i enjoyed experience today becuases i got to paint 

today i played capture the flag .  

Pulley System Narrative

Learner: William, Rudi and Toni    Learning Coach: Mr Hattie            Date: 13 October 2016

Learning Area: Learning Habitat 1 - iExperience

Learning Observed

Term 4 started off with a ‘Bang’ as we had our trip to MOTAT - Museum of Transport and Technology. For the trip our iExperience have been based around simple machines and Da Vinci. William, Rudi and Toni chose to do the Pulley System iExperience. Their task was to create a pulley system out of the material provided for them. They watched a video about the way pulley’s work and then they applied the knowledge in a practice way. There was a lot of discussion around their initial ideas. They tried to just hold each of the pulleys that they made and Rudi asked “Can we get some cardboard boxes?” This allowed them to have more pulleys and a stronger base. Toni and William went on sticking pulleys at the top of the box and the bottom of the box. This gave them a 3 pulley system.  This will allow the pulley  to use more force. This was great to hear as they were Connecting the knowledge they gained from the video to the practical task. William, Rudi and Toni showed the Vision Principles of Curious and Collaboration.

Evidence of learning

The during and after of the pulley system. The end rope was tied down which allows an equal amount of force as the pulling side.

Next Learning Steps

William, Rudi and Toni’s next steps are: Explore the science behind force of a pulley system. Make this pulley system have multiple actions. Write a reflection about their learning on Da Vinci.

Math Narrative

Light iExperience at OSC

STEAM Club Narrative- Aug 26

Learners: Kim, Selestine, Sharon, Harry, Aditi, Hamish, Rudi, Louisa, Selene, Maanvi & Iman	Learning Coach:  D Wilkes	Date: 25-08-16
Learning Area:  Technology & Science NZC Achievement Objective: Level 2 Technological systems:  Understand that there are relationships between the inputs, controlled transformations, and outputs occurring within simple technological systems. Investigating in science  Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.	Key Competency:    Thinking Relating to others Participating & Contributing Using language, symbols & text	4C:
Learning Observed: The learners were invited to use the www.buildwithchrome.com program to design a house but to do so creatively.  We began by logging into the website and signing in with their own google account.  Aditi and Hamish couldn’t sync their account initially but it worked when they published their design- yay! Then the learners used their imagination to design a house with the lego blocks.   This challenge was enjoyed by the learners immensely:   Selestine ‘this is #oresome!”   Louisa “I love STEAM club!”   Hamish ‘how do I add a window?’   Kim ‘I’ll show you, click here.’   Harry ‘I wish we could do this in learning time!’   Ms Wilkes ‘Why don’t you use it for your iExplore Harry?’ The learners were asked what this had to do with STEAM and this is what Aditi, Maanvi, Selene and Iman came up with:
Evidence of learning: Look at the #oresome fun the group had in this Photopeach SlideShow→ http://photopeach.com/album/142xx3p# The learners were making a lot of connections to their previous experiences with lego and designing .  The learners were very collaborative and helpful with each other and demonstrated a growth mindset mentality.  The learners were developing capabilities with prototyping, spatial awareness and visual representations.  Curiosities were evident in the Louisa’s rainbow house, Maanvi’s swimming pool home and Selestine’s various iterations! We talked about which kind of home would influence their design→ igloos, houseboats, teepees, tents, mansions, treehouses etc.  Selestine wanted to make them all!  Selene’s creation had a larger than life TV and Sharon built an entire village.  Harry, Kim and Hamish were the closest to a finished home but they were all able to publish and save it so they can work on it later if they choose.
STEAM- buildwithchrome on PhotoPeach
Next Learning Steps: Practice using www.buildwithchrome.com to create new designs See if they can re-create their design with actual lego Write a blog post about what they learned and how using www.buildwithchrome.com relates to STEAM learning areas

Learner: Anastasia, Angkor,  Rudi, Samantha, Melissa    Date: July T3, 2016 Learning Coach: Margaret Patrick                             Narrative Learning story

Learning Area: iExperience  Developing our capabilities

Learning Observed

During iExperience Week 1 Term 3 we were exploring what “being capable” means for us as learners and how we can develop our capabilities. The groups of learners experienced a range of fun tasks and their challenge was to participate and collaborate to improve their skills. This led to talking about setting goals to help us improve our capabilities. This group of learners set a goal to balance their spoons at the same time. After their rotation of different fun tasks the learners gathered together to think and discuss what being a capable learner would look like. They came up with these ideas: being independent; having an attitude of “I can do it”; being confident; being persistent and not giving up; trying things in different ways and self managing themselves. They also made the connections with ways they could develop your capabilities:  by training your brain by practicing and  remembering, trying your best, working hard, having an open mindset to try and learn new things and setting goals. They were  introduced to the SMART acronym to help with setting goals. The learners had time to think about the things they were capable at and then consider the areas they need to develop their capabilities in. The learners were then asked to think of 4 goals for themselves . An academic goal,a social goal, a physical goal and a #oresome goal.

Evidence of learning

Next Learning Steps

*complete writing an academic goal, social goal, physical goal and #oresome goal. *discuss these with their parents/whanau and caregivers. *publish them in their Learning Pathways. *present them on the art shapes they created.

Puzzle Art for Writing Goals

Developing Capabilities spoons & all!

Quick Write

Quick write; should tigers be in cages?                 No.  
They should be out in the wild.  It is cruel.   If they are in cages too long they can die.  They may feel sad.  

We should let tiggers out so they can go to war and kill the Russians  so that mens less kewi will die 

Thursday 23 of June 

should we have trees!!!!!!...1.  yes becuse  we can,t breth  

should crazy hair day happen everyday?..... yes because where would  we sleep and be lazy all day we couldn't stay in uniform all day that would be a boring school if we had to do that!

Quick write

Should all countries all be joined as one... yes because they where before i was born years ago so yes  it should be joined as one

today i had a good  and i relly liket it

iReflect              I Lip read  in nzsl week and abc in nzsl too it was fan                            

Rudi & Dhillon's Rugby Learning Story

Learners: Dhillon & Rudi Learning Coach: T.Dillner           Date: 5.5.16

Learning Area: Physical Education           Key Competency: Participating and Contributing, Relating to Others

Learning Observed

For PE, LH1 learners were focussing on passing a rugby ball with the correct techniques. We focused on how to place our hands on the ball, how to position our arms and how to aim. The learners then needed to pair up and take turns to practice passing the ball through a hoop. Dhillon and Rudi collaborated with positive attitudes. They took some time to practise their techniques and support each other with reminders of what the success criteria were. To begin with, they held the hoops still, and as they became more confident, they decided to extend their capabilities by making the hoop a moving target, and then more of a challenge by rolling it along the ground.

Evidence of learning

Next Learning Steps

Remember that a rugby pass is across the body, starting from the hip farthest away from the target. Practise passing through the hoop from a greater distance.

NZ Music Month

NAZS  war                                                                           WILL BE SHOWING YOU SAME PIGHIS OF WAR


SO THAT IS SAME IMAGES AND VIDEO"S OF WAR

  if you go in to war you can di too that's bad 

Nazi war...where did they live! in trenchis ...how was in the war in my famly my grandad... this is a army tran... theys are Nazi war troops are attacking kiwis a simbol

iExplore: Chinese New Year: Year of the Monkey

iExperience : Science : Space

Math Narrative Assessment

Learner: Rudi, Aniq, William and Eric     Learning Coach: Mr Hattie             Date:10 March 2016

Learning Area: Learning Habitat 1 - Mathematics

Learning Observed

Todays lesson was about making numbers using place value. This is something that we have been working on for the last week. The learner's task to show the Vision Principle of  Capabilities and create numbers using the abacus. Each learner had their own abacus and the learning coach would say a number and the learners had to move the correct number of tens and the correct number of ones. This was showing the Key Competency of Managing Self. The learners have made great progress throughout this week. They have grasp the place value of tens and ones and will be working on solving problems using place value.

Evidence of learning

Next Learning Steps

Aniq, William, Eric and Rudi’s next learning steps are to: Solve addition using place value. Use place value to solve large numbers.

Hamish & Rudi's Learning Story - Read to Someone/Listen to Reading

Learners: Hamish & Rudi    Learning Coach: T.Dillner           Date: 18.2.16

Learning Area: iDevelop - Reading

Learning Observed

As part of our Reading programme in LH1, the learners have been learning about the parts of the Daily 5. This covers a range of activities to enhance capabilities in Literacy. Hamish and Rudi were spending time reading to one another. This is one aspect of the Daily 5 where learners sit elbow to elbow and knee to knee in order to best communicate to one another. They took turns at reading and listening, following along with the text and pictures. Hamish and Rudi selected their own books by practicing how to connect the parts of the ‘I Pick’ method - What is the purpose of this book? Is the book interesting? Can I understand/comprehend what is happening? Do I know all the words or are there some that are tricky?

Evidence of learning

Next Learning Steps

Read with a loud clear voice. Ask each other questions to develop curiosity e.g. What was your favourite part? Why do you think ______ happened?

Yuvika, Lohit, Rudi, Disha & Carlo- iExperience Connected Challenge Learning Story

Learners:  Yuvika, Lohit, Rudi, Disha & Carlo    Learning Coach: D Wilkes          Date: 5.2.16

Learning Area: iExperience - Connected Challenge   Key Competency: Relating to Others

Learning Observed

This term our focus is on how we can be connected citizens. In order to launch this the learners participated in a ‘Connected Challenge’ (see below).  In this challenge Yuvika, Lohit, Rudi, Disha and Carlo worked in a team and collaborated on various connected tasks.  They first had to look at the challenge and devise a plan- which tasks would they do first?!  It was great to see the group negotiate and select their options.  Yuvika showed some real leadership in this task- especially considering that there are so many new relationships forming in LH1.  Carlo and Rudi got straight into their tasks showing their capabilities and Lohit and Disha showed curiosity while asking questions about the tasks.  Some of the tasks they worked on included- the Curious challenge- coming up with questions for the learning coaches, the Connected challenge- writing an acrostic for the word connected and the Connected task of making a paper chain.  There was some great strategy and collaboration in this team- Ka Pai!

Evidence of learning

Connected Challenge: Activities

Next Learning Steps

While it is great to take the lead on tasks where we have strengths, remember to give others opportunities to develop their capabilities select challenges from all four areas share and discuss the challenges, maybe finish others, at home with your family