Zoo Narrative Assessment

Get Set Go Narrative Assessment

Learner: Sanjana              Learning Coach: T Morgan                Date: 27th October 2016

Learning Area: iExperience - Physical Education/Health

Learning Observed

Today we had Get Set Go, a sports programme, come to our school. Coach Cameron taught us a whole lot of new games like walk the plank - where we had to walk along the lines on the court and there were two pirates with noodle swords who would tag us, and red light-green light- where different colours meant we had to do different things to try and make our way to the end of the court. It was so much fun!

Evidence of learning

Get Set Go Movie We are learning to move and balance in all different ways. Watch me play red light-green light!

Key Competencies/Vision Principles

I am developing my Capabilities in Physical Education. I was able remember and tell Coach Cameron what the 3 rules were 1) when Coach Cameron is talking, we are listening, 2) when the whistle blows we freeze, and 3) we must have fun! (Managing Self). I took turns at being the “police officer” that checked for people who were moving when they should be frozen, offering my second turn to someone who hadn’t already had a turn (Relating to Others). I had fun learning all the games Coach Cameron taught us and especially playing them (Participating and Contributing).

Next Learning Steps

Always have my hat at school to wear for iBreaks and Get Set Go. Play the game with your peers Think of one way we could change this game (maybe one colour we could add with an action).

Sanjana & the Baby Chicks Narrative Assessment

Walking on stilts Narrative Assessment

Learner: Sanjana                    Learning Coach: Talia Morgan        Date: 23/08/2016

Learning Area: iExperience

Learning Observed

Today at the Howick Historical Village the learners were offered the opportunity to try out games from the 19th Century, Victorian times. Some of these games, although old, were completely new to the learners. Sanjana was brave enough to have a go at walking on the big wooden stilts, with assistance at first. However, She was determined to accomplish walking on the stilts by herself. She was so close and she continued to persevere.

Evidence of learning

Sanjana persevered in developing her capabilities walking on big wooden stilts.

Key Competencies/Vision Principles

Sanjana is developing both her Capabilities and Curiosities in iExperience - games. She was willing to give all games a go, no matter how difficult they appeared or how unsure of them she was (Participating and Contributing). Sanjana was sharing all of the materials provided for the activities with her peers and was encouraging them all to give things a go (Relating to Others). She was curious about all the things their were to explore and asked lots of questions, yet was able to be a capable and responsible learner (Managing Self).

Next Learning Steps

Write a story about what she experienced at the Howick Historical Village Create her own game for an iExplore at school Share learning with home

Writing Narrative Assessment

Learner: Sanjana                Learning Coach: Talia Morgan        Date: 19th August 2016

Learning Area: iDevelop - Writing

Learning Observed

After a modelling session on writing a recount on our weekend, Sanjana independently wrote her own weekend recount. Sanjana shared her weekend experiences that she shared with her friend in the habitat, Harmeet. Sanjana wrote her story as if it hadn’t happened yet and as if she was waiting for it to happen.

Evidence of learning

Sanjana wrote her own recount, in a different tense. Can she write a recount in the past tense?

Key Competencies/Vision Principles

Sanjana is developing her Capabilities in writing. She was able to independently write her own story (Managing Self). Sanjana wrote about what is going to happen in the weekend, including what her and her peer were going to do - the who, when, where and what (Using Language, Symbols and Text). Sanjana tried to sound out difficult and unfamiliar words on her own and recorded the sounds in the order she could hear them in and wrote most high frequency words correctly (Thinking).

Next Learning Steps

Use capital letters and full stops correctly. Write a recount in past tense. Share learning with home.

Let's get Writing

Sanjana has a Wind Problem!

Narrative Assessment

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

Learning Area: Literacy - Writing

Learning Observed

Today’s writing topic was discussing what books we like to chose from our book box and why. Sanjana set to work readily and expressed her idea with ease.

Evidence of learning

Sanjana was able to write a simple sentence with a conjunction (because). I wonder if she likes to write at home?

Key Competencies/Vision Principles

Managing Self - Sanjana 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

Use more detail in her writing and add more information Record all the main letter sounds in words Use a word card to locate basic words (can/make) Retell the story with a partner Write a book report

Narrative Assessment - Writing - 31 March 2016

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

Learning Area: Writing

Learning Observed

Our Learning Habitat had recently had a visit from ‘Little Bo Peep’ and her farm animals. Sanjana had an opportunity to visit the ‘farm’ to touch, brush and learn about the different animals.    For our writing assessment, Sanjana was invited to write about her ‘farm’ visit.  We had a group discussion and Sanjana was encouraged to think about all the animals that she saw, and to use her senses to describe what she had seen, smelt, heard and touched.   Sanjana planned her writing with a very detailed picture.    She used a capital letter to start her sentence, spelt a few high frequency words correctly and sounded out the initial letter for the word ‘rabbit’.

Evidence of learning

Sanjana wrote a sentence about the rabbit. She included personal voice and a description about how it felt.

Key Competencies/Vision Principles

Sanjana was supported to collaborate with others during the brainstorm when she was thinking about the ‘farm’ visit.   She connected to her personal experience and used this to help form her ideas for writing. Sanjana was able to work by herself to plan for her writing and write a simple sentence (Managing Self).   Sanjana 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

Include more detail about an idea Use lower case letters correctly Use time effectively, e.g. less time drawing a plan and more time writing about ideas

Narrative Assessment - iExplore - 18 Feb 2016

Learner: Sanjana                 Learning Coach:  Talia Morgan       Date: 18 Feb 2016

Learning Area: iExplore

Learning Observed

In iExplore the learners have been invited to dance with the learning coach. I had the privilege of sharing this exploration with Sanjana. Sanjana was very engaged and enthused. Not only did she give her dancing heaps of energy and feeling, but she also encouraged others to join in and she was singing a long with the music. Sanjana never complained when someone else’s song option was being played, she just enjoyed dancing a long to each song with her peers.

Evidence of learning

Sanjana was exploring dance and movement to music. She was enthused, engaged and encouraged her peers. I wonder if Sanjana can teach us a dance?

Key Competencies/Vision Principles

Sanjana is developing her Capabilities in iExplore (dance). She was able to encourage others to join in (Relating to others). Sanjana was happy to sing and dance a long to any song that was being played, even if it wasn’t a song she knew (Participating and Contributing). She was showing and encouraging others to try new moves (Thinking).

Next Learning Steps

Show this enthusiasm in the next iExplore session. Begin creating her own movement sequences. Share this learning with home.