Narrative Assessment - MOTAT

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment - Tikanga Maori

Learning Story

Narrative Post

Narrative Assessment

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

BFG's Readers Theatre Learning Story

Learners: Amin, Arnav, Taanvi, Jasmine, Nisita          Learning Coach: Bex Remington Date: 14 May 2014

Learning Area: iDevelop - Reading: Readers Theatre

Learning Observed

The BFGs WALHT for the week was learning how to read with clarity and expression.  The group chose to do the reader’s theatre story “The Ant and the Grasshopper”.  They read the script separately and then together they chose their roles.  The group practice by themselves for two sessions and then performed in front of a learning coach to be given feedback.  The feedback they were given was to ensure their volume was loud enough for each member of the group to hear so they knew when it was their turn to read.  Once the group has practiced again they read in front of a camera.

Evidence of learning

Video of the BFG’s reading group reading ‘The Ant and the Grasshopper’

Key Competencies/Vision Principles

These learners were working on their capability to read out loud with expression.  They also had to ensure they were working collaboratively so all of the members of the group could hear when it was their turn to read.  The group showed their ability to manage self as they had to read along and not be distracted so they knew when it was their turn to read.

Next Learning Steps

To turn their readers theatre reading into a play that includes movement and props To develop their characters further by giving them special voices To perform in front of a larger group

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’