Zoo Narrative Assessment

Get Set Go Narrative Assessment

Learner: Raymond              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).

Raymond & the Baby Chicks Narrative Assessment

Raymond visits Howick Historical Village Narrative Assessment

Matching time

Let's get Writing

Narrative Assessment - iExploer 6th July 2016

Raymond's Balancing Blog

Narrative Assessment - 11th May 2016

Learners: Elham, Raymond, Kaka, Wilson, Darius, Vicky, Zivashtine, and Angelina     Learning Coach: Stephanie Hooker          Date: 11 May 2016

Learning Area: iDevelop

Learning Observed

Today during iDevelop our reading group worked together to recognise high frequency words in order to play Word Bingo. Learning these words develops reading skills and enables them to read books with confidence.

Evidence of learning

I wonder if they can play this game independently? Do they practice finding high frequency words in their reading books at home?

Key Competencies/Vision Principles

These learners worked together Collaboratively. Each learner showed skills in Participating and Contributing to share their knowledge with each other. They also showed their Capability in using Language, Symbols and Text.

Next Learning Steps

Practice high frequency words at home (Please use the Magenta Word List on our Learning Habitat website) Continue to identify and read many known words, both in isolation and in books and other places Use these skills on a daily basis to increase reading capability

Narrative Assessment - iExperience - 30 March 2016

Narrative Assessment - Literacy - 17 Mar 2016

Learner: Raymond               Learning Coach: Miriam Kamsteeg        Date: 17 Mar 2016

Learning Area: Literacy - Writing

Learning Observed

Today Raymond wrote with me. He told me that his picture was about a man eating a pizza. So we decided to write “He ate the pizza”. Raymond asked me how to write “he”. I said “ h h h” and Raymond found “H”. We then tried to sound out the rest of the words with Raymond recording down each sound he heard.

Evidence of learning

Raymond is starting to hear the different sounds in words. I wonder if he is practising his writing at home?

Key Competencies/Vision Principles

Raymond is developing his Capabilities in Writing. Raymond is starting to form his letters correctly and listen to the sounds they make when recording them (Using Language, Symbols and Text). He was able to Think of his own story and write it down.

Next Learning Steps

Continue to teach finding the basic words on the word card. Continue to teach using the word card to find sounds to record for a story. Share learning with home.