Narrative Assessment - Speech Finals

Ashmira, Jessica, Johanna and Divya's Trash to Flash Learning Story

Learners: Ashmira, Jessica, Johanna & Divya      Learning Coach: T.Dillner           Date: Term 4, Week 6-10

Learning Area: iExperience - Technology

Learning Observed and Vision Principles

In the second half of Term 4, all of the OrmPS learners have been participating in Trash to Flash - turning old used items into something new and usable. All of the LH1 learners began this journey by spending time looking on the LH1 Pinterest account. Everyone selected a category that they were the most interested in. Ashmira, Jessica, Johanna and Divya all selected Girls Fashion. They were curious about making an infinity scarf out of old t-shirts. However, before they could make this, they had to go through a test run with the Design Thinking Process. As a group, all of the Girl’s Fashion and Pets & Animals learners made ladybug fridge magnets. The girls then took the template we used as a larger group and the personalised it to their infinity scarf creation, demonstrating their capability with understanding the design process. Collaboratively, they shared this template and filled it in on Google Slides.

Evidence of learning

Ashmira, Jessica, Johanna and Divya with Neha, Taanvi and Jahnavi with their prototype Ladybird Magnets. The infinity scarf Design Thinking Process presentation.

Next Learning Steps

Add some photos to your blog of your final creation in Week 10. Reflect on how successful your planning was, as well as how well you felt your final product turned out. Make another prototype showing changes and improvements to the design.

Ashmira, Divya, Jessica, Johanna, Jasonta & Aleena's Ko Te Pu Learning Story

Learners: Ashmira, Divya, Jessica, Jasonta, Johanna & Aleena     Learning Coach: T.Dillner           Date: 14.10.15

Learning Area: The Arts - Music (Preparing for OrmPS Official Opening)

Learning Observed and Vision Principles

For the Ormiston Primary School official opening the learners in LH1 had to learn a waiata with actions. To prepare for this, some of the NZSL Club members and Deaf learners spent some of their iBreaks working on the signs so they would be able to teach it. Ashmira, Divya, Johanna, Jessica, Jasonta and Aleena all chose to lead LH1 in the song Ko Te Pu. The video below shows that they are developing their capabilities in both learning new signs, and communicating these to a wider range of people. All of these girls demonstrated curiosity regarding the fact that they chose to spend their iBreak time learning new signs and opting to have the extra time to prepare. They are also showing the at OrmPS we value the official languages of Aotearoa New Zealand, by honouring the connection to Te Reo Maori and NZSL in this song.

Evidence of learning

Next Learning Steps

Lead the habitat regularly in our practices. Do an iExplore around other songs or poems that connect English and NZSL or Te Reo and NZSL.

Learner:Asmira, Cassandra, Jasonta and Sally.    Learning Coach: Margaret Patrick            Date: 24.09.2015

Learning Area: Science Narrative Learning Story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities.  In week 10 they collaborated to form a  group and they had to make their own experiment, connect with other research available and come up with a hypothesis as what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, presenting their digital recording of their work and fielding answers to questions. They created a green lava lamp. They discovered that the separation of the oil and water relies on the scientific fact that water is more dense than oil. Ashmira accessed all the materials for the group’s experiment from home. All of the learners could field answers to questions.They managed their time well and were ready on time.They decided to present their learning in a variety of ways including a slideshow and google draw. Refer video link for background info.

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

Ashmira, Sadeen and Neha's Leadership Learning Story

Learners: Neha, Ashmira and Sadeen    Learning Coach: T.Dillner        Date: 10.8.15

Learning Area: iActive - Leadership

Learning Observed

Neha, Ashmira and Sadeen are the leaders of Group 2 during iActive time. I have noticed that this term these three learners have really stepped up their leadership skills. I can rely on them to lead the group in activities like Rob the Nest, Line Tag and the Collaboration Station. Neha, Ashmira and Sadeen communicate clearly and simply to everybody, making sure that the other learners understand before proceeding. They are always organised and will make sure that the Group 2 learners from LH1, LH2 and LH4 are organised too. Neha, Ashmira and Sadeen try their hardest to keep to our timeframe and ask questions about what is coming up next or how they could help more. They are a good example of leadership to other learners in our school and I hope they maintain this in the future.

Evidence of learning

Key Competencies/Vision Principles

These three girls work collaboratively to set up, lead and pack up for the Group 2 iActive activities every day. The demonstrate that to be good leaders, people must work together for a common goal (Managing Self and Relating to Others). They have developed their capabilities in this area from the beginning of Term 2 until now (Term 3, Week 4) and I am sure this will continue to grow and improve.

Next Learning Steps

Demonstrate the same leadership during learning time in our Habitat and mentor other learners. Recruit younger learners within the group to help with small tasks e.g. counting the balls at the end of Rob the Nest.