Shaun : Rights and Responsibilities/ Citizenship

Learner: Shaun   Learning Coach:  N.Denuwara        Date: Term 4

Learning Area: Social Studies

Learning Observed, Key Competencies/ Vision Principles

Shaun is participating in an iExperience session. In this session we are focusing on the topic Rights, Responsibilities and Citizenship. His group collaborated to create their own country. Shaun participated and contributed to the group in an effective way. He contributed ideas towards how his group could come up with the name for their country. Also he used his thinking skills to come up with reasons for why he felt that his country should have certain rights and responsibilities, such as “having freedom and no limits”. By doing this he shows that he is very capable of sharing helpful ideas that contribute towards the progress of his own and others work. During this session he and his group have to manage themselves by deciding who will take responsibility for each of the different parts of the overall task: creating a country name, emblem, motto, flag, national anthem and laws. Shaun and his group will have to connect each part of the task that they took responsibility for in order to present the country they created.

Evidence of learning

Next Learning Steps

Put the different parts of the task together:  creating a country name, emblem, motto, flag, national anthem and laws Publish their draft copies onto a good copy.

YouTube channel

hi guys have you heard a channel called FFG not stands for FIFA FUNNY GUY which is me i am a beginner :o i have 19 maybe 20 subs for spectacular videos and Dark Wizard which is the  Rahi i am a GAMER That is so fannay oops sorry funny and LOL dis is one of my da videos Indian Baby this is one of my videos and Stupid_Henry_
Fannay oops again Funny i am not making more videos until Fryday get it friday its a joke Fryday you Fry the day its funny :o ok visit my channel and subscribe Byyyyyyy.

Shaun, Nehaal, Shreya, Natasha and Amin's Fractions Learning Story

Learners: Shaun, Nehaal, Shreya, Natasha & Amin     Learning Coach: T.Dillner/K.McCann           Date: 16.10.15

Learning Area: iDevelop - Maths

Learning Observed and Vision Principles

In Maths, the Green group has recently been learning about fractions and how these can be represented as a shaded area of a whole or as a numerical value (decimal). Shaun, Nehaal, Shreya, Natasha and Amin were given a set of cards to make sets to represent all of the different ways to show a fractions value. They all showed that they were curious about this concept as they remained engaged with the task, giving their full attention to seeing it through to the end. All five learners had to collectively share their knowledge and collaboratively match all of the cards correctly. From this, they were able to see the connections between the different ways a fraction can be recorded.

Evidence of learning

Next Learning Steps

To build on this collaborative knowledge, take the time to complete other Capability Tasks independently which will solidify new learning. Be sure to ask questions to clarify thinking when needed. Teach this concept to another learner or support them in their learning if they are confused.

Robot Wars Narrative

Learner: Shaun                                                          Date: September 2015

Learning Area:        iExperience - Robot Wars               Learning Coach:    John Dyer

Learning Observed

Over a course of 6 sessions, Shaun took part in a Science and Technology challenge. The aim was to design and make an electronic robot using a variety of materials including a button cell battery and a mobile phone buzzer. Shaun collaborated with other learners as they decided that the ‘Ormibots’ (as they became affectionately known) would compete in categories of speed, strength and good looks! Shaun worked with Richard and Rohullah to create the most deadly moving weapon the world had ever seen! Initial challenges faced were finding ways to combine the motor and battery to good effect. Shaun helped his group to problem solve and redraft plans in order to overcome difficulties and compete well in the Ormibot challenge.

Evidence of learning It may look harmless but it is rumoured that the Ormibot pictured is faster than a speeding bullet and stronger that cryptonite! Shaun claims to be the brains behind the whole project!

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Shaun needs to take time in the planning stage of his work and ensure he has clear direction with what he wants to achieve. He also needs to reflect further on his work in order to greater understand concepts in technology and across the curriculum.

Cousins

1. A cousin is a relative with whom a person shares one or more common ancestors. In the general sense, cousins are two or more generations away from any common ancestor, thus distinguishing acousin from an ancestor, descendant, sibling, aunt, uncle, niece, or nephew.

LIONEL MESSI

Lionel Andrés "Leo" Messi (Spanish pronunciation: [ljoˈnel anˈdɾes ˈmesi] ( listen); born 24 June 1987) is an Argentine professional footballer who plays as a forward for Spanish club Barcelona and the Argentina national team. Often considered the best player in the world and rated by many in the sport as the greatest of all time, Messi is the only football player in history to win four FIFA Ballons d'Or, all of which he won consecutively. As the all-time top goalscorer in La Liga and the UEFA Champions League, he is the first player to win three European Golden Shoes as the continent's league top scorer and the only player to be top scorer in five Champions League seasons. With Barcelona, he has won La Liga seven times and the Champions League four times, as well as three Copas del Rey, among other honours.

Born and raised in central Argentina, Messi was diagnosed with a growth hormone deficiency as a child. At age 13, he relocated to Spain to join Barcelona, who agreed to pay for his medical treatment. After a fast progression through Barcelona's youth academy, Messi made his competitive debut aged 17 in October 2004.

Collaboration and Maths - Learning Story -September 2015

Learner: Shaun                                                                  Learning Coach: D Wilkes

Learning Area: Collaboration & Maths                           Date: Term 3

Learning Observed

This term our overarching theme has been collaboration and Shaun has had plenty of opportunities to show how collaborative he is and to grow his collaboration capability.  To kick the term off Shaun was on a team of learners who had to collaborate to complete various challenges.  Shaun demonstrated excellent listening and turn taking.  He is very calm and a real team player.  Recently, during a maths investigation where Shaun had to determine if he was a square, as Leonardo hypothesized many years ago, he worked collaboratively with Aaron.  They had to identify different strategies for checking their guess and make estimates of their height and arm span using correct units. They then had to measure their arm span and height to determine if they were a square.

Evidence of learning

Shaun’s collaboration in action in Term 3.

Key Competencies/Vision Principles

Shaun has shown a real tendency to collaborate with his classmates and listens actively.  He relates well with others and participates and contributes frequently.  His is growing his measuring capabilities using the correct units.  His curiosity feeds his investigation and need to collaborate.  He is adept at making connections to his prior learning as well.

Next Learning Steps

although a good listener Shaun needs to develop his confidence at speaking up to share his awesome ideas check on measuring tools that they are using the correct side eg. cm not inches and recognise when a measurement looks incorrect do his e-ako pathway at home continue to practice his measurement maths with Mathletics finish an investigation by writing the analysis and conclusion

Shaun's Speech Learning Story

Learner: Shaun                                                                           Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

This term all learners in LH1 wrote a speech on a topic of their choosing.  Oral language is an important skill and Shaun began to learn some language features to enhance both the speaking and writing of his oral presentation on Rio Madrid.  Shaun learned about emotive language features such as the use of adjectives; persuasive features such as rhetorical questions, repetition, quotations, statistics, contrasts and lists of three ; and varied sentence structures like statements, questions, exclamations and commands.  Shaun learned about the structure of a speech including introductions, endings, sequencing words and and how to make her point clear. He also explored how to creatively add additional details to make the argument stronger.  This was based around the ‘hamburger method’ of speech writing. Shaun presented his passion confidently and used a tremendous amount of facts and statistics showing a high level of research.

Evidence of learning

Oral Language Rubric Here Some of the tools used to structure and develop the speech

Key Competencies/Vision Principles

Shaun cultivated the curiosity of others with her speech on RIO MADRID- he made everyone wonder what was so special about this ‘Rio Madrid’!  He connected with his audience using emotive language and confident delivery - in his hapu group. He collaborated with other learners while practicing his speech and responded to feedback. Shaun also quietly lead the discussion, writing and providing of feedback and feed forward to the other learners when they did their speech or poem.  His public speaking capability has grown as a result of this experience. Shaun should feel proud for facing the crowd- ka Pai!

Next Learning Steps

write a reflective blog post embed the oral rubric into your learning pathway practice reading aloud daily write what you think your next steps are in the comment section

Shaun's Mathematics Narrative Assessment

Learner:  Shaun  (cm)                                                 Date: June 2015

Learning Area: Maths - Measurement                            Learning Coach: John Dyer

Learning Observed

Shaun was recently working as part of a big group on a measurement task. He first applied his previous measurement learning experiences to this task and approximated sensibly. Shaun then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room. Shaun was able to use his place value knowledge when converting centimetres to metres and then multiplication skills to see how many times each rod fitted across the room. It was good to see Harry being both an active listener and offering ideas for how the problem could be solved.

Evidence of learning

Shaun collaborating with Nehaal on a measurement problem, while they sneak a little peek at next door’s device!

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Apply learning around measurement of length to other areas of measurement including weight and volume. 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.

Literature Circle Learning Story- Verbs group

All learners require literacy skills in order to be contributors and active participants in society. We believe that learners must study, use and enjoy language and literature when communicated orally, visually or in writing.  We have been working really hard this term to learn how to have a ‘Book Club’ in literacy iDevelop.  We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Shaun what book he is reading and how he knows it is a best fit on a regular basis.  Shaun learned all about the 5 finger strategy to help him choose.  The Verbs group was also introduced to an online book resource called http://booktrackclassroom.com to which Shaun has an account. 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.  Shaun was a great Connector and has improved the amount of content he can contribute.  He is developing confidence at sharing in our meetings and has been well prepared for some of our meetings.  He participates and contributes in the discussions with prompting.

Evidence of learning

Collaborative Literature Circle Document - Verbs   Snippet of Meeting

Key Competencies/Vision Principles

Shaun is showing Connectedness by relating his work to the text we are reading. He is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion.  He is also developing his Capability in reading conversation and oral language.

Next Learning Steps

Always have a Best Fit book at school everyday and read every night at home, out loud when possible Visit booktrackclassroom.com often to read new books Prepare for the Literature Circle meetings in the collaborative google doc and act on the feedback immediately Ask for help when unsure and manage time wisely