Learner: Shivin, Nehaal, Ohm Learning Coach: N.Denuwara Date: Term 4
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Learning Area: Social Studies
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Learning Observed, Key Competencies/ Vision Principles
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Nehaal is participating in an iExperience session. In this session we are focusing on the topic Rights, Responsibilities and Citizenship. His group collaborated to create their own country. Nehaal participated and contributed to the group in an effective way. He contributed ideas towards how his group could come up with the name for their country. Also he used his thinking skills to come up with reasons for why he felt that his country should have certain rights and responsibilities, such as “having freedom and no limits”. By doing this he shows that he is very capable of sharing helpful ideas that contribute towards the progress of his own and others work. During this session he and his group have to manage themselves by deciding who will take responsibility for each of the different parts of the overall task: creating a country name, emblem, motto, flag, national anthem and laws. Nehaal and his group will have to connect each part of the task that they took responsibility for in order to present the country they created.
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Evidence of learning
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Next Learning Steps
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Thursday, October 22, 2015
Shivin, Nehaal, Ohm : Rights and Responsibilities/ Citizenship
Friday, October 16, 2015
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
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Learning Area: iDevelop - Maths
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Learning Observed and Vision Principles
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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.
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Evidence of learning
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Next Learning Steps
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Thursday, October 1, 2015
Robot Wars iExperience
Learner: Nehaal Date: September 2015
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Learning Area: iExperience - Robot Wars Learning Coach: John Dyer
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Learning Observed
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Over a course of 6 sessions, Nehaal took part in a Science and Technology challenge. The aim was to design and make an electronic robot using a variety of materials including a button cell battery and a mobile phone buzzer. Nehaal collaborated with other learners as they decided that the ‘Ormibots’ (as they became affectionately known) would compete in categories of speed, strength and good looks!
Nehaal worked with Shivin and Aaron to create the most deadly moving weapon the world had ever seen! Initial challenges faced were finding ways to combine the motor and battery to good effect. Nehaal helped his group to problem solve and redraft plans in order to overcome difficulties and compete well in the Ormibot challenge.
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Evidence of learning
 
It may look harmless but it is rumoured that the Ormibot pictured is faster than a speeding bullet and stronger that cryptonite!
Nehaal claims to be the brains behind the whole project!
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Nehaal needs to take time in the planning stage of his work and ensure he has clear direction with what he wants to achieve. He also needs to reflect further on his work in order to greater understand concepts in technology and across the curriculum.
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Monday, September 21, 2015
MY 3rd Person DRAFT
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Wednesday, August 19, 2015
Nehaal's Speech Learning Story
Learner: Nehaal Learning Coach: DWilkes
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Learning Area: Literacy Date: Aug 2015
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Learning Observed
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This term all learners in LH1 wrote a speech on a topic of their choosing. Oral language is an important skill and Nehaal began to learn some language features to enhance both the speaking and writing of his oral presentation on Natural Disasters. Nehaal learned about emotive language features such as the use of adjectives; persuasive features such as rhetorical questions, repetition, quotations, statistics, contrasts and lists of three ; and varied sentence structures like statements, questions, exclamations and commands. Nehaal learned about the structure of a speech including introductions, endings, sequencing words and and how to make her point clear. He also explored how to creatively add additional details to make the argument stronger. This was based around the ‘hamburger method’ of speech writing. Nehaal used lots of interesting facts and demonstrated excellent research into his topic.
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Evidence of learning
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Nehaal getting ready to present!
Some of the tools used to structure and develop the speech
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Key Competencies/Vision Principles
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Nehaal cultivated the curiosity of others with his speech about Natural Disasters- making us wonder what would happen to us next! He prompted everyone to wonder why so many natural disasters occur around the world and in New Zealand. He connected with the audience using emotive language in our hapu group. His public speaking capability has grown as a result of this experience. Nehaal collaborated with others while practicing his speech and while observing and giving feedback to his peers.
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Next Learning Steps
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Sunday, August 16, 2015
Zoo Learning Story- July 2015
Learner: Justin L, Henry, Willie, Rohullah and Nehaal
Learning Coach: DWilkes Date: July 30, 2015
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Learning Area: Science
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Learning Observed
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Our trip to the zoo was a learning adventure for Justin, Henry, Willie, Rohullah and Nehaal. The boys were split into small groups while we toured the zoo visiting animals from around the world and observing their behaviour and habitats. The boys loved seeing the red pandas, reptiles, primates and the African mammals. While the observed the different enclosures they were prompted to ‘notice’ the animal habitats and discuss and describe the zoo habitat each animal lived in. They all asked lots of questions and were eager to move from area to area. Willie and Nehaal wanted to know why people poach animals? Justin and Henry were curious about the size, shape and colour of the elephant tooth and Rohullah and Peanut the Pukeko were fascinated by the colours of the flamingos. They all thought is was very amusing that one of the elephants had the same name as their classmate “Anjli”. The boys were attentive, collaborative and curious.and enjoyed the opportunity to talk about what they already knew about animals, their adaptations and what they need to survive.
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Evidence of learning
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Key Competencies/Vision Principles
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During the animal encounters with the zoo keepers the boys demonstrated their curiosity when they got to touch the cheetah pelt and skull. They wanted to know how the zoo keepers got them. All of the boys were managing self during the zoo visit by staying with their groups, buddies and listening to instructions. They was collaborative and participated and contributed in all 3 animal encounters: flamingos, cheetahs and elephants. Justin, Henry and Rohullah enjoyed watching Willie and Nehaal connect to their learning from school when they got to hold the elephant artefacts at the front of the encounter and because they could tell us which continent a lot of the animals came from.
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Next Learning Steps
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Visit the Auckland zoo website to learn more about the animals and their habitats.
-share and contribute ideas and questions with the wider group
-use zoo learning and wonderings in their Habitat Design learning adventure when we go back to school
-make connections to their observations of the animals habitats at the zoo to their natural habitats
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Monday, June 29, 2015
Nehaal's Maths Narrative Assessment
Learner: Nehaal (cm) Date: June 2015
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Learning Area: Maths - Measurement Learning Coach: John Dyer
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Learning Observed
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Nehaal was recently working as part of a big group on a measurement task. He first applied his previous measurement learning experiences to this task and approximated sensibly. Nehaal then collaborated when measuring a variety of wooden rods. These were used to measure the length and width of a room.
Nehaal was able to use his place value knowledge when converting centimetres to metres and then multiplication skills to see how many times each rod fitted across the room. It was good to see Nehaal being both an active listener and offering ideas for how the problem could be solved.
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Evidence of learning
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Nehaal plays it cool as he looks on and works out the best way to approach a measurement conundrum!
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Key Competencies/Vision Principles being demonstrated
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Next Learning Steps
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Apply learning around measurement of length to other areas of measurement including weight and volume. Continue to develop basic facts knowledge. This will include instant recall of addition and subtraction facts to 20 and instant recall of multiplication facts for the 2, 5, 10 x tables. This will progress to the 3, 6, 9 x tables, the 4 and 8 x and finally 7 x tables.
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Literature Circle Leanring Story - Adjectives Groups
Learner: Nehaal (Adjectives) Date: June 2015
Kevin, Imran, Jessica, Shivran, Rahi, Shivin, Sadeen & Vrishti
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Learning Area: Literacy Learning Coach: Diana Wilkes
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Learning Observed
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Reading research shows that good readers
With this in mind we deliberately constructed a ‘book club’ of sorts this term. We began by learning about how to select and why to select a ‘Best Fit’ book- please ask Nehaal what book he is reading and how he knows it is a best fit on a regular basis. The Adjectives learned all about the 5 finger strategy to help them choose a book. The Adjectives group was also introduced to an online book resource called http://booktrackclassroom.com which can be accessed anytime. In our Literature Circle each learner has a different role each week: Summariser, Literary Luminary, Word Wizard, Discussion Director, Connector, Artful Artist or Researcher which ensures that the book club runs smoothly. It has been fantastic to observe Nehaal engage with many of these roles and actively contribute to conversations.
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Evidence of learning
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Key Competencies/Vision Principles
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Nehaal is showing Connectedness by relating his learning to the text we are reading. He is relating to others well by remaining respectful while others speak and he is Collaborative when he is participating in the discussion. He is also developing his Capability in reading conversation and oral language.
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Next Learning Steps
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