Narrative Assessment - Physical Education - 7 April 2016

Learner:  Marcus                  Learning Coach:  Megan Croll                  Date:  7 April 2016

Learning Area:  Physical Education

Learning Observed

Today I supported the Learners in LH2 to play a game of Octopus in their PE rotation.  Marcus enjoys being active and was keen to be one of the ‘sharks’ (taggers) in the game.   He demonstrate an ability to focus on who he wanted to tag and was quick to change direction, when needed.

Evidence of learning

Marcus tried really hard to catch as many runners as he could so that they could join him and become ‘sharks’.

Key Competencies/Vision Principles

Marcus is developing his capabilities in Physical Education.  He was able to follow a set of instructions and collaborated to work together as a team (Relating to Others) with other taggers.  Marcus was eager to participate, was observant of the space around him and played fairly, without being too rough with the younger learners from LH4 (Participating and Contributing).

Next Learning Steps

Show this enthusiasm in all Physical Education activities Continue to encourage other Learners to join in Support other Learners this game in future

Narrative Assessment - Maths - 25 February 2016

Learner: Marcus           Learning Coach: Megan Croll            Date: 25 February 2016

Learning Area: Maths

Learning Observed

Today the Learners were learning to add two numbers together by finding the biggest number.  We tried to work out the problem by imaging the number in our head, then used a number line to check how many jumps we did to find the sum.

Evidence of learning

Marcus was able to identify the biggest number.   He then tried to solve the problem by writing the biggest number (15) on a number line, then add on the smaller number (6).  Marcus required support to complete the problem.

Key Competencies/Vision Principles

Marcus is developing his Capabilities in Maths.  With some support, he iss able to work by himself and use equipment correctly when solving a problem (Managing Self and Thinking).  Marcus is able to form her numbers correctly and understands number order up to 20 (Using Language, Symbols and Text).

Next Learning Steps

Draw and use a number line correctly Use this strategy to add numbers greater than 20, e.g. 7+22= Share learning with home.

Narrative Assessment - Developmental - 23 February 2016

Learner:  Marcus             Learning Coach: Megan Croll               Date: 23 February 2016

Learning Area:  Developmental

Learning Observed

Today during our ‘Developmental’ session, Marcus and two other learners were working together to construct a building with the Duplo blocks.  As the building took shape, they talked about what they wanted to put where, as well as how the ‘people’ would be using the building.   There was discussion about where to put the door and how high the ‘tower’ should be.

Evidence of learning

Marcus, Keiran and Shokrullah were very pleased with the finished result of their building.

Key Competencies/Vision Principles

Marcus participated and contributed with others to design and create this building (Thinking).  He demonstrated capability when problems arose, e.g. blocks didn’t fit properly, another learner had already finished a part that he was going to do (Managing Self).

Next Learning Steps

Talk about a plan with others before beginning to build Consider using colour patterns with the blocks

Math Assessment Narrative Assessment

Learner:  Marcus                   Learning Coach: Mr Hattie             Date: 11 December 2015

Learning Area: Learning Habitat Two - Mathematics

Learning Observed

At the start of the term we administered our Junior Knowledge Numeracy test to find our gaps in Mathematics. We set our self goals for how much we are wanting to achieve in one term. We have worked really hard with learning activities and in Learning Coach directed groups to achieve this goal. Now at the end of the term we have achieved our goal. We are pleased with the work we have done this term.

Evidence of learning

Key Competencies/Vision Principles

Marcus was developing the vision principles of being capable as well as extending the key competencies of using language, symbols and texts, and thinking skills. He was applying his knowledge of numbers to extend his existing capabilities. Marcus was also utilising effective thinking skills to recall and apply new learning.

Next Learning Steps

Marcus’s next learning steps are: identify doubles and halves to 20. skip count forwards and backwards to 100 in 2’s and 5’s

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.

iExplore Narrative Assessment

Learner: Melissa, Micah, James and Marcus                     Learning Coach: Mr Hattie              Date: 29 October 2015

Learning Area: Learning Habitat Two - iExplore

Learning Observed

In iExplore Melissa, Micah, James, and Marcus are in the ‘How to - Instructional Writing’ iExplore. We are looking at making superhero badges and create instructions for that. Today we were exploring how to use the iPad program ‘Comic life’, this is how we are going to create our instructions to present it. I had put Melissa, Micah, James, and Marcus in a group to create something on ‘Come Life’. When I came over to them to see how they were getting on and as soon as I got in an ear shot of them all I heard was discussion over where the best place to put the speech bubble that they had. Micah mentioned “it can’t be there we won't see the writing.” Melissa was saying that the speech bubble needs to be more in the center. James and Marcus were working out what the best thing to say for this photo. I was stunned with how well they were collaborating. The learning that was going on was huge.

Evidence of learning

Here the group is sorting out the look.

Key Competencies/Vision Principles

The Key Competencies that are being used are “Thinking” as they are thinking about where things go and what to say for each photo. The Vision Principles that are being used are “Collaboration” as the learners are working together to create their comic. “Connecting” is being used as they are connecting their learning of Comic Life to writing.

Next Learning Steps

The group’s next learning steps are: use their knowledge of Comic Life to create instructions.

Marcus's Photo on Monday, 19 October 2015