Harry's Blog

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 ...

Learner: Harry Learning Coach: T.Dillner            Date: 4.4.16 Learning Area: iDevelop - Maths           Key Competency: Thinking Learning Observed Harry was practising how to use the strategy of making a tidy ten when adding. He was given a task that required some thinking around how to manipulate and use the numbers to form an equation. Harry asked for some guidance around this and was then able to complete it on his own. Soon after, several other learners also asked for help. They were all directed to Harry, who got the group to sit in a circle on the floor where he went through the process of how to be successful at the learning task. He demonstrated his capability of understanding the concept, as well as connecting with other learners and communicating clearly. Evidence of learning Next Learning Steps Look for more opportunities in Math to share exp...

Learner: Harry     Learning Coach:  T.Dillner          Date: 24.11.15 Learning Area: iDevelop - Literacy Learning Observed In the Yoyo’s group, the learners were thinking about connecting their understanding of vocabulary. The task provided them with an adjective or noun and they had to quickly think of three things that matched that word. For example, the provided word was ‘red’ and they could have written apple, fire truck and tomato. Harry chose to work collaboratively with a buddy, and together they came up with their ideas. He would come and show his work to the Learning Coach to get confirmation that he was doing the right thing. At times, he showed that he could be curious by thinking of words that were more diverse and creative, and other choices were more simple. Evidence of learning Next Learning Steps Complete the second vocab sheet when he has time. Compare his words with ...

Learners: Joshua & Harry     Learning Coach: T.Dillner            Date: 21.9.15 Learning Area: Technology - 3D Printing Learning Observed Joshua & Harry chose to participate in 3D Printing during iExperience during Week 7-10 this term. We initially learnt about the Thinker’s Key called ‘BAR’. BAR stands for Bigger, Add, Replace. To practise, the learners had to pick either a pen, lunch box or tennis racquet to make a feature bigger, add to the item and replace something. The learners had as much creative license as they needed and then they reflected on how functional the item had become - could it still be used for its original purpose? The next stage was to come up with an item that we use at school and repeat the BAR process. Joshua & Harry decided on creating a dice to use in a game. Joshua & Harry had to use the website TinkerCad to design their dice. They had to use the pre...

Learner: Harry Lang                                                              Learning Coach: D Wilkes Learning Area: Collaboration                                              Date: Term 3 Learning Observed This term our overarching theme has been collaboration and Harry has had plenty of opportunities to show how collaborative he is and to grow his collaboration capability.  To kick the term off Harry was on a team of learners who had to collab...

Learner: Harry     Learning Coach:  T.DIllner          Date: 18.6.15 Learning Area: Social Science - Matariki Learning Observed While the Year 5 and 6 learners were at the Marae, the Year 3 and 4 learners spent the day finding out about Matariki - the Maori New Year. The learners watched and listened to the story ‘The Seven Stars of Matariki’ which was read by the author. From this, they were able to understand the background information about Matariki and how it came to be. One of our activities was kite making, as it represents how Maori people used to try and reach the seven Matariki stars. Harry worked with Nima to design his kite. He thought carefully about how he would like to design it and could describe the importance of adding stars to his kite. He showed me how he could draw stars by using 5 continuous lines without taking his felt off the page. Harry was focused and on task, showing careful...

Learner: Harry, Tristan and Kevin     Learning Coach: T.Dillner           Date: 2.6.15 Learning Area: 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, Harry, Tristan and Kevin 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 were beginning to...