iActive Narrative Assessment - 17 August 2016

Learner:  Matthew   Learning Coach: Michelle Lennon - LH2   Date:   17 August 2016

Learning Area:  iActive

NZC Achievement Objective:  Experience creative, regular, and enjoyable physical activities and describe the benefits to well-being.

Learning Observed

As part of our iActive rotation Matthew has been joining in a range of games and activities twice a week.  One of his rotations has been at the standing long jump activity where the objective is to jump as far as you can from a spot. In this activity Matthew has to jump as high and as far as he can from a standing position.  However he has also experimented with seeing how far he can jump with a run up, completing some very big jumps! Matthew has shown great enthusiasm and teamwork during this activity, and while awaiting his next turn he was involved in meaningful discussions with peers on how to jump further next time.

Evidence of learning

Matthew is joining in a game of standing long jump.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - being a team player and actively joining in. Capable - taking turns and giving it his best effort. Curious - experimenting to find the best way to jump the furtherest. Participating and Contributing  - put in his best effort while joining in.

Next Learning Steps

Teach others how to do the standing long jump. Continue actively participating during iActive.

Maths Narrative Assessment -15 August 2016

Learner:  Matthew  Learning Coach: Michelle Lennon - LH2    Date:   15 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten, and with ten.

Learning Observed

During iDevelop Matthew has been learning to solve simple problems by making sets and patterns of numbers up to ten. In this activity the following problem was given: Five frogs live in a pond, if 2 frogs are on a rock, how many                   frogs are in the water? Matthew initially used counters and circles to move his counters between the ‘rocks’ and ‘water’, however he was soon able to find other ways to split the frogs into groups without the help of circles. Following on from this activity, Matthew was asked to find as many different combinations of frogs in the pond as he could. Finally, Matthew looked at the equations that these word problems were meaning.  He was able to recognise that the two groups could be added together to total 5.

Evidence of learning

Here Matthew has split his ‘frogs’ by having 3 in the water and 2 on a rock.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in a number of different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Use your number splits to solve simple problems. Split other numbers into two groups and look at the equations they make.