GO Kart Project

On 5th November me ,Daniel, Aniq and Kavish start a go kart project we email mr Mcneil . Mr Deyer broth some pallts for the go cart and I broth some nail and Daniel, broth 1bick and we are going to take the wheels out of them. Now we are planing to do some chiers and trie to make $40 and get 4 wheels for the a there go cart.

iExperience

On Friday we got to look at the 7 wonder of the world. we went to the Taj mahal , under the sea , an Great wall of china and lots of of other staff .We look in the google glass, some times it fields like your are fulling . The Taj took 25 years , the Great wall of china took 2000 years some parts of the great wall of china is from the ten sentry's. the Taj mahal is made out of marble which i a very hard rock.

Gold fish

My Goldfish Poem

Goldfish, goldfish swimming all around,

Goldfish, goldfish never makes a sound,

Pretty little goldfish, never can talk,

All it does is wiggle when it tries to walk!

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yoyo blog

This term me and shenmin had lots doing Explore

.Shenmin and me  had fun on doing mathematics and bug club an shenmin had fun doing sun shine online and nelvin

Ved, Rohullah, Justin L, Nelvin : Rights and Responsibilities/ Citizenship

Learner: Ved, Rohullah, Justin L, Nelvin    Learning Coach:  N.Denuwara        Date: Term 4

Learning Area: Social Studies

Learning Observed, Key Competencies/ Vision Principles

Nelvin 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. Nelvin 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 the right to grow fast”. 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. Nelvin 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.

Evidence of learning

Next Learning Steps

Put the different parts of the task together:  creating a country name, emblem, motto, flag, national anthem and laws Publish their draft copies onto a good copy.

Nelvin's Presentations Narrative

Learner: Nelvin                                                          Date: September 2015

Learning Area:        Literacy - Oral Language and Presentation                  Learning Coach:    John Dyer

Learning Observed

I have chosen to write a narrative assessment about Nelvin and a variety of presentations / conversations I have had with him on a wide range of subjects. Nelvin likes to talk and when focussed and directed on the right path, he enjoys researching and finding out about the mysteries of the world and how and why they occur. This has included learning around tanks and weaponry of World War 1 to name but two. Some key points of learning for Nelvin came when designing a robot that could move using a simple button cell battery and a mobile phone buzzer. After running into trouble early on, he persisted, adapted and came back stronger, building something that met the design brief and the attributes of speed and strength that had been decided upon by the group.

Evidence of learning It may look small but here in Nelvin’s hand, we see a robot more powerful that any human can possibly imagine! BEWARE THE BUGBOT! Meanwhile, Nelvin’s more passive side created a habitat for penguins.

Key Competencies/Vision Principles being demonstrated

Thinking - Making sense of information, experiences and ideas. Using language, symbols, and texts - Making sense of words, numbers and images. Managing self - knowing when to lead, when to follow and when to act independently. Relating to others - Interacting effectively in a range of contexts. Participating and contributing - Being actively involved in school and the community Curious Collaborative Connected Capable

Next Learning Steps

Nelvin needs to take time in the planning stage of his work and ensure he has clear direction with what he want to achieve. By following a step by step approach, he will overcome difficulties and increase his learning and understanding of concepts across the curriculum.

Nelvin's Speech Learning Story

Learner: Nelvin     Learning Coach: T.Dillner           Date: 18.8.15

Learning Area: Literacy - Oral Language

Learning Observed

This term all learners in Learning Habitat 1 had to deliver a speech or a poem. As Nelvin is Year 5, he had to compose and present a speech. He chose to do his speech on War and how it affects us negatively. It is a nerve wracking thing to stand and deliver a speech to an audience of peers, but Nelvin showed he had confidence. I was impressed to hear Nelvin confidently present his speech as it was very well informed. He had practised a lot and was able to recall precise facts from his memory!

Evidence of learning

Link to Nelvin’s Oral Language Assessment Rubric

Key Competencies/Vision Principles

Nelvin was assessed against all four of our Ormiston Primary Vision Principles. He was able to best demonstrate being connected to the audience by mostly using a clear voice with plenty of eye contact, capable by being able so knowledgeable about the topic and curious by selecting a topic that he was so incredibly passionate about.

Next Learning Steps

Practise in front of a mirror to work on eye contact and volume of voice. Video yourself and watch to self-assess. Seek feedback from other learners during planning and writing stages in order to increase collaboration.