Narrative Assessment

Narrative Assessment

Nelvin & Justin's Honey Bee Learning Story

Learners: Nelvin & Justin V Learning Coach: T.Dillner           Date: 3.3.16

Learning Area: iExperience - Science          Key Competency: Participating & Contributing

Learning Observed

During iExperience in Week 5, the learners were able to opt in to Sustainability related sessions. Justin and Nelvin chose to learn more about Honey Bees and why it is necessary to care for them on a global scale. They learned about reasons why global bee populations are decreasing and how this connects to the foods we eat. We also looked at the products that bees provide for us e.g. honey. There were 10 bee related challenges that the learners could choose from. All of the activities required them to demonstrate curiosity. One challenge was to use a recipe that included honey as an ingredient. We made Crunchy Banana Pops. Justin and Nelvin had to cover a frozen banana with honey and then roll it in Rice Bubbles and sprinkles. Afterwards, they gave their Crunchy Banana Pop a rating out of 10 and discussed reasons for this.

Evidence of learning

Next Learning Steps

Consider undertaking an iExplore to do with planting a bee friendly garden to help increase the number of bees in our school environment. Alternatively, look at how you could plant bee friendly plants at home. Make Crunchy Banana Pops at home using different toppings - describe how bees helped make the ingredients.

Justin V & Aleena's Learning Pathway Presentation Narrative Assessment

iExplore Endangered Species Learning Story

Learner: Neha, Karleil & Justin             Learning Coach: DWilkes      Date: Term 3-4

Learning Area: iExplore (Science and Literacy)

Learning Observed

During term 3 and part of term 4, Neha, Justin and Karleil decided to collaborate together on their iExplore learning adventure.  They were inspired by their iExperience learning on animals, food webs, habitats and threats so they decide they were curious about endangered species.  During our conferences they refined their curiosity to endangered species of New Zealand and each of the learners selected 3 to find more out about and write a fact file for.  When they went to the zoo they learned more about why animals are endangered in New Zealand and around the world- what poaching meant and how pollution and habitat destruction are often the causes.  They wanted to create an awareness of how the learners at OrmPS could help endangered species in New Zealand.  They discussed how to do this through conferences and open to learning conversations with their learning coaches and each other.  They grew their capabilities at listening, negotiating and researching while they made lots of connections to their experiences and prior knowledge.  They all enjoyd the ‘animal onesie’ day at the end of the term too!

Evidence of learning

iExplore Document

Next Learning Steps

write a reflective blog process about this iExplore share all the finished products and learning with your family identify what we can do next year to extend this learning

Baverstock Oaks School and Ormiston Primary School

This school was my 'school I went to before' and I'm going to compare about B.O.S. (Baverstock Oaks School) and OrmPS (Ormiston Primary School)

What kind of Learning or what we follow around in OrmPS and B.O.S.?:

- This is a school where instead the school follows the 6 core values while OrmPS follows the four C's and the PB4L

- We in OrmPS have different learning aras such as iDevelop and iExperience and in B.O.S we do a roster and have different, seperate rooms that teach you different learning areas such as room 30 as maths, room 31 as main class and room 29 as literacy class.

- In OrmPS we all have a different way and day of doing assembly, OrmPS does thier assembly's on a Tuesday's  and in B.O.S we do it on Fridays and the difference is that in OrmPS we talk about the school and what we do and new announcements and the Caught Being #Orsome and in B.O.S we talk about what is going to happen in the future like new builds and new play areas also with some new things happening.

What is the same about OrmPS and B.O.S.?

- The certificates, the national anthem (with sign in OrmPS), the learners and learning, BYOD and devices, uniforms with different designs, teachers and respect following with responsibilities.

What is different about OrmPS and B.O.S.?

- Deaf people in OrmPS, playgrounds in B.O.S., Blogs in OrmPS, more TV's in OrmPS, way more people in B.O.S., more teachers in OrmPS, LH1 and LH2 in OrmPS and Room 1 all the way up to Room 33 and different ways to introduce yourself. There is a lot of changes and that means both schools are unique.

I wrote this because I have been thinking about schools and lots of cool things that different schools do and OrmPS had a school opening at the end of term 3.

Poem about Learning

CAPABLE AT LEARNING

Curious, Connected, Collaborative and Capable
Awake and ready
Promising learning coaches
Attending on trips
Being silent and quiet
Learners.... Learning!
Exit and practice fire drills

Attending in iDevelop
Throws away waste (hopefully)

Learning life and education

Exploring a topic at iExplore

Apples, banana, oranges, fruit first

Reading and comprehension

Nice people please

Increasing knowledge

Never give up

Going out and play

I wrote this Blog to tell the learners about how we learn because LH1 has been growled at a few weeks by now and hopefully we could do even better. this is what Ormiston Primary should do.