Narrative Assessment: Marcus and Ancient Egypt

Learner: Marcus
Date: 20.09.18 
Social Studies Level 2
Understand how places influence people and people influences places

During iExperience, Mr Morrow taught the learners about Ancient Egypt. In particular, he focused on pyramids, how and why they were built. They also learned about what was inside pyramids and why they were so important to the Egyptian people at the time.

In this activity Marcus is learning to discover new cultures and why people did what they did during this era. He shows he is capable by listening carefully to instructions and thinking about his ideas. Marcus has been developing his curiosity by listening carefully during discussions and ask questions that he is curious about. He is able to make connections by using what he learned previously with Mr Morrow during iExperience. 

Key Competencies: Managing Self Thinking Relating to others Participating and Contributing and through the use of digital tools - using language, symbols and texts 

Next Steps: 

Continue developing your curiosity around other cultures

Continue asking questions when you are unsure

Share your learning with someone else

Narrative Assessment

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.

iExplore Narrative Assessment - 8 August 2016

Learner:  Marcus   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 Marcus has been collaboratively building an Olympic village over a three day period. On the first day Marcus worked primarily on his own using the blocks to build a BMX arena for the Olympic village.  The next day Marcus began working with others to build new buildings by participating in discussions and ensuring a vast range of building were being made. On the last day of building Marcus 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 Marcus encouraging others during this collaborative activity.

Evidence of learning

Marcus is actively involved in making a BMX arena for the Olympic village.

Key Competencies/Vision Principles

During this learning, Marcus 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 - iExperience - Term 4, 2015

Learner:  Marcus and Jolin   Learning Coach:  Miriam Kamsteeg            Date: Weeks 7-10, Term 4, 2015

Learning Area: iExperience

Learning Observed

This iExperience involved turning “Trash” into something “Flash”. They started with a piece of cardboard and had to create a photo frame to for their superhero photo. We had lots of scraps of cardboard, cellophane, tissue paper, wool and fabric bits for the Learners to use to create this.

Evidence of learning

They have used “trash” to create this frame. Isn’t it starting to look flash!

Key Competencies/Vision Principles

They are developing their CURIOSITY by thinking about what scraps would be good to cut up to put on their frame (THINKING). They had to work by themselves and ensure that they got everything finished in time (MANAGING SELF).

Next Learning Steps

What else is “trash” that I could create into something “flash”? Ensure I have glued everything down properly and painted all the parts thoroughly. Share learning with home.

iExperience: Collaboration in Music