iExplore Narrative Assessment - 6th July 2016

Deesha is Blown Away!

Narrative Assessment - Writing - 2 June 2016

Learner: Deesha              Learning Coach: Stephanie Hooker             Date: 2 June 2016

Learning Area: Literacy - Writing

Learning Observed

Today’s writing topic was a recount for “Our visit to the Chinese Temple”. Deesha set to work readily and expressed her idea with ease.

Evidence of learning

Deesha was able to write a simple sentence with a conjunction (and).

Key Competencies/Vision Principles

Managing Self - Deesha settled to work independently Use Language, Symbols and Texts -  She is developing her writing fluency and capability Thinking - Her ideas were in sequence

Next Learning Steps

Begin to use more detail and description in her writing Include a feeling or emotion into her writing Share her writing with peers and at home

Narrative Assessment - Writing - 31 March 2016

Learner:  Deesha              Learning Coach:   Megan Croll                Date:   31 March 2016

Learning Area: Writing

Learning Observed

The Learners in our Learning Habitat had a visit from ‘Little Bo Peep’ and her farm animals.  The Learners had an opportunity to visit the ‘farm’ to touch, brush and learn about the different animals.   For our writing assessment, Deesha was invited to write about her ‘farm’ visit.  She was encouraged to participate in a group discussion and to think about all the animals that she saw, and to use her senses to describe what she had seen, smelt, heard and touched.   Deesha was given time to plan for her writing and then write about her ideas.

Evidence of learning

Deesha wrote about the sheep, cow and horse.  She used words to describe how the animal felt (sheep), sounded (cow) and what it was doing (horse).  Deesha used the initial letter sound to try spelling ‘soft’.  She is using a capital letter to start a sentence and ends with a full stop.

Key Competencies/Vision Principles

Deesha was supported to collaborate with others during the brainstorm and was encouraged to think about the ‘farm’ visit.   She connected with her personal experience and used this to help form her ideas for writing. With some support, Deesha was able to work by herself to plan for her writing and write a sentence (Managing Self).   Deesha is forming most of her letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).

Next Learning Steps

Break ideas into simple and compound sentences Learn and include more high frequency words Correctly write upper and lowercase letters, especially the lettr ‘t’.

Narrative Assessment - iExperience - 30 Mar 2016

Narrative Assessment - iExplore Dance

Learner: Amy, Deesha, Jennings, Taj   Learning Coach: Talia Morgan   Date: 10 Mar 2016

Learning Area: iExplore - Dance

Learning Observed

In iExplore the learners have been invited to dance with the learning coach. I had the privilege of sharing these explorations with Amy, Deesha, Jennings and Taj. These learners were very engaged and enthused. Not only did they give their dancing heaps of energy and feeling, but they also encouraged others to join in and were singing a long with the music. These learners kept a positive attitude, never complaining at others song choices. These learners were able to just let go and enjoy the music and dance. These learners tried really hard to copy the movies from the directional video and learning coach.

Evidence of learning

Amy, Deesha, Jennings and Taj gave all their energy and enthusiasm in iExplore - Dance. They never gave up and continued to keep a positive attitude. I wonder if they can teach us a dance?

Key Competencies/Vision Principles

Amy, Deesha, Jennings and Taj are developing their Capabilities in iExplore (dance). These learners were able to encourage others to join in (Relating to others). They were also happy to sing and dance a long to any song that was being played, even if it wasn’t a song they knew or particularly liked (Participating and Contributing). They were showing extreme motivation and enthusiasm during the whole of the iExplore time. Amy, Deesha, Jennings and Taj were able to watch a video with a tutorial dance and the learning coach demonstrating up the front and accurately repeat it (Thinking). They were able to dance in their own space without interrupting others, but interacting with others appropriately and positively (Relating to Others).

Next Learning Steps

Continue to show this enthusiasm and connected attitude in future iExplore sessions. Encourage to begin creating their own moves and movement sequences Share this learning with home

Narrative Assessment - iExperience - Term 4, 2015

Learner:  Deesha and Ash   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.