Narrative Assessment - Eye on Nature
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Learner: Richard Learning Coach: Mrs Croll
Date: 4 April 2017 Learning Area: Science
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Learning Experience:
On Tuesday 28th March, Richard attended the Eye on Nature event at the Auckland Botanic Gardens. The purpose of this trip was to provide Richard with a variety of learning opportunities so that he may gain a deeper understanding and appreciation of the fundamental processes that support life on the planet and to become a guardian of his living environment.
Richard and his peers participated in a range of activities to promote an understand the relationships between people and the environment
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4Cs and Key Competencies:
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Next Steps:
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Learner: Richard Learning Coach: DWilkes
Date: August 2015 Learning Area: Science
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Learning Observed
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This term the LH1 learners have been learning about animals, adaptations and habitats. Richard has been building his language and developing his understandings of the many ways the natural world can be represented. Richard is able to recognise that living things are suited to their particular habitat and can discuss the adaptations of specific animals. He used his curiosity and creativity to create adaptations for his imaginary animal the BEAST. Richard recognises that all living things have certain requirements so they can stay alive and could identify these for his creature. Richard was fortunate enough to go on a field trip to the zoo where many animals captured this curiosity. He used the learning from the zoo trip to create his creature using the www.buildyourwildself.com wesbite. He needed to create a habitat that would be suitable for his creature. He opted for the ‘Digitize It’ option knowing that he wanted to design the creature habitat in Minecraft and demonstrate his capability at using it. He went through a rigorous design process that involved connecting with information through researching to create a fact file on the Beast, drawing a draft diagram of what the habitat would look like and then creating it in a digital tool of his choosing. Richard collaborated well- listening to other learners and asking questions. His Minecraft was a good representation of what he initially planned with some modifications. Ask him to show it to you! When it was time to share their learning, Richard presented his habitat with some confidence to the Learning Coaches and learners in LH1. You can see his assessment here.
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Evidence of learning
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Next Learning Steps
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Learners: Richard & Shivin Learning Coach: T.Dillner Date: 28.7.15
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Learning Area: Mathematics - Number Recognition
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Learning Observed
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Shivin and Richard chose to opt in to a Curiosity Workshop (Teaching Session) on recognising numbers up to 6 digits. They needed to be able to identify a number in its word form and its digit form.
They were given five numbers that had between 3-6 digits and were written in a combination of words or numbers. Richard and Shivin worked together to write an answer to correspond with each card e.g. 456 is the same as four hundred and fifty six.
The boys made it clear that they were after a challenge, so they were given numbers like 236,195. They stepped up to this and worked together effectively, with good communication and focus.
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Evidence of learning
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Key Competencies/Vision Principles
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Richard and Shivin used great collaborative behaviour which allowed them to think quickly and carefully. They finished the task and were able to feedback to the larger group (Managing Self and Participating & Contributing).
Because they were actively seeking a challenge, Richard and Shivin displayed curiosity and eagerness to extend their current Mathematical knowledge (Using Language, Symbols & Text). The outcome of this was a definite growth in capability from the beginning of the workshop until the end.
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Next Learning Steps
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Learner: Kavish, Aniq and Richard
Learning Coach: T.Dillner Date: 2.6.15
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Learning Area: The Arts - Music
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Learning Observed
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The Keas Hapu group have been learning about the features that we use to make music.
They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Kavish, Aniq and Richard chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed.
The boys then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.
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Evidence of learning
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Key Competencies/Vision Principles
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All three boys worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music.
When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).
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Next Learning Steps
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Learners: Aniq & Richard Learning Coach: T.Dillner Date: 21.5.15
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Learning Area: Mathematics
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Learning Observed
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During Numeracy time, the learners in Mrs Remington’s groups have been learning about subtracting. On this particular occasion, Mrs Dillner was lucky enough to spend some time looking at how Aniq and Richard could subtract together.
In pairs, all of the learners had to subtract and use the string to match the number on the left with its answer on the right (see photos below). Richard and Aniq were subtracting 9 each time. When they were finished, they could check if they were correct by looking on the back to see if their strings matched the answer pattern. When they were not right, they had to undo the string and fix their answers.
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Evidence of learning
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Key Competencies/Vision Principles
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Richard and Aniq worked collaboratively to subtract nine from a variety of numbers under 30. They used their curiosity to drive their learning - they wanted to use this new learning tool and find out if they were correct or not. They were capable of successfully completing this task once each. They worked well together by sharing the equipment, speaking clearly and respectfully and being helpful (Participating and Contributing). They also used the correct mathematical language of ‘subtract’ instead of ‘take away’ (Using Symbols, Language and Text).
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Next Learning Steps
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