Markus's Lego Building Narrative Learning Story - 18-03-15

Learner: Markus          Learning Coach:  Janice Taylor        Date: 18 March 15

Learning Area: Art building skills

Learning Observed

Markus was part of group who selected the  “Making Lego” activity.During the session he viewed a video about the history of Lego. Where it came from and how it became Lego. The next step was to google images of lego pictures and select one to draw. Using a sheet of paper he copied his picture and then used colour to match the lego colours.When he finished his drawing, he used the lego to build what he had drawn. He was able to use different sizes and colours to build his lego figurine.

Evidence of learning

Key Competencies/Vision Principles

Markus was exploring the art making technique of building and applied it to the process of Lego. He has been developing his capability to build objects in a more life like manner using the process from 2D to 3D design. He was proud to show his end product and would like to develop this further.He demonstrated effective self management skills.

Next Learning Steps

Use the process of using a 2D drawing to build a 3D figure Experiment with different shapes and sizes

Markus's Writing Narrative assessment- 16.02.15

Learner:  Markus Pakii   Learning Coach: Margaret Patrick     Date: 16th Feb 2015

Learning Area:  English- Writing Narrative Assessment Feb 2015

Learning Observed

Markus enjoyed the closing ceremony for the Deaf Provision at Papatoetoe East Primary School. He decided to use this experience for his writing. He recorded his story in a recount format.He was able to recall the the various parts of a recount using the hamburger model, prior to writing. He discussed this event with me and compiled a “helpful word “ list that arose out of our discussion so he would have them when he started writing.These included  words like; prayer, blessed, assembly, provision and celebration.  He demonstrates that he can use paragraphs. All were all linked to the celebration topic. The SVO sequence is well established and occasionally he uses the conjunction “and”. He can use capitals for proper nouns but will write words with capitals in the middle of sentences. He has used a variety of sentence starters. His use of the  past tense for a recount is inconsistent. The use of “to” and articles “the” or “a” are often missing. Markus is not rereading his writing. He needs to be prompted to self edit. He has used the adjectives, old and happy.His story is sequenced according to the time order of the events that made up the day’s celebration.High frequency words are spelt correctly.

Evidence of learning

Key Competencies/Vision Principles

Markus is writing at Level 1e of the KDEC/VADEC Developmental Writing Matrix (for Deaf Learners). He is demonstrating and developing his  his capabilities in Using Language, Symbols.

Next Learning Steps

Consistently use the past tense when writing a recount. Be mindful of irregular verbs eg sing/sung Edit for capital letters and full stops at beginning and end of sentences.Monitor use of other capitals for proper nouns. Add more detail to his story and share his feelings and reactions to engage the his audience more.. Use wider range of cohesive devices. Introduce using because along with and.

Markus's KDEC Sports Day -Narrative Learning Story 22.03.15

Learner: Markus Pakii    Learning Coach: Margaret Patrick   Date:22nd March, 2015

Learning Area: Health & Physical Education- Maintaining Regular Physical Activity

Learning Observed

Markus participated in the KDEC sports day.He attempted all the events. These included: 100m sprint, long jump, and the vortex throw. Due to the rain the rest of the events were cancelled so he missed out on the discus, shot put and high jump. In the photo he was getting ready for the vortex throw. He was really attentive to the visual starting flags. He was able to move from each event with 61 other Yr 6 students. He managed himself really well throughout the day and made good choices that ensured he participated in all the events on offer. This year he wasn’t a final place getter but in his reflection on arrival back at school he commented about enjoying the vortex throw and he ran 4th in his 100m heat.

Evidence of learning

Key Competencies/Vision Principles

Markus is always keen to join in physical activities. Through regular physical activity he is developing his capability and increasing his level of participation in sporting activities. He needs to build up his self management skills because at times he does silly things to try to impress other students.

Next Learning Steps

Be able to participate in casual team games during  i Break times and follow the agreed upon rules. Participate daily in iActive. Join in team sports activities. Add his name for the soccer 7 a -side next term.

Learner: Markus          Learning Coach:  Janice Taylor        Date: 18 March 15

Learning Area: Art building skills

Learning Observed

Markus was part of group who selected the  “Making Lego” activity.During the session he viewed a video about the history of Lego. Where it came from and how it became Lego. The next step was to google images of lego pictures and select one to draw. Using a sheet of paper he copied his picture and then used colour to match the lego colours.When he finished his drawing, he used the lego to build what he had drawn. He was able to use different sizes and colours to build his lego figurine.

Evidence of learning

Key Competencies/Vision Principles

Markus was exploring the art making technique of building and applied it to the process of Lego. He has been developing his capability to build objects in a more life like manner using the process from 2D to 3D design. He was proud to show his end product and would like to develop this further.He demonstrated effective self management skills.

Next Learning Steps

Use the process of using a 2D drawing to build a 3D figure Experiment with different shapes and sizes

All about me

Hi l am Markus Pakii -William

I'm good work hard 

Do you like Mathematics 

I'm good. My friends is Brooklyn and Taivero .

I like writing.
I was bad.
My cultural is Cook Islands.
I like Drumming.

Markus's Creating a LH 1 Treaty-Narrative learning Story 11.03.15

Learner: Markus Pakii       Learning Coach:Margaret Patrick            Date:11.3.15

Learning Area:Social Sciences-Place and Environment

Learning Observed

The learners and LCs in LH 1 thought that if we had a treaty it would help everyone manage the way we interacted with others in our beautiful new learning habitat. One of the key values at OrmPS is showing respect. The learners explored the meaning of  “respect” in three  different ways. Respect for ourselves Respect for others Respect for our environment. Everyone agreed on the final selection of criteria and these were printed out and displayed on the wall of LH1. Markus is signing LH1’s treaty.He knows that he is making a promise to the other learners that he will try to make sure he is worthy of being a member of LH1 and that he can can show respect to others and manage himself in a way that makes him feel proud. This includes what happens at iBreak times. Last  week Markus made a few bad choices and his behaviour upset others. This treaty will be a reminder of his commitment.

Evidence of learning

Key Competencies/Vision Principles

Markus is making a commitment to this treaty by signing it. He is wanting to increase his  skills in  Managing Self and building connections with his other learners and LC’s.

Next Learning Steps

Focus during learning opportunities Improve managing his  time so he arrives at activities and learning blocks on time. Stop and think-Don’t follow the leader when you know what is happening is not right. Accept responsibility for his behaviour and know how it impacts on others.