Katherine, Gracy and Yuvika's Kayaking Learning Story

Learners: Katherine, Yuvika & Gracy    Learning Coach: T.Dillner         Date: 3.12.15

Learning Area: Education Outside the Classroom (EOTC) - Kayaking

Learning Observed and Vision Principles

Katherine, Yuvika and Gracy chose to participate in Selestine’s iExplore trip to go Paddle Boarding. The three girls were very keen to get out on the water and curious about what exactly paddle boarding entailed. Initially, they thought they would be spending their 60mins on the stand up paddle boards. However, due to the wind on the day, they were able to split their time between the paddleboards and kayaks. The worked collaboratively to navigate the kayak, which was quite a challenge at first. The wind and current were carrying them away from the safe paddling area, so they had to figure out the best way to paddle their kayak together. They learnt that if they did not work together, then they could not get to where they needed to be! One of the instructors saw that they needed a little extra help as they weren’t quite strong enough to beat the wind which kept pushing them ashore. He jumped aboard and assisted them to get out a bit deeper and enjoy their ride in the kayak. After seeing his techniques they were able to observe and connect with how they could improve their own capabilities.

Evidence of learning

Next Learning Steps

Give Selestine feedback about the trip - What was your favourite part and why? What could have been better and why? Promote Paddle Boarding or Kayaking to other learners in the habitat. Why should they participate in this? Suggest a Paddle Boarding or Kayaking trip with friends and/or family in the summer holidays.

I toke peanut the pukeko home!!!!!!!!!!!!!

I got to take peanut home with me I was so happy!!!!.


First me and peanut set up the Christmas tree then we sate under the Christmas tree.
Then me and peanut had dinner,we had pizza.


Next we played with my BIG!! Puppy and I introduced Yuki and peanut to each other,and peanut thought that Yuki was going to eat peanut ,that was funny because Yuki is more scareder then peanut.


Then me and peanut and my brother Matthew played hide and seek and then we all watched a movie and we watched pixels.


After the movie we went to bed ,good night peanut.

Maths - Fractions Narrative Assessment

Learner: Katherine                                                        Date: October 2015

Learning Area: Maths - Fractions                                        Learning Coach: John Dyer

Learning Observed

Katherine is a great learner to have in a Curiousity task  because she is a ‘Curious’ learner! Katherine is happy to share her understanding and to ask questions about learning. We began a recent workshop working with the fraction walls and identifying what effect the numerator and denominator has on the size of the fraction. Katherine showed good understanding of this. We developed this by identifying equivalent fractions. Katherine enjoyed investigating with the fraction tiles and explaining how she arrived at her answers. She also answered the hardest question of the day when we were doubling fractions to keep them equivalent.

Evidence of learning

Katherine’s learning comes about through her willingness to listen, experiment and learn from her findings. She spoke confidently about her learning and evidenced her understanding in her ‘Capability’ follow up task.

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

More of the same please Katherine! Also spend some more time identifying equivalent fractions. We can see how decimals relate to what you have learned and when one is best used for a particular purpose. We will also see how you go about adding fractions that have different denominators.

explanation draft 3

                              why people are bad

1.people are bad because they are angry at something or someone
2.they mite be scared and stressed  about there parents and mean people that are bad .



 the first main point is they are angry at something and someone but maybe that is there attitude  and don't want any friends or need some friends.


the second main point is they mite want a friend to play with them and fell unsafe because they mite have a family member that have past away.



the third main point is they are bad because they have a feeling that every one has and that that feeling wants to be let out.



                                  so now you know all about why people are bad and have that feeling and I think you                                     know about there live or there feeling.

Learner:  Katherine and Shreya                   Learning Coach: Margaret Patrick   Date: 24.09..2015

Learning Area: Science Narrative Learning story

Learning Observed

These learners were part of the “Mythbuster” group for iExperience in Weeks 6-10. They ”busted” the myths about everyday objects behaving in unusual ways. They were curious and explored the  physical and chemical reactions that caused the strange things to happen.They practiced writing up the phenomenon using a scientific experimental method developing their capabilities. Refer to their Topic books.  In week 10 they collaborated to form a  partnership and they had to make their own experiment, connect with other research available and come up with a hypothesis as to what they expected to happen, do the experiment and reflect on the actual outcome. Following this they were required to make a presentation to an audience of learners. This included: the actual experiment, explanation of any changes they made, review of their hypothesis, present their digital recording of their work and field answers to questions. They managed their time well and were ready on time. Their experiment was called “ Colourful cornflour”.  They observed this phenomenon and decided they wanted to make it themselves. They didn’t quite get to find the scientific reason for the dual consistencies of the cornflour mixture depending on the speed of the object coming into contact with it. Link to silde show presentation

Evidence of learning

Next Learning Steps

try out other experiments in a safe supervised manner explore where this scientific phenomenon is used in real life activities write a reflective blog post about your learning. Add a cross-section of comments from the other learners’ feedback during your presentation. encourage your family to go online and read your blogs. spend time ensuring all group members have a role during a presentation. create a schedule for group members regarding responsibility for bringing various items to contribute to the group’s experiment.

Learner: Katherine-Ann Cheng         Learning Coach:  J Taylor        Date: 21/9/15

Learning Area: Draw it

Learning Observed

Katherine chose ‘Draw it’ for her iExperience in Wk 3 - 6 Term 3. She was to show her design firstly by carefully sketching the animal she chose in detail on paper along with information about this animal. She used the internet to find the information and a picture to help her draw her animal which is a Red Panda. She was then to do a final drawing (see below) of the panda. She has used great detail and also some of the pandas habitat to complete her drawing. Katherine finished her task on time and was able to explain to others about the Red Panda and its habitat.

Evidence of learning

Key Competencies/Vision Principles

Katherine showed she had the curiosity to find an animal that suited her. She collaborated well with the other students in sharing and helping. Katherine was able to connect to her prior knowledge and experiences in discovering about the Red Panda. It was an animal that interest her.

Next Learning Steps

Gain confidence in drawing a little more detail Using the internet to your full advantage Don’t be afraid to try new things and colours

Katherine's Operation Big Science Learning Story

Learners:  Anjli, Katherine, Justin & Gary                            Learning Coach: DWilkes Learning Area: Science                                                                            Sept: August 2015

Learning Observed

Anjli, Katherine, Justin & Gary had a blast conducting Operation Big Science in Week 7.  Thanks to the New World kit of ingredients.  Lots of learning resources as well about the Types of Mixtures and Chemical Reactions in Baking.  The learners learned that cooking is scientific fun and that the science capabilities are for life.  After initially watching a short video explaining the difference between chemical and physical changes the learners were challenged to explore their curiosity by examining their materials and discuss their priori knowledge about the materials and cooking with them.  Then they collaboratively devised an experiment - a cooking experiment, using the ingredients they selected.  First they identified a question and then a hypothesis- making connections to their prior knowledge.  As a group they needed to plan their method too. During the cooking they made observations- noting what they notice, think and wonder. Katherine enjoyed participating in the experiment. They also practiced their capability at measuring while completing their recipe.  It was collaborative and delicious!

Evidence of learning

Operation Big Science - Video

Next Learning Steps

complete their Operation Big Science experiment plan with observations and explanations write a reflective blog post about the experience use more specific measurements when writing a recipe give detailed observations about what you noticed before, during and after tent on the LH1 blog post about Operation Big Science

Katherine's Poem Learning Story

Learner:Katherine                                                                        Learning Coach: DWilkes

Learning Area:  Literacy                                                                              Date: Aug 2015

Learning Observed

This term all learners in years 5-6 LH1 wrote a speech on a topic of their choosing while the majority of the year 3-4 learners presented a poem.  Oral language is an important skill and Katherine began to learn some language features to enhance selection and presentation of her selected poem “Our Kittens”.  She is growing her capabilities in presenting with confidence and used her voice to engage the audience. She had great eye contact indicating that she had memorized the poem.  She intonated really well with volume and was generally an emotive, varied and exciting presentation.  Katherine worked with Mrs Dillner and some of the learners (Alysia and Cassandra) to practice reciting her poem and acted on feedback received to improve her presentation.

Evidence of learning

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

Key Competencies/Vision Principles

Katherine demonstrated her curiosity by selecting a poem that she is interested and passionate about.  She connected with others in her delivery of the poem and grew her capability for speaking emotively and rhythmically. She worked collaboratively with others and provided feedback enthusiastically to her peers.  She related well to others and participated and contributed in all aspects of the process.

Next Learning Steps

select a longer poem (this one was 29 seconds) practice in front of a mirror practice reading out loud one page every day at day write a poem and recite it out loud, then post it on my blog add my oral language rubric to my Learning Pathway

Katherine, Komal and Kimba-Jo's Maths Learning Story

Learners: Kimba-Jo, Katherine & Komal    Learning Coach: T.Dillner        Date: 28.7.15

Learning Area: Mathematics - Number Recognition

Learning Observed

Kimba-Jo, Katherine and Komal chose to opt in to a Curiosity Workshop (Teaching Session) on recognising numbers up to 6 digits. They needed to be able to identify a number in its word form and its digit form. They were given five numbers that had between 3-6 digits and were written in a combination of words or numbers. Kimba-Jo, Katherine and Komal worked together to write an answer to correspond with each card e.g. 456 is the same as four hundred and fifty six. Kimba-Jo, Katherine and Komal had listened carefully during the workshop, and were able to complete the first set of five cards quickly and confidently. They approached me to ask for another set that had more complex numbers and had success with these too.

Evidence of learning

Key Competencies/Vision Principles

Kimba-Jo, Katherine and Komal used great collaborative behaviour which allowed them to think quickly and carefully. They finished the task and were able to feedback to the larger group (Managing Self and Participating & Contributing). Because they were actively seeking extra work, Kimba-Jo, Katherine and Komal displayed curiosity and eagerness to extend their current Mathematical knowledge (Using Language, Symbols & Text). The outcome of this was a definite growth in capability from the beginning of the workshop until the end.

Next Learning Steps

Teach another learner about this new knowledge. Find out how many ones, tens, hundreds etc. are in all of the numbers they used. Use the same skills to work with numbers with 7 digits.