Selestine's Narrative story - Literacy Writing - March 2015

Learner:   Selestine    Learning Coach:   Mr Dyer     Date:   March 2015

Learning Area:  Literacy - Writing

Learning Observed

This term our literacy group has been constructing narrative stories in our writing classes. We have also been writing from the heart when documenting a ‘Slice of our Life.’ Selestine had taken both of these challenges on with confidence and enthusiasm. She is developing her organisation and likes to be involved in knowing what needs to be done. Selestine works hard to complete her tasks on time. During Literacy, Selestine has worked as part of a group to construct a narrative story. She has identified imagery and detail in books, and applied this learning to her writing. Selestine understands the elements of a narrative story, from setting the scene, through developing a plausible problem and constructing a resolution that ties up loose ends. She enjoys her Literacy lessons and has ended the term with a successful and independently constructed narrative story along with a personal and thought provoking Slice of Life. Although Selestine has produced some pleasing narratives, the piece of writing I have attached below is a retelling to a short film we watched called the Lost Thing. Selestine captured the mood and thoughtfulness of the film and identified the main features of it.

Evidence of learning

Selestine working on a piece of writing - Just look at the concentration on her face! Click here to view a piece of Selestine’s writing.

Key Competencies/Vision Principles

Key Competencies - Selestine has demonstrated an ability to ‘Manage Self’ when faced with literacy tasks and is ‘participating and contributing’ well in our learning sessions. Vision Principles - Selestine is developing ‘Capability’ in Literacy through expanded her understanding of narrative story writing and writing from the heart. She is able to ‘Collaborate’ with others when co-constructing her learning.

Next Learning Steps

Reflect on her learning at various stages of the writing process. This will ensure work improves in an ongoing way and will help Selestine to make links between elements within her writing. Continue to identify and use new learning while reading to improve writing.

Selestine's Narrative Assessment - iExperience - Performing Arts- Feb 2015

Learner:  Selestine Braun Liu-Asomua                  Date: February 2015

Learning Area: Performing Arts                              Learning Coach: John Dyer

Learning Observed

Selestine has an obvious love for singing and performing. She has written about this in her ‘Slice of Life’ writing and also enjoys talking about her interest in singing. During an iExperience, we were lucky to be working in a small group of 8 learners and spent some time learning a song and working on how we could perform it. Selestine was very happy throughout the lesson and was confident to take on the challenge. She learned about the differences between chorus and verse, and also experimented with harmony, solo and rap during the session! Selestine has a social nature and worked very well with the other learners, both offering ideas and listening to the ideas of others. I look forward to fostering Selestine’s love of singing as we embark on a singing and performance club in Term 2.

Evidence of learning

Selestine and Kim working on learning       Putting their plans into action, the girls chorus, verse and getting their tongues      take to the floor to choreograph their   around a tricky rap.                                        dance.

Key Competencies/Vision Principles

It was great to see Selestine ‘related so well with others’ and ‘participating and contributing’ effectively. She has demonstrated ‘capability’ for singing and was able to carry out her responsibilities through ‘collaborating’ with her peers.

Next Learning Steps

Selestine is strongly encouraged to get involved as we introduce more creative arts into our school. She should embark on an iExplore to set up a singing and performance club which I will be happy to be involved with.

Selestine's Visual Arts Narrative Assessment-16.03.15

Learner: Selestine                Learning Coach:Margaret Patrick            Date:16.3.15

Learning Area Visual Arts-Developing Practical Skills

Learning Observed

Selestine was part of group who selected the  “Block or Blend” art activity.During the session she viewed pictures of objects that depicted block colours and blended colours. Using pastels she picked a colour and learnt how to make a tint, shade and tone. The next step was to google images of flowers heads and select one to copy. Using white pastel she had to fill a sheet of A3 black paper with the outline of the flower. Selecting one blue paint colour she was able to mix it with white to create a tint. black to create a shade and both black and white to create a tone. She painted the centre of her flower with a dark colour and added texture with dots of paint applied using the end of a paint brush. When she finished her flower, she used white pastel to go around the outline and around the centre of the flower. She cut it out and glued it onto the white background.

Evidence of learning

Key Competencies/Vision Principles

Selestine was exploring the art making technique of blending colours and applied it to the process of painting a flower. She has been developing her capability to paint objects in a more life like manner using this process. She was proud to sign her end product and sees herself as a capable learner and completing this artwork was a priority for her.She demonstrated effective self management skills.

Next Learning Steps

Use the process of blending colours when she is painting other objects. Experiment blending colours with other media.