Rahi, Arnav and Shivran's Antarctica Learning Story

Learners: Arnav, Rahi & Shivran    Learning Coach: T.Dillner           Date: 2.11.15

Learning Area: iExperience - Antarctica

Learning Observed and Vision Principles

The learners in LH1 were given the opportunity to opt into a Virtual Field Trip to Antarctica. Arnav, Rahi and Shivran all chose to participate in this via the education providers LEARNZ. The sessions were run either once or twice daily for five consecutive school days and learners connected using audio conferences, chats, Twitter and video diaries. Arnav, Rahi and Shivran all participated in the audio conferences and showed curiosity by asking questions and adding their opinions during discussions. Most of the time they were attentive and wanted to talk about things that they noticed while watching video diaries or listening to the conferences. As a follow up to our daily conferences, the boys had to create a Kahoot quiz to demonstrate their learning and teach it to others. Shivran and Rahi worked collaboratively on sourcing the answers that Arnav was thinking up.

Evidence of learning

Next Learning Steps

Share their Kahoot quizzes with some buddies from their Hapu Groups. Listen to the final Audio Conference at their own convenience as we had a School Wide Assembly when it was held. See (or email) Mrs Dillner for the log in details.

Scratch & Makey Makey Learning Story - September 2015

Learner: Arnav, Imran, Aryan & Humaam                                   Learning Coach :DWilkes      Date:  Sept 2015- Week 8-10                                                      Learning Area: Technology

Learning Observed

For the past few weeks the learners have been engaged in an innovation station!  The learners were given the choice of 4 provocations which included: creating an Ormibot from scratch, designing an object in Tinkercad to print in the 3D printer, designing a Science experiment or designing a series of code using Scratch and Makey Makey each of which would develop their capabilities.  Arnav & Imran and Humaam & Aryan worked as pairs in a foursome in order to share a Makey makey set- such #oresome collaboration!  The boys enjoyed the first week of ‘discovery learning’ where they had some choices of tasks to complete to help them get familiar with the coding programme ‘Scratch’ and the extension kit ‘Makey Makey’ and make connections to their prior knowledge.  They watched tutorials, tried out their predictions and played around with the various affordances of the equipment and programme, self directing their learning from the presentation.  They used the Makey Makey and Scratch to create a game console and a simple musical instrument successfully.  For Week 9 and 10 the boys worked collaboratively to design and create an animation using Makey Makey and Scratch programme.  In order to piece together the code successfully there was a lot of trialling and prototyping which showed the tenacity and resilience of all boys.  They showed their curiosity, thinking and managing self skills by looking at what others had done and making connections to what they wanted to achieve.  See their learning below.

Evidence of learning

Next Learning Steps

add more code to the animation and share it on the LH1 website and/or teach another learner how to code using Scratch complete your design plan more neatly show the game to your family at home   use Makey Makey to extend the animation further

Arnav's Speech Learning Story

Learner: Arnav     Learning Coach: T.Dillner           Date: 18.8.15

Learning Area: Literacy - Oral Language

Learning Observed

This term all learners in Learning Habitat 1 had to deliver a speech or a poem. As Arnav is Year 6, he had to compose and present a speech. He chose to do his speech on the use of devices. It is a nerve wracking thing to stand and deliver a speech to an audience of peers, but Arnav tried his best to not let this affect him. I was pleased to see Arnav show more confidence than he has when presenting in the past.

Evidence of learning

Link to Arnav’s Oral Language Assessment Rubric

Key Competencies/Vision Principles

Arnav was assessed against all four of our Ormiston Primary Vision Principles. He was able to best demonstrate being connected to the audience by mostly using a clear voice and curious by selecting a topic that was easy for the audience to be engaged with.

Next Learning Steps

Carry out more research to add content and substance to the speech. Practise in front of a mirror to work on eye contact and volume of voice. Video yourself and watch to self-assess. Seek feedback from others during planning and writing stages in order to increase collaboration.

Daryl Sabin's Inspiration from NYLD Learning Story - August 2015

Learners: Rahi & Arnav                                             Learning Coach: D Wilkes

Learning Area: KCs and Literacy                                                Date: Aug 5

Learning Observed

Rahi and Arnav collaborated together to provide a wonderful and inspiration component to the ‘Leadership Experience’ as a long awaited follow up to the NYLD that all the Year 6s attended in Term 2.  The boys co-constructed a google slide presentation and speech (which can be found in the Leadership Experience presentation) all about Daryl Sabin.  They sparked the curiosity of the crowd with the strong message of ‘stuff happens’ and ‘believe in yourself’’.  The slide show showed the amazing pictures of mr Sabin’s recovery from a serious brain injury.  They showed us how his father’s love and belief transformed a young man who couldn’t talk or eat for himself into someone who walked and talked to us at NYLD.

Evidence of learning

Key Competencies/Vision Principles

While Arnav and Rahi collaborated they made direct and indirect connections to their experience at NYLD.  With support, prompting and guidance they were able to relate to others and manage themselves responsibly at times.  They were enthusiastic and responded to changes with some resilience.

Next Learning Steps

add more pictures and/or video snippets to show the emotion of this story and inspire us even more practice the speaking with each other so you are more confident and polished write a blog post about the afternoon including your reflections share your learning with family at home

Arnav's Music Learning Story

Learner: Ved, Arnav and Shivran     Learning Coach:  T.Dillner          Date: 2.6.15

Learning Area: The Arts - Music

Learning Observed

The Keas Hapu group have been learning about the features that we use to make music. They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Ved, Arnav and Shivran chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed. The boys then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.

Evidence of learning

Key Competencies/Vision Principles

All three boys worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music. When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).

Next Learning Steps

To make up a clapping game that uses the same thinking or language from this activity. In the future, practise musical performances in order to stay in time with one another.

Drama Learning Story - May 2015

Learner:  Shivran, Arnav, Aniq                                              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. Shivran, Arnav and Aniq worked together to use dramatic techniques to explore drama elements and conventions and exhibited enthusiasm for performing.   When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, the group selected Indian culture. They generated many ideas of what to perform.  They used props well and had a lot of fun, however the overall performance was rough.

Evidence of learning

The team makes use of space, facial expressions and movement.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal.Together they exemplified Capabilities in following complex instructions however, they barely met the success criteria. 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 Focus on the task, the success criteria and practicing to ensure their performance is clear to the audience- I suggest playing some drama games at home like ‘Props’ and ‘Charades’