Narrative Assessment

The 2nd GEG In The Whole History!!

On Friday 11th August 2017, Ormiston Primary and Ormiston Junior college hosted the 2nd EVER Google Summit!, known as GEG (Google Education Groups). On that lifetime day, OJC and OrmPS were exhilarated to be part of this event. But obviously, this year's GEG wasn't just with OJC and OrmPS there were many different schools joining us on behalf of GEG. We even had a school come from Rotorua just for GEG!

The LH6 learners all had a job or role to do on this amazing event that is being connected to technology. Most of the jobs were presenters, participators, IT monitors, sidekicks and more. I was the participator and I was basically attending other peoples workshops. There was also another group that sung waiatas to everyone attending. I joined this group so I could build up some confidence to be in front of lots of people. We sang Te Aroha and E Toru Nga Mea which I lead with my friend Natasha.

There were a variety of workshops getting run throughout the day. But the ones I had participated in was Young Ocean Explorer's, Breakout EDU and Stop Motion like a Pro. My first workshop was... The Young Ocean Explorers was about a father and daughter who were really passionate about underwater life. Their names are Steve Hathaway (Dad) and Riley Hathaway (Daughter). Steve was a underwater photographer and their story began with one project that Riley had to do at her school. She called it "Save The Turtles" and from that Riley and Steve have been out exploring wondrous creatures that maybe some people didn't even know about. That was one of my favourite workshops because I love absolutely everything about underwater life and to stop pollution or rubbish from being thrown in waterways. My second workshop was.. BreakoutEDU. The Breakout was about the movie and book 'The BFG". Their were clues and locks to solve and discover to find an answer or treasure. We didn't quite finish the Breakout but it was SUPER fun!! My third workshop was.. Stop Motion Like a Pro. I liked this workshop because I got to learn about different techniques and apps to help with stop motion. My second workshop was... Breakout EDU. Breakout EDU is like a puzzle or quest to unlock a mystery or clue. This Breakout was based on the story or movie 'The BFG'. 


My next steps would be to try out different workshops next time that I wouldn't go to normally. 

                                                               THANK YOU!!

Shooting Galore!!

On Thursday 8th June, the new netball team played against Mission Heights on the Ormiston Primary courts!!.😊💪👍

First, when we started the whole team was VERY nervous!!, but we were alright and ready to play. The players in my team were... Me, Yuvika, Samantha, Komal, Shaval, Karis, Aditi and Sameeha.

Secondly, this was the position I was playing on the day... GA which is goal attack. I was helping Karis shoot and also helping the team defend. The other positions were C-center, WA-wing-attack, WD-wing-defence, GA-goal-attack, GD-goal-defence, GS-goal-shoot, GK-goal-keep.
 Thirdly, I was the captain and Aditi was co-captain, and mostly my job was to play rock, paper, scissors with the other team's captain before we play the game so we can decide who chooses a goal or who starts with the ball. I won the rock, paper, scissors so I chose the ball and the other team chose the goal, they picked the nearest goal where it was sunny and we had to use the goal on the far end and we had a better opportunity to have lots of goals because we had less sun in our eyes while shooting. 

The game was #oresome because we had WON the game!!!. I don't remember the scores or the ending points.

My next steps would be to try and explore more different techniques and tricks so I can become EVEN better at netball than I already am.

                                         THANK YOU!!!

Narrative Assessment

Narrative Assessment - Bath Bombs

Narrative Assessment - Pavlova

Narrative Assessment - Literature Circle

Shreya' s Writing iExplore Learning Story- September 2015

Learner: Shreya                                                                 Learning Coach: D Wilkes

Learning Area: Literacy and 4Cs                                      Date:  Term 3

Learning Observed

Shreya has been diligently completing her iExplore on teaching others how to write a story.  She has been researching, refining tips and creating a helpful presentation for others to use to learn and improve their storywriting.  Shreya has learned to give credit to her sources of information, how to make slides viewable to an audience and has practiced her own advice by writing stories herself.  She is going to present her learning to our group in Week 8.  Shreya has responded to feedback from Learning Coach and learners in our conferencing sessions and is open to ideas.

Evidence of learning

iExplore Conference Doc (Slide 10) - See the presentation below

Key Competencies/Vision Principles

Shreya has shown she is collaborative when sharing her research and receiving feedback. She has demonstrated her capability in the example stories she has shared.  She has made connections to her prior knowledge and writing experiences.

Next Learning Steps

present to our group write a blog post about your experiences create a quiz using kahoot to check for learning from the focus group put the presentation into your Learning Pathway as a learning artefact and share it with your family

Shreya's Music Learning Story

Learners:  Kim, Sadeen, Shreya and Christian    Learning Coach: T. Dillner                                              Date: 2.6.15

Learning Area: The Arts - Music

Learning Observed

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.

Evidence of learning

Key Competencies/Vision Principles

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).

Next Learning Steps

To make up a clapping game that uses the same thinking or language from this activity. In the future, practise musical performances in order to stay in time with one another.