Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Narrative Assessment

Roller Coaster Challenge Narrative Assessment

Next Steps:  

• Learn more about design and use this 'LAUNCH' process to carry out another design thinking project.
• Carry out another statistical investigation; using a different graph to record survey results.
• Independently choose to work with a wider circle of peers in order to extend your thinking and collaborative skills.

Traffic Light Blog Reflection

 One learning area I found tricky this week was choosing a country because there was so many countries to choose from  so  at the end I chose  Great Britain.

One learning area that I need to improve on is to check the LH6 website  more often to be more organised for the next day  and to improve to work faster plus not to get distracted while doing my work.

Two areas  I did really awesome  are : 

One  area  i did was  I finished my Maui  Myth in time even when i was on holiday!

The second area I did was  that i finished my literacy circle  activity before time!

Narrative Assessment

Narrative Assessment

Narrative Assessment

Netball Competition ( English Coppy )

Netball Competition 

On Friday last week iBreak 1 ( Play Time ) the netball girls went to Baverstock Oaks Primary School the thing was that it was our first game for this year.

The thing I learnt was to have fun even if the opponent was taking the lead and we actually WON!!! YAH!! we never knew that we that we would really win I couldn't believe it, 

The Girls that went was :

• Aditi
• Karis
• Shreya
• Komal
• Yuvika
• Selestine
• Shaval
• Samantha

BYE!!!!!!!!

Narrative Assessment

A Learning Story- Life Education

Narrative Assessment - Eye on Nature

Narrative Assessment - Eye on Nature

Learner:  Samantha                      Learning Coach:  Mrs Croll                      Date:  4 April 2017                       Learning Area:  Science

Learning Experience: On Tuesday 28th March, Samantha attended the Eye on Nature event at the Auckland Botanic Gardens.   The purpose of this trip was to provide Samantha with a variety of learning opportunities so that she may gain a deeper understanding and appreciation of the fundamental processes that support life on the planet and to become a guardian of her living environment. Samantha and her peers participated in a range of activities to promote an understand the relationships between people and the environment.

4Cs and Key Competencies: Collaborating with others to decide which food product came from which plant.   She also worked with a team to create a healthy lunchbox. Finding answers to her  curiosities through exploration, listening to experts and asking questions.   Samantha learned how to safely hold a fish, without causing it too much stress. Developing her capabilities as a scientist by grouping plants, animals and other living things into science-based classifications. Samantha learned about several  butterflies and their preferred habitat, as well as participating in a game to match the flower with the fruit, e.g. pea. Samantha learned how to make a ‘bug in the log’.  Through this, she was making  connections between healthy food and healthy bodies. Samantha went on a bush walk and was introduced to a variety of native birds and the trees.  She learned which trees the birds  liked to feed from and live in.

Next Steps: Share her learning with an audience, e.g. blog post, hui presentation Investigate an area of interest in an iExplore Support environmental activities around the school