Machines that Build - iExperience Narrative Assessment

Learner:  Marcus      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 Marcus 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 Marcus learned some background about different machines that build things.  His favourites were the machines that picked things up and transported them elsewhere, such as the cranes. After learning about different machines and their purposes, Marcus built his own machine and could explain the reasons behind, and purpose of, this machine. Marcus’ machine had jet packs to make it go faster, it has wheels to make it move from one place to the next, a long hook so it can pick things up and a sturdy base so it doesn’t fall over.

Evidence of learning

Marcus has made a marvellous machine!

Key Competencies/Vision Principles

During this learning, Marcus 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.

Chickens - iExperience Narrative Assessment

Learner:  Marcus      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Marcus has been learning about Chickens and their habitats. Marcus has been a keen participant in learning about the chickens.  He has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Marcus was able to have a hold so he knew what they felt like and could describe the chickens accurately. During iDevelop Marcus furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Marcus thinks that the chicks have very tiny and tickly feet.

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Independent Writing Narrative Assessment

Learner:  Marcus      Learning Coach: M Lennon - LH2      Date:   12 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Speaking, Writing, Presenting;  Students will recognise how to shape texts for a purpose and an audience.

Learning Observed

During iDevelop Marcus has been learning how to write recount stories. Marcus began by talking about his holidays with his peers.  Once he had discussed his holiday he was then able to plan what he would write about. Marcus decided to write about his holiday in Rotorua and Cambridge.  He was able to independently write a recount (a story about something that has happened) about his holiday.  Marcus was given some topic specific words to help him with his writing. Marcus’ writing showed that he was able to use past tense verbs and showed an understanding of editing his work at the end.

Evidence of learning

Marcus writing his story about his weekend. “In the holidays I went to Rotorua and Cambridge.”

Key Competencies/Vision Principles

During this learning, Marcus demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding the structure of a recount. Curious - asking questions and seeking help when needed. Thinking  - thinking about his writing and how to make it better.

Next Learning Steps

Keep checking your work for meaning. Begin trying new words by writing the sounds that you can hear.

Narrative Assessment - Maths 4 August 2016

Learner:  Marcus     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 Marcus has been learning to split numbers up to 10 into their additive properties. Marcus was given the number 7 and was asked to find as many different ways as he could to add up to 7.  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 Marcus shows that he can split a 7 into a 2 and a 5; and a 6  into a 1 and a 5.

Key Competencies/Vision Principles

During this learning, Marcus 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.