Ved, Imran and Arnav's Kayaking Experience

Learners: Arnav, Ved & Imran    Learning Coach: T.Dillner           Date: 3.12.15

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

Learning Observed

Arnav, Ved and Imran chose to participate in Selestine’s iExplore trip to go Paddle Boarding. The three boys 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 paddle boards 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! Arnav, Ved and Imran were able to practice the new paddling techniques that the instructors showed them. These transferred to the paddle boards too. All three boys had a turn to develop their capabilities with this.

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.

My day with Cooper!!!

After school I went home with Cooper! When we got home I did mathletics and cooper wanted to play game so cooper played game. After that I was playing the guitar and then cooper wanted to play the guitar. Then i went shower. When I came out I found cooper playing Fifa 16 on my PS 4. Cooper was very good he won 4-0. After that cooper and I had dinner and Cooper got tired so he went to sleep. The Challenge is to have a staring contest with a buddy whoever wins vs me to win Cooper.

Neymar

Hi today I will tell you a about Neymar.Here is some facts.

Full name:Neymar da Silva Santos Júnior
Nickname: Joia
Place of Birth:Mogi das Cruzes,SP
Date of Birth:Feb 5, 1992 
Age:23
Height:174 cm.
Weight:60 Kg.
Position:Striker
Teams:Barcelona and Brazil

Messi

Hi today I will tell you about Messi. Here are some facts.


Full name :Lionel Andres Messi
Nickname :Leo
Place of Birth :Rosario Argentina
Date of birth : June 24 1987
Age :28
Height : 170 cm
Weight : 67 kg
Position :striker
Teams : Barcelona and Argentina

Messi is my favourite soccer player. he is #1 in soccer in the world.

Diwali

Diwali is a celebration celebrated by Indian people. It is the festival of lights and it is celebrated all over the world. WE do fireworks at night. And one main thing is we put lamps all around the house. We go to other people houses to celebrate. We make sweets and give them around. We do something called rangoli which is a lot of patterns in one place. We use colored powder to make rangoli. We also put on coustumes and do a big prayer.

spring

Sun is back
Picking flowers
Rain is gone
Ice no more
New born animals
Growing has started

The shadow

It was another foggy night and Rocco knew that one pet was going to be stolen from somewhere across the city. It happened every foggy night and nobody knew what to do about it. Rocco is a young adventurer who had a pet dragon. He rushed upstairs to check if his pet dragon was taken. He was too late his pet dragon was already taken there was just a note. It was from the nightmare of everybody. He is the Shadow. His laugh echoed around the room. Suddenly there was a shadow behind him shaped like a person. Then in a flash he was gone. Rocco picked the note and read it slowly. He had to go to the mystery mountain. It’s a dangerous trip nobody even thinked of going there. But Rocco is different he knew he needed to go. He started packing but in the middle of when he packing he heard the same laugh. He set off he kept hearing the same laugh getting louder and louder. He  got to the mystery

mountain and saw a shadow. But there was nobody there just a plain shadow. And nobody around. He heard the laugh again louder than ever. He got to the top and saw his dragon he went to him. But the shadow stopped him. Shadow started laughing and let the dragon go with the other pets. Everybody just laughed and disappeared into the shadows.

Ormiston Primary

Online
Responsibility
Making work
Independant
School
Teachers
On to work
Never give up

Perseverence
Read
Ideas
Manage
Respect
Young kids

Summer

Sun is scorching hot
Under the water is nice cool
Many days at the beach
Many days are very hot
Every day the sun out
Rainy days are no more.

I wrote about summer because it is my favourite season

Draw it

Learner: Ved Shah     Learning Coach:  J Taylor        Date: 21/9/15

Learning Area: Draw it

Learning Observed

Ved chose ‘Draw it’ for his iExperience in Wk 3 - 6 Term 3. He was to show his design firstly by carefully sketching the animal he chose in detail on paper along with information about this animal. He used the internet to find the information and a picture to help him draw his animal which were 2 different animals in one. He was then to do a final drawing (see below) of the animals he chose. He has used great detail and also some of the 2 animals habitat to complete his drawing. Ved finished his task on time and was able to explain to others about the 2 animals and their habitats.

Evidence of learning

Key Competencies/Vision Principles

Ved showed he had the curiosity to find an animal that suited him. He collaborated well with the other students in sharing and helping. Ved was able to connect to his prior knowledge and experiences in discovering about the 2 animals. They were animals that interest him.

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

Ved's Music Learning Story

Learner: Ved, Arnav and Shivran     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, Ved, Arnav and Shivran 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 boys 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 three boys 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:   Kim, Kavish and Ved                                                 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. Kim, Ved and Kavish worked collaboratively together to use dramatic techniques to explore drama elements and conventions and exhibited a real passion and enthusiasm for performing.  When asked to create a dramatic 1 minute skit about a culture, the group selected Japan and brainstormed some different ideas of what they could dramatise.

Evidence of learning

The team makes effective use of space, facial expressions and movement while they mime the act of making sushi.

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 and managed themselves and their time wisely. 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 Work on creating a longer performance by adding more than one act

Literacy Writing Narrative Assessment - March 2015

Learner:   Ved     Learning Coach:   Mr Dyer     Date:   March 2015

Learning Area:  Literacy - Writing

Learning Observed

This term our literacy group has been constructing narrative stories in our writing classes. We have also been using a plan to help learners document their learning and evidence of work. Ved had taken both of these challenges on with confidence and enthusiasm. He is well organised and takes pride in knowing what needs to be done. Ved works hard to complete his tasks on time. During Literacy, Ved has worked as part of a group to construct a narrative story. He has identified imagery and detail in books, and applied this learning into his writing. Ved understands the elements of a narrative story, from setting the scene, through developing a plausible problem and constructing a resolution that ties up loose ends. He enjoys his Literacy lessons and has ended the term with a successful and independently constructed narrative story. Well Done Ved!

Evidence of learning

Key Competencies/Vision Principles

Key Competencies - Ved has demonstrated an ability to ‘Manage Self’ and is ‘participating and contributing’ in our learning sessions. Vision Principles - Ved is developing ‘Capability’ in Literacy and has expanded his understanding of narrative story writing. He is able to ‘Collaborate’ with others when co-constructing his learning.

Next Learning Steps

Reflect on his learning at various stages of the writing process. This will ensure his work improves in an ongoing way. Continue to identify and use new learning to improve his writing.