Tuesday, August 4, 2015
Maori language week Blog post
Maori language week
this week is Maori language week and Ormiston primary school had some visitors and they were form Manurewa Intermediate. They came and they showed as a waiata and a haka they were amazing.
they split the big girls with the ormiston girls and the big boys with the ormiston boys.
The boys were doing the haka and the girls were doing the waiata I did the haka befor know I get to do the waiata I relly injoyed doing the waiata but I did not get to learn becuse we just had a relly short time but when we shold the little kids what we learnt and when the girls did the waiata and when we fineched the small kids pot ther hand and when the boys finched the haka more hands went up but it did'nt mater because I had fun.
this week is Maori language week and Ormiston primary school had some visitors and they were form Manurewa Intermediate. They came and they showed as a waiata and a haka they were amazing.
they split the big girls with the ormiston girls and the big boys with the ormiston boys.
The boys were doing the haka and the girls were doing the waiata I did the haka befor know I get to do the waiata I relly injoyed doing the waiata but I did not get to learn becuse we just had a relly short time but when we shold the little kids what we learnt and when the girls did the waiata and when we fineched the small kids pot ther hand and when the boys finched the haka more hands went up but it did'nt mater because I had fun.
Wednesday, July 29, 2015
Sadeen's Food Chain Learning Story
Learners: Christian, Sadeen, Samantha, Richard, Divya, Shreya
Learning Coach: T.Dillner Date: 22.7.15
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Learning Area: iExperience - Science (Food Chain)
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Learning Observed
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At the moment, the learners in LH1 are looking at Animals and their various features. Today’s session was looking at the Food Chains that are formed by NZ plants and animals - both native and pests. The learners had to examine a set of animal pictures and come up with a system of organising them according to who would eat what. They had to transfer the name of the animal to a strip of paper and connect them to the animal/tree that would eat them, eventually forming a chain.
Christian, Sadeen, Samantha, Richard, Divya and Shreya worked collaboratively to strategise a way of organisation. They assigned each animal a strip and laid the photo on the top. When they had established the bottom of the food chain (invertebrates), they matched up the rest. When a tree/animal had been incorporated, they removed the photo to eliminate it from those that remained.
Their final food chain was showing the relationship between invertebrates at the bottom of the food chain to feral cats at the top.
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Evidence of learning
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Working together to create a method to classify the animals in the food chain.
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Key Competencies/Vision Principles
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Collaboration was the main focus of this task. The learners in this group worked well for a majority of the time they were given. They did work together to figure out how to group the animals, and mostly worked together to create the chain. There was some stress at the end to get it finished on time though. (Participating & Contributing and Managing Self).
To complete the links in the chain, the group had to work out the connections between the animals by thinking about their needs, physical size/shape, and diets (Thinking).Their chain showed some of these connections as it was not completely straight, it had extra links added in on the sides.
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Next Learning Steps
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Wednesday, July 1, 2015
Sadeen's Mathematics Narritive Assessment
Learner: Sadeen (m) Date: June 2015
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Learning Area: Maths Facts Learning Coach: John Dyer
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Learning Observed
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Sadeen has been working on upskilling herself in mathematical knowledge. This has involved playing a range of games with others in her maths group. In this photo, Sadeen is using a range of addition, subtraction, multiplication and division strategies to reach a range of target numbers. She enjoys playing against her friends and enjoys it even more when she beats them!
Sadeen has a good grasp of doubling and halving which she used to good effect in this game. She is more confident adding numbers together and is growing in confidence when using a variety of the other three operations.
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Evidence of learning
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“I Win!” Sadeen develops her ‘Capability’ of times tables in a knowledge game.
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Continue to develop basic facts knowledge. This will include instant recall of addition and subtraction facts to 20 and instant recall of multiplication facts for the 2, 5, 10 x tables. This will progress to the 3, 6, 9 x tables, the 4 and 8 x and finally 7 x tables.
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Monday, June 29, 2015
Literature Circle Learning Story - Adjectives Group
Learner: Sadeen (Adjectives) Date: June 2015
Kevin, Imran, Shivran, Rahi, Nehaal, Shivin, Jessica & Vrishti
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Learning Area: Literacy Learning Coach: Diana Wilkes
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Learning Observed
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Reading research shows that good readers
With this in mind we deliberately constructed a ‘book club’ of sorts this term. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Sadeen what book she is reading and how she knows it is a best fit on a regular basis. The Adjectives learned all about the 5 finger strategy to help them choose a book. The Adjectives group was also introduced to an online book resource called http://booktrackclassroom.com which can be accessed anytime. In our Literature Circle each learner has a different role each week: Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. It has been fantastic to observe Sadeen engage with each of these roles seamlessly and actively contribute to conversations- she is a role model for the other learners.
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Evidence of learning
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Key Competencies/Vision Principles
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Sadeen is showing Connectedness by relating her learning to the text we are reading. She is relating to others well by remaining respectful while others speak and she is Collaborative when she is participating in the discussion. She is also developing her Capability in reading conversation and oral language.
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Next Learning Steps
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Sadeen's Music Learning Story
Learners: Kim, Sadeen, Shreya and Christian
Learning Coach: T. Dillner Date: 2.6.15
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Learning Area: The Arts - Music
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Learning Observed
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The Keas Hapu group have been learning about the features that we use to make music.
They were introduced to the formal language of Tempo, Dynamics and Rhythm. After three sessions, Kim, Sadeen, Shreya and Christian chose to work together in a group to collaboratively write three lots of four beats (rhythm), that had a change in volume (dynamics) and speed (tempo). The learners needed to record their patterns using correct musical notes to show timing and the correct Italian terms to show where the dynamics and tempo changed.
The girls then had an opportunity to share this with the Keas and demonstrate their understanding of the three features of music. They used clapping to show these patterns.
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Evidence of learning
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Key Competencies/Vision Principles
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All four girls worked collaboratively to share their thinking and formulate their pattern (Participating and Contributing). By standing up and giving a short presentation, they demonstrated their capability in understanding these three features of music.
When we talked about Dynamics and Tempo, the learners were making connections with new vocabulary. They had to make sense of words and symbols in the traditional language of music - Italian (Using Language, Symbols and Texts).
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Next Learning Steps
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Sunday, May 31, 2015
Sadeen's Drama Learning Story - May 2015
Learner: Sadeen Date: May 20, 2015
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Learning Area: The Arts- Drama Learning Coach: Diana Wilkes
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Learning Observed
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During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate. The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present. Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas. Sadeen worked in a group with Richard, Justin and Lim Hor to use dramatic techniques to explore drama elements and conventions and exhibited enthusiasm for performing. When asked to initiate and develop ideas with others to create a dramatic 1 minute skit about a culture Sadeen was keen.Their group selected the British culture.
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Evidence of learning
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Sadeen makes effective use of space and body movement. See video here.
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Key Competencies/Vision Principles
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Sadeen demonstrates that she can work Collaboratively with others towards a common goal. She shows her Capabilities in following complex instructions and strives to meet the success criteria- managing herself well. She is able to make Connections between what she knows about a culture and how to express that with movement, no sound and imaginary props. Sadeen embraced the ideas of others and contributed ideas when she was confident.
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Next Learning Steps
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