanad had to brainstorm different nouns, adjectives and verbs about monkeys.  Then he had to choose which ones he would use to make his poem make sense. Sanad was given a template structure to follow, which listed the order in which his nouns, adjectives and verbs needed to be.  He was able to follow the structure independently to produce the above poem.

Key Competencies/Vision Principles

During this learning, Sanad demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding the different parts of speech have different purposes. Curious - asking questions and seeking new vocabulary. Thinking  - able to brainstorm and find words relevant to the topic.

Next Learning Steps

Teach others how to write a diamante poem. Begin thinking about opposite words for an antonym diamante poem.