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

Narrative Assessment

Narrative Assessment

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.

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 Food Chain Learning Story

Learners: Christian, Sadeen, Samantha, Richard, Divya, Shreya     Learning Coach: T.Dillner           Date: 22.7.15

Learning Area: iExperience - Science (Food Chain)

Learning Observed

At the moment, the learners in LH1 are looking at Animals and their various features. Today’s session was looking at the Food Chains that are formed by NZ plants and animals - both native and pests. The learners had to examine a set of animal pictures and come up with a system of organising them according to who would eat what. They had to transfer the name of the animal to a strip of paper and connect them to the animal/tree that would eat them, eventually forming a chain. Christian, Sadeen, Samantha, Richard, Divya and Shreya worked collaboratively to strategise a way of organisation. They assigned each animal a strip and laid the photo on the top. When they had established the bottom of the food chain (invertebrates), they matched up the rest. When a tree/animal had been incorporated, they removed the photo to eliminate it from those that remained. Their final food chain was showing the relationship between invertebrates at the bottom of the food chain to feral cats at the top.

Evidence of learning

Working together to create a method to classify the animals in the food chain.

Key Competencies/Vision Principles

Collaboration was the main focus of this task. The learners in this group worked well for a majority of the time they were given. They did work together to figure out how to group the animals, and mostly worked together to create the chain. There was some stress at the end to get it finished on time though. (Participating & Contributing and Managing Self). To complete the links in the chain, the group had to work out the connections between the animals by thinking about their needs, physical size/shape, and diets (Thinking).Their chain showed some of these connections as it was not completely straight, it had extra links added in on the sides.

Next Learning Steps

Continue to independently focus on collaborative behaviour: How do we speak to one another? How do we make sure everyone has a turn? How can we involve people who could contribute more? Find reading material/research that could inform them of different food chains e.g. marine food chains.

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.

Drama Learning Story - May 2015

Learner: Nisita, Katherine and Shreya                                        Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Nisita, Katherine and Shreya worked in a group to use dramatic techniques to explore drama elements and conventions and exhibited a real passion and enthusiasm for performing. When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture they were able to generate some ideas to put together their Egyptian performance.

Evidence of learning

The team works towards effective use of space, facial expressions, use of props  and movement.

Key Competencies/Vision Principles

All members of this team demonstrated that they can work Collaboratively with others towards a common goal.Together they exemplified Capabilities in following complex instructions and ultimately met the success criteria.  They related to each other well but need to work on managing their time. Together they were able to make Connections between what they knew collectively about the culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements they can make with body, voice, space, and creation of facial expressions to enhance dramatic effect Practicing and focusing on the task so they may stay in character