Ashmira, Divya, Jessica, Johanna, Jasonta & Aleena's Ko Te Pu Learning Story

Learners: Ashmira, Divya, Jessica, Jasonta, Johanna & Aleena     Learning Coach: T.Dillner           Date: 14.10.15

Learning Area: The Arts - Music (Preparing for OrmPS Official Opening)

Learning Observed and Vision Principles

For the Ormiston Primary School official opening the learners in LH1 had to learn a waiata with actions. To prepare for this, some of the NZSL Club members and Deaf learners spent some of their iBreaks working on the signs so they would be able to teach it. Ashmira, Divya, Johanna, Jessica, Jasonta and Aleena all chose to lead LH1 in the song Ko Te Pu. The video below shows that they are developing their capabilities in both learning new signs, and communicating these to a wider range of people. All of these girls demonstrated curiosity regarding the fact that they chose to spend their iBreak time learning new signs and opting to have the extra time to prepare. They are also showing the at OrmPS we value the official languages of Aotearoa New Zealand, by honouring the connection to Te Reo Maori and NZSL in this song.

Evidence of learning

Next Learning Steps

Lead the habitat regularly in our practices. Do an iExplore around other songs or poems that connect English and NZSL or Te Reo and NZSL.

Learner:  Jasonta P             Learning Coach: Margaret Patrick         Date:  27.08..2015

Learning Area: Science- Animals and their habitats.   -  Narrative Learning Story

Learning Observed

The focus during iExperience Week 3-6 was on animals and their habitats. Each learner needed to pick an animal and be able to provide key facts about it  including its adaptations, characteristics, requirements for survival and why it is suited to its habitat. Jasonta was keen on the cheetah and choose from several ways of presenting her information to  belong to the “draw it” group. She collected information and made connections with it as she organised it using sub headings of special features, habitat, and survival what do I need? She used topic specific language. She included a sketch of her cheetah and a sketch of its habitat Jasonta enjoys drawing and was very definite that she wanted the larger A3 size paper for her finished drawing. She drew an action shot of the cheetah mid air as it was running. This depicted one of its key features of it being the fastest animal showing how capable she was at representing her new learning. The scale of her animal to its habitat was accurate. She chose pastels for her drawing. This enabled her to blend colours.We discussed how the main aspects of the habitat was grass and how using the pastel in a vertical direction would help to create this and how she could use several colour greens. Jasonta absorbed this information and her drawing demonstrates her capabilities to implement these techniques. Jasonta managed her time well and was the second of all the learners to complete drawing her animal. She mounted it on black paper and I asked her to collaborate with Sally to show the other learners how to mount their drawings as they finished. She accepted this responsibility and they did a wonderful job relating the instructions to the others. Jasonta needed help to write out a script for her presentation. She dictated the information and it was formatted in NZSL gloss. We had an interpreter to voice for her on this day.What a stunning picture!

Evidence of learning

Next Learning Steps

Select either using lists or full sentences for recording her research. Use lined paper or framed sections to help her keep her information organised so others can read it easily. Practice sketching other animals or objects as she is very capable. Be curious and connect with Seth who is researching cheetah’s vision for his iExplore.

         
     

Learner:Jasonta Poki               Learning Coach: Margaret Patrick    Date:24.08.15

Learning Area: Oral/sign Language  Speech making  English- Narrative assessment

Learning Observed

Jasonta used the research from an iExplore adventure about Maori moko to use for her speech. Jasonta is demonstrating her capabilities in Using Language, Symbols and text and relating to others when presenting a speech to an audience in her preferred mode of communication. She chose to voice her speech.  She connected with several sources of information. Due to the time constraints to meet the deadline for the habitat finals, Jasonta dictated her speech and collaborated with me to record it.  She discussed the introduction with me and chose to make a pukana face to hook her audience into watching. She is very good at doing this.Watch the video link. She was passionate about presenting her speech as the topic is really relevant to her. (Refer link to her written speech script).She is part of a kapahaka group supported by her caregiver which she attends every Friday night. The sequence of the information flowed well. She certainly knew her topic as she was able to dictate it to me. She made cue cards which she placed on a table in front of her. Moving the cards to the next one took time and she was looking down and lost eye contact with her audience.  She explained how mokos were created in the past and present. She finished by saying she had fun finding out about how to make a moko and thanked her audience for listening. Jasonta’s spoken English was slow and laboured and she stopped mid phrase and mid sentence at times demonstrating her ongoing difficulty with the patterning of language. This was off putting for her audience. The amount of content met the time specification but her delivery meant she was over the time limit. I would encourage her in the future If she wants to use spoken English she would need a lot of practice memorising the sentence patterns. I would like to see her signing a speech and an interpreter voicing for her.

Evidence of learning Link to Oral/sign English Language-Speech making assessment rubric Video of speech Jasonta’s Speech script

Next Learning Steps

Present her speech to her Friday night kapahaka group. Participate in OrmPS speech competition next year. Volunteer for MC roles and opportunities to introduce and thank visitors at our school. Be proactive in requesting an interpreter to voice for her signing.