Arnav's Mathematics Narrative Assessment

Learner: Arnav   (m)                                                 Date: June 2015

Learning Area: Maths - Knowledge                                  Learning Coach: John Dyer

Learning Observed

Arnav has been working on upskilling himself in mathematical knowledge. This has involved playing a range of games with others in his maths group. In this photo, Arnav is using a range of addition, subtraction, multiplication and division strategies to reach a range of target numbers. He enjoys playing against his friends and enjoys it even more when he beats them! Arnav has a good grasp of doubling and halving which he used to good effect in this game. He is more confident adding numbers together and is growing in confidence when using a variety of the other three operations.

Evidence of learning

Arnav battles it out with Rohullah to become the Habitat basic facts champion! Take that Rohullah!

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Continue to develop basic facts knowledge. This will include instant recall of addition and subtraction facts to 20 and instant recall of multiplication facts for the 2, 5, 10 x tables. This will progress to the 3, 6, 9 x tables, the 4 and 8 x and finally 7 x tables.

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.

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’

Arnav and Aniq's iExplore Learning Story

Learners: Aniq & Arnav   Learning Coach: Tracey Dillner           Date: Term 1 2015

Learning Area: Science & Technology

Learning Observed

During iExplore, Aniq has been working on a presentation to show his learning about space crafts. Arnav joined him in this and they have continued to collaborate on this together. Both boys have required some guidance about how to structure their learning and use their time wisely. They have taken longer than expected to complete this research. To complete this collaboratively, Aniq and Arnav have used Google Slides which allows for them to work on the same presentation at the same time. The boys have been working on how to best access the information they need and how to import things like pictures and videos.

Evidence of learning

Key Competencies/Vision Principles

Aniq and Arnav have worked collaboratively on this research and consulted each other on things like what information to use, what colours to use and how to place things on the slide (Relating to Others and Using Language, Symbols and Text). They have started using their time wisely, but will need to develop this more (beginning to Manage Self).

Next Learning Steps

Finish research project within a reasonable time. Think of an audience to present to e.g. Hapu group. Be the experts to help other learners who want to use Google Slides. Ensure that research is reworded into their own words.

Arnav's Predicting Learning Story

Learner: Arnav             Learning Coach: Bex Remington               Date: 24 March 2015

Learning Area: iDevelop - Reading: Predictions

Learning Observed

In literacy we have been looking at how to make predictions about books and movies by using the clues.   We then began looking at pictures and predicting what may have happened before, during and after the photo was taken.  Arnav contributed well during our whole class discussions and was excited to begin his own one.  The learners were given four pictures to chose from and then they had to complete the prediction chart.  Arnav chose the picture of the crocodile jumping at the boat.

Evidence of learning

This is a video of Arnav explaining his predictions.

Key Competencies/Vision Principles

Arnav demonstrates the capability of being able to make a prediction across a range of media.  He is able to manage himself and works independently in order to complete tasks.  During this task discussion Arnav was able to discuss his answers and showed that he is able to participate and contribute to the other learners.  Arnav was excited about the pictures given to him in the task and was curious as to what the real story was.

Next Learning Steps

To add more detail into his predictions - try using the 5W’s and H To take his predictions further and write a newspaper article that matches his picture See if he can research into the origins of the pictures and find out if his predictions were correct