Zoo Narrative Assessment

Get Set Go Narrative Assessment

Learner: Jeffa              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).

Jeffa & the Baby Chicks Narrative Assessment

Collaboration Narrative Assessment

Howick Historical Village Narrative Assessment

Making a number egg

Jeffa gets creating

Narrative Assessment - iActive - 9 May 2016

Learner:  Jeffa                Learning Coach:  Megan Croll               Date:  9 May 2016

Learning Area:  iActive

Learning Observed

Today I supported the iActive leaders with a water course that Jeffa and his team were participating in.   The Learners were split into two teams (mixed year groups) and then completed the activity as a team relay.  They were required to fill their cup with water, then run as fast as they could to the other end, fill the bucket and pass the cup to the next person on their team.

Evidence of learning

Jeffa was eager to get as much water in his cup as possible then tried really hard to keep the water in the cup while ran quickly to the other end.  He then waited patiently in line for his next turn.

Key Competencies/Vision Principles

Jeffa is developing his capabilities in iActive (physical education).  He was able to follow a set of instructions and connected with others to work together as a team (Relating to Others). Jeffa waited patiently for his turn and used the equipment appropriately (Participating and Contributing).

Next Learning Steps

Try to keep more water in the cup when next playing this game Encourage other Learners when it is their turn Play running relay games at home

Narrative Assessment - Writing - 31 March 2016

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

Learning Area: Writing

Learning Observed

The Learners in our Learning Habitat had recently had a visit from ‘Little Bo Peep’ and her farm animals.  The Learners had an opportunity to visit the ‘farm’ to touch, brush and learn about the different animals.   We had a lot of discussion and the Learners followed up their visit by making animals with blocks and drawing them.   For our writing assessment, the Learners were invited to write about their ‘farm’ visit.  They were encouraged to think about all the animals that they saw, and to use their senses to describe what they had seen, smelt, heard and touched.   Jeffa was given time to plan for his writing and then write about his ideas.

Evidence of learning

Jeffa used a capital letter to start his sentence, spelt a few high frequency words and sounded out the initial letter for the word ‘Easter’.   Unfortunately, Jeffa wrote about Easter, instead of the animals

Key Competencies/Vision Principles

Jeffa was supported to collaborate with others during the brainstorm and was encouraged to think about the ‘farm’ visit.   Although he did not write about the farm visit, he did  connect to his personal experiences and used this to help form his ideas for writing. With some support, Jeffa was able to work by himself to plan for his writing and write a simple sentence (Managing Self).   Jeffa is forming most of his letters correctly and listens to the sounds they make when recording them (Using language, symbols and text).

Next Learning Steps

Write about the topic that is given for assessment Learn and include more high frequency words Write letters correctly

Narrative Assessment - iExplore - 23 Mar 2016

Narrative Assessment - Maths - 11 March 2016

Learner:  Jeffa              Learning Coach: Megan Croll                Date: 11 March 2016

Learning Area: Maths

Learning Observed

Today the Learners were using our maths activities to support the learning of number knowledge.  Jeffa and his partner played ‘Elephant Tens’.  This game reinforces number knowledge of how many tens are in a given number, e.g. 7 tens are in 70.

Evidence of learning

Jeffa had a good understanding of how many tens were in a given number.  He enjoyed feeling confident and was able to support his partner with playing the game.

Key Competencies/Vision Principles

Jeffa is developing his Capabilities in Maths by learning how to play this game.  He Collaborated with his partner and supported her with her learning.  Jeffa was able to use equipment correctly (Managing Self) and contribute positively towards the game (Relating to Others).

Next Learning Steps

Apply this thinking to how many hundreds are in a given number, e.g. how many hundreds in 400 Teach this game to another Learner Share his learning with home