Get Set Go Narrative Assessment

Learner: Wilson              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).

Wilson & the Baby Chicks Narrative Assessment

Collaborate Good Times, Come On! Narrative Assessment

P.E. Narrative Assessment

Learner: Wilson                 Learning Coach: Talia Morgan        Date: 23rd September 2016

Learning Area: iExplore - P.E.

Learning Observed

Today Wilson and his peers decided to play a game that they had learnt in P.E. called noodle tag. This game requires you to chase after and gently tap somebody on the bottom with the foam noodle. Their is only 4-6 noodles and once you are tapped, they hand the noodle over to you and you become a tagger. Wilson wanted desperately to be a tagger and once he got his turn to be a tagger he was running after everyone.

Evidence of learning

Wilson was collaborating with his peers to play noodle tag. Can he teach some friends how to play?

Key Competencies/Vision Principles

Wilson is developing his Capabilities in P.E. He was collaborating with his peers to play a new game he had learnt. He was taking turns with his peers and tagging different people each time to ensure that everybody got a turn (Relating to Others). Wilson was very engaged in the noodle tag game and was enjoying playing with his peers (Participating and Contributing).

Next Learning Steps

Continue to develop resilience in difficult situations Continue to collaborate with his peers Teach game to some peers Share learning with home

Howick Historical Village Narrative Assessment

12th May Narrative Assessment - Writing

Learner: Wilson               Learning Coach: Talia Morgan                Date: 12th May 2016

Learning Area: iDevelop - Writing

Learning Observed

Today Wilson was caught doing some #Oresome learning! Wilson was invited to work in a guided writing workshop with me and he quickly thought of what he wanted to write about. He decided to write “I want to go to jarscwrD” - “I want to go to Jurassic World.” Wilson was quick to start writing and promptly finished what he wanted to write, as well as drawing his picture. Wilson also helped his peer who wanted to write the same thing.

Evidence of learning

Wilson is showing his Capabilities in his own writing and supporting others in their writing. Way to work toward the 4 C’s!

Key Competencies/Vision Principles

Wilson is developing his Capabilities in writing. He was able to independently think of his own story (Thinking) and write the high frequency words by himself, using the alphabet card (Managing Self). Wilson sounded out the main letter sounds he could hear in the unfamiliar words and recorded them with support from Learning Coach (Using Language, Symbols and Text). He also supported another learner to write his story as he wanted to write something similar (Relating to Others).

Next Learning Steps

Continue to sound out and record the main letter sounds in unfamiliar words. Continue to write high frequency words with support. Encourage to write about anything and whenever. Share learning with home.

iExplore Narrative Assessment - 30 March 2016