iExplore- Cubism

Learner:   Fernanda      Learning Coach:   Luisa Maloni        Date: 4th September, 2015

Learning Area: iExplore: Visual Art: Cubism

Learning Observed

We have been learning about the art movement Cubism. We have looked at many examples of cubism and have created our own studies using the cubist style. Fernanda used the elements of shape and fracture to create a study of a tree and a painting. Fernanda used colour and shape to define the different areas of her tree study i.e. the trunk, the leaves and the background. In her painting she experimented with different shades of one colour to define these areas. She then looked at images on the internet to choose an artistic exemplar she was interested in trying. Fernanda chose to use a heart as the subject for her final work based on her artistic exemplar.

Evidence of learning

Fernanda uses an artistic exemplar to explore ideas about Cubism. I can’t wait to see her final work!

Key Competencies/Vision Principles

Fernanda demonstrates the Vision principles of Curiosity in continually experimenting with and searching for new ideas in cubism, Capability in executing beautiful, bold and expressive artworks and Connected in connecting with what other artists are doing within the art style of Cubism. She uses the Key Competencies of Thinking as she develops her own creativity as well as follow an inquiry process.

Next Learning Steps

Use new language to describe her artworks e.g. shape, fracture, hues, shades Describe what she has learned and say what her next steps are

Fernanda's Photo on Wednesday, 26 August 2015

iExperience- Making Playdough Collaboratively!

Fernanda's Photo on Wednesday, 19 August 2015

Narrative Assessment - 28 July 2015 - Literacy

Learner: Fernanda       Learning Coach: Miriam Kamsteeg                 Date: 28 July 2015

Learning Area: Literacy - Writing

Learning Observed

Today Fernanda was working with me during Writing time. She decided that she wanted to write a story “I went to my sister’s house”. Fernanda found “I went to my” on the table tent card. She then sounded out “sister’s” and “house” and recorded down the sounds she heard.

Evidence of learning

Fernanda was able to hear many sounds in the tricky words. I wonder if she is practising her writing at home?

Key Competencies/Vision Principles

Fernanda is developing her Capabilities in Writing. She is listening for the sounds when she is sounding out the words (Thinking). Fernanda was able to find the basic sight words on the table tent card (Managing herself). She is using letters to represent sounds (Using Language, Symbols and Text).

Next Learning Steps

Continue to use the table tent to find words/ sounds Continue to explicitly teach sounding out words Share learning with home.

Narrative Assessment T2 Math

Learner: Fernanda                  Learning Coach: Abby Morgan                Date: 30 June 2015

Learning Area: Math

Learning Observed

During Math we have been learning how to solve addition problems to 5. Fernanda began by solving problems that were +1 to 10. This required her to apply her knowledge of numbers after and was an introduction to using materials (fingers) to help her solve the higher numbers. When I asked Fernanda to solve 2+3 she was able to use her fingers to help her work it out. When I enquired as to how she had found the answer she showed me two fingers and then she said she added three and that it makes five.

Evidence of learning

Fernanda is developing her ability to solve addition problems to 5.

Key Competencies/Vision Principles

Fernanda was using the school vision principles of capable during her learning time. She was extending her known and developing math capabilities. As Fernanda learnt she was using the Key Competencies of thinking and using language, symbols, and texts. She used her thinking skills to solve addition problems and use mathematical language to share her learning.

Next Learning Steps

Develop instant recognition of numerals to 20 Continue to develop knowledge of addition facts to 5 Know numbers before and after to 10 Consolidate counting from 30 - 50

Our Trip to the Marae

Learner: Fernanda  Learning Coach: Luisa Maloni    Date: 26th June, 2015

Learning Area: iExperience: Marae Trip- The wharenui

Learning Observed

In preparation for our Marae trip- we talked about the wharenui or meeting house that we visited as part of our trip. The learners had to write down the parts of the wharenui which are likened to parts of the body. After the trip I asked Fernanda what she remembered about the wharenui. She said the Marae has a roof and it protects people in the house. I asked her what she remembered about our trip to the Marae and she said we did some lovely singing and had a nice lunch.

Evidence of learning

Fernanda can share what she has learned about the purpose and parts of a wharenui. I wonder if she can share her knowledge about places that are important to her and her culture?

Key Competencies/Vision Principles

Fernanda shows her Capabilities in listening carefully to others and learning new knowledge from peers and Learning Coaches. She then can share what she has learned. (Using Language, Symbols and Text). In learning about other cultures, Fernanda shows she can Connect with different cultures in her local community (Relating to Others)

Next Learning Steps

Ask a question about a different culture Share her knowledge of her own culture with others Use new vocabulary when describing her learning e.g. the ‘wharenui’