Shivran's Narrative Assessment- Project Geos- 23.03.15

Learner: Shivran                   Learning Coach: DiWilkes                        Date: 23-03-15

Learning Area: iExperience (Social Sciences)

Learning Observed

Shivran selected ‘Project Geos’ for his iExperience activity this week.  Today Shivran learned all about different geographic features in order to create a map for a country of his own invention.  Shivran asked what the difference was between a ‘gulf’ and a ‘bay’ and also sought clarification on what a peninsula was.  He had to select a ‘theme’ for his country in our new world ‘Geos’ and he selected ‘Football’.  He generated names of all the different geographical features in his country, first as a brainstorm in his learning book, and then he completed the Info Sheet in the google doc (page 3).   In preparation for drafting his map, it is essential that he complete this.

Evidence of learning

Shivran’s google doc can be found here.

Key Competencies/Vision Principles

Shivran related well with others today.  He demonstrated our Principle of ‘curiosity’ when he asked questions for clarification.  Shivran is developing his capability in map making and exploring his creativity.  I wonder if he will do some of this thinking at home in preparation for Wednesday?

Next Learning Steps

Complete the geographical feature information sheet before map drafting Draft the map of his country, design a flag for his country Maximize use of his time by removing himself from distractions Create a population map for his country

Shivran's Narrative Assessment- Math & Digital Technologies - 15.03.15

Learner: Shivran   Learning Coach: DiWilkes            Date: 15.03.15

Learning Area:  Maths (and Digital Technologies)

Learning Observed

Shivran was in a group of learners selected to work with Ms Wilkes as their PAT Maths and IKAN scores demonstrated their high ability in maths.  They have had two sessions in which they have set up Digital Math Journals where they will solve mathematical problems and explain their thinking using mathematical language.  These journals will capture their learning in maths over time and become rich evidence. These learners were able to login, create a new tale, including a title page and first page with a problem which they have begun to solve using their mathematical language.  This tool affords them the ability to add audio, text and images (hand drawn or photos) and is an excellent medium for capturing how Shivran breaks down the parts of a problem to solve it.  Shivran is beginning to solve problems with negative numbers and can explain how and why he is doing each step. I am looking forward to working with Shivran so we can explore his key mathematical understandings, developing confidence in his ability to discuss how he solves problems.

Evidence of learning

Assessment Results: Stanine 8 for Year 5 (29/35 on PAT Maths, Working at Stage 5 (IKAN) Littlebirdtales: please click to view the beginnings of the Digital Maths Journal: Shivran

Key Competencies/Vision Principles

Shivran has managed himself very responsibly, he relates well with others and usually participates and contributes enthusiastically.  His technical capability has grown significantly since the beginning of the year (eg. he can embed media into his google site and hyperlink).  His capability in maths is clear from the assessment results and his innate curiosity enables him to confidently ask questions.  I wonder if Shivran practices maths at home?

Next Learning Steps

Access www.littlebirdtales.com at home and practice solving one maths problem per week Register for https://e-ako.nzmaths.co.nz/  (using his Mathletics username and password and the email address learninghabitat1@ormistonprimaryschool.com) and begin his self guided pathway Link evidence of his learning in maths to his math progression spreadsheet

Shivran's Visual Arts Narrative Assessment-16.03.15

Learner: Shivran               Learning Coach:Margaret Patrick            Date:16.3.15

Learning Area Visual Arts-Developing Practical Skills

Learning Observed

Shivran was part of group who selected the  “Block or Blend” art activity.During the session he viewed pictures of objects that depicted block colours and blended colours. Using pastels he picked a colour and learnt how to make a tint, shade and tone. The next step was to google images of flowers heads and select one to copy. Using white pastel he had to fill a sheet of A3 black paper with the outline of the flower. Selecting one orange paint colour he was able to mix it with white to create a tint, black to create a shade and both black and white to create a tone.Shivran added a dark centre to his flower. When he finished his flower, he used white pastel to go around the outline and highlight the centre of the flower. He cut it out and glued it onto the white background.

Evidence of learning

Key Competencies/Vision Principles

Shivran was exploring the art making technique of blending colours and applied it to the process of painting a flower. He has been developing his capability to paint objects in a more life like manner using this process. He was proud to sign his end product and sees himself as a capable learner and completing this artwork was a priority for him. He demonstrated effective self management skills.

Next Learning Steps

Use the process of blending colours when he is painting other objects. Experiment blending colours with other media.