Narrative Assessment

Narrative Assessment

Narrative Assessment - Swimming

Learner:  Helen	Learning Coach:  Mrs Croll	Date: 15.10.17
Learning Area:   Health & Physical Education NZC Achievement Objective: Level 3 - Movement Concepts & Motor Skills Develop more complex movement sequences and strategies in a range of situations. Develop movement skills in challenging situations and describe how these challenges impact on themselves and others.		4C:
Key Competency:    Thinking Relating to others Participating & Contributing Using language, symbols & text
Learning Observed: Throughout Term 3, Helen was participating in a community swimming programme.  Each week we took a bus to the Otara Leisure Centre where Helen and her group learned a variety of swimming techniques and water safety. Over the weeks, Helen continued to gain confidence and improve her swimming capabilities.  She listened carefully to instructions, was keen to show her swimming instructor what she could do and get feedback.  By the end of the of the term, I noticed an improvement in Helen’s leg kick and her confidence in the water.                                       Helen was also a keen participator in several games that the learners played in the pool.  These games help to provide the learners with confidence to dive and put their face under the water. In one session, Helen joined in with the whole group to learning about water safety.  She wore a life jacket and worked as a team to form a circle, then kick together to safety.   These skills will be very important for Helen should she find herself in the water while out boating. Helen also learned how to do the ‘pin drop’ and roll backwards into the water from the side of the pool - all important life saving skills.   Each week, the 30 minute swimming experience went by very quickly and soon it was not long before all the learners were out of the pool and back on the bus, to OrmPS.
Next Learning Steps: Use a board to support flotation while practising freestyle arms. Think about strong, straight legs when kicking for freestyle and backstroke. Visit a pool with family and friends; taking the opportunity to practise and share all that she has learned during this swimming programme.

Narrative Assessment

Narrative Assessment

Norah, Disha & Helen - RESPECT iExplore Learning Story

Learners: Norah, Disha & Helen    Learning Coach: D. Wilkes          Date: 5.2.16

Learning Area: iExplore - Social Science

Learning Observed

In the first week of school Norah, Disha & Helen opted into an iExplore around ‘respect’ ultimately creating a product using a digital media.  One of the key purposes of this was to become more familiar with our OrmPS Learning Model. The girls embarked on some important foundational learning around respect and made connections to the Treaty of Waitangi as well.  Norah and Helen are beginning to understand that people have social, cultural, and economic roles, rights, and responsibilities and that cultural practices reflect and express people’s customs, traditions, and values.  Disha enjoyed working with a range of other learners and is beginning to understand how people make significant contributions to New Zealand’s society and that we all have rights and responsibilities.  Working with other learners, the girls began the learning adventure by unpacking the word ‘respect’  being curious around what  it means to them? why is it important? using the mini-whiteboards.  They had an opportunity to see the Treaty of Waitangi and to make the connection that it was an agreement grounded in respect.  They had some fun ideating ‘what would you have on your treaty should aliens comes to live on planet Earth?’ After that, Yuvika, Gracy and Bariyah really enjoyed thinking about how we ‘Respect self’  ‘Respect Others’ and ‘Respect Environment’ at OrmPS and came up with some fantastic contributions- particularly around respecting the environment.  They then collaborated to create a media product which they could present to the wider group and they selected Tellagami (see image below).  I was so pleased with how Norah and Helen worked as capable role models for Disha and the leadership that Norah displayed.  Ka Pai!

Evidence of learning

co-constructed RESPECT iExplore presentation & Tellagami Video of girls

Next Learning Steps

Start an iExplore learning journey carefully using the OrmPS learning model Continue to work collaboratively with learners who are not in their immediate social circle Use the vocabulary and NZSL signs that learn in other learning areas Grow their capabilities with other digital tools through practice eg. Pic Collage, Sock Puppets, Puppet Pals, iMovie etc.

Diamonds Maths Group Measuring Learning Story

Learner: Kim, Gary, Tristan and Helen (Diamonds)   Learning Coach: Bex Remington Date: 29 June 2015

Learning Area: iDevelop - Maths: Measuring Cubes

Learning Observed

The Diamonds maths group has been looking at measurement and how different units of measurement work.  This session was focused on how to make estimates and measure using objects found around the habitat.  The object we were using was popsicle sticks.  The group decided this would be a good thing to use because they are all the same length and not many would be needed to measure large objects.  Today we used an outline of Gary’s body to make our object to measure and the group decided which body parts we could estimate and measure.  The learners had to estimate how many popsicle sticks they would need to measure different parts and this started a discussion about whether the sticks should be used end to end or lying beside it each.  The group all decided that this would depend on the size of the object.  It would take too many to measure the length of Gary’s body if we did side by side but this method would be okay to measure the width of a finger.  The group agreed that this task was a fun way to learn about measuring because it was about them!

Evidence of learning

Key Competencies/Vision Principles

The learners in the Diamonds group are developing their capabilities in measurement.  They are able to discuss their answers showing that they understand language, symbols and text. All of the learners were able to work together and take on different roles within the task, which demonstrated participation and contribution and relating to others.

Next Learning Steps

Explore measuring other items using a mixture everyday objects Begin using formal measurement units Estimate using formal measurement units before measuring

Drama Learning Story - May 2015

Learner: Selestine, Rahi, ustin and Helen                                     Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Selestine, Helen, Justin L and Rahi worked together to use dramatic techniques to explore drama elements and conventions. While the group exhibited a real passion and enthusiasm for performing they had great difficulty deciding on a culture to emulate.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit time was lost while they were deciding on either the Korean or Italian culture and Learning Coach intervention was required.  The end result was entertaining.

Evidence of learning

The team works towards effective use of space, facial expressions and movement.

Key Competencies/Vision Principles

Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria.  However, they all need to work on collaboration and compromising.  Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Identify and use strategies for coming to consensus