Learner:Mohammed Khan                     Learning Coach: Margaret Patrick   Date:3.12.15

Learning Area:Readiing  Narrative Assessment

Learning Observed

Mohammed  is buddy reading with Jona from  LH 2. This happens every Wednesday. The junior learners join the senior learners in LH5. We start off with talanoa in groups on the whariki on the floor and follow the protocols of talanoa. The learners then find a partner and they both take turns reading a familiar text to each other. We started this in Term 3 and when we gathered some student voice they all said they really enjoyed it and wanted it to continue. The learners really look forward to this each week. The older learners are great at clarifying signs or intonation for the younger learners. It is great for them to take on “the expert” role and see them nurturing the younger ones  along as they read.I have noticed that the older learners love to go back to our shared reading texts. They demonstrate how confident they are at using what was “new” vocab when we were first reading the books and developing our reading strategies. .You can see them explaining what the words mean and modelling asking questions related to the texts that they have experienced during our shared reading sessions The younger ones love it as they get to sit with the “big” learners and experience seeing them reading confidently and being excited about the text they are sharing.Maybe they are thinking.. “Here is a reader to aspire to.I can be be like them as I get older”.

Evidence of learning

Key Competencies/Vision Principles

Mohammed is displaying an increasing level of thinking, while using language symbols and text . He is connecting with a junior learner and sharing his expertise and enthusiasm in reading. He is demonstrating his capabilities and becoming the expert and teaching others

Next Learning Steps

select a different learner each time work a. prepare a text in advance video themselves  and their partner and review it together write a reflection of blog about buddy reading. discuss ads o group what reading strategies they see the younger learners using and what type of help/support they needed to give. set up a time when they could have turns reading to themselves in an audience situation as one of the weekly reading design activities.

Learner: Mohammed Kan        Learning Coach: Margaret Patrick     Date:23.07.2015

Learning Area: Collaboration  Narrative Story

Learning Observed

Mohammed was a member of a group of 4 learners who were engaged in an activity where they had to reach consensus about placing statements about “promises” into categories under the title of agree, strongly agree, disagree and strongly disagree. An example of some of the promise statements were “ I promise to clean my teeth every night” or “I promise I will grow taller than my dad” or “I promise I will try had to learn” and “ I promise  to keep any promise”. This was a challenging activity as in the first round the learners were not allowed to sign/talk but shuffle the statements into the categories until they were all happy with the outcome. The second round the learners were able to sign/talk and had to justify why they moved and why they thought statements belonged or didn’t belong in the specified category selected. Mohammed was quick to learn the signs for the 4 different categories. He was able to explain why he thought statements should be moved and why. When his group compared their results with another group they realised they had several statements that they all felt the same way about but there were a few which were quite different. He was able to listen/attend to their explanations and was accepting of people’s different opinions.

Evidence of learning

Key Competencies/Vision Principles

Mohammed is displaying an increasing level of participation  and was relating well with the other learners. He was contributing his ideas and showing he made connections with the other learners by showing respect for their different opinions.

Next Learning Steps

use these skills in decision making situations during learning blocks, iBreaks and at  home. grow in confidence sharing his viewpoint knowing everyone’s ideas  are valuable when solving problems.

Mohammed's Creating a film-iExplore Stage 2-Narrative Learning Story 23.03.15

Learner:  Mohammed Khan, Aleena and Ashmira    Learning Coach: Margaret Patrick Date: 23rd March 2015

Learning Area: Communication- Creating a film -Stage 2

Learning Observed

Mohammed has been working on making a video of the new school in 2 languages as a means to introduce visitors to our wonderful, innovative environment. Mohammed completed his storyboard but needed to collaborate with some other keen learners who could do the spoken English version while he focussed on the translation to NZSL. With NZSL support he approached Aleena and Ashmira who are starting the NZSL club to see if they were interested. They were and so the three of them set up a shared document and have written the script to go with each prioritised area of the school. On Monday 23rd March, they met with Kaori or is Deaf teacher to discuss the best way to include the NZSL translations. They decided to use Aleena’s IPad and film the intro together then film each part of the school with the girls fronting the spoken version and inserting Mohammed signing the NZSL translation. The three of them shared the script doc with Kaori and she spent today translating it, then during iExperience time, she worked with Mohammed. The grammar is so different in NZSL compared to English so it takes time to translate. Mohammed needs to be filmed separately and the three of them are ready to start filming on site. This  has been been an in depth iExplore for Mohammed and it was so encouraging for him to be congratulated by the girls for the work he had done on preparing the storyboard. The girls have experience filming and editing that they can share their skills with Mohammed. Congratulations!

Evidence of learning

Key Competencies/Vision Principles

Mohammed, Aleena and Ashmira are ensuring that by making this film any visitors whether Deaf or hearing, feel connected to our school  when they arrive. They are demonstrating the OrmPS principle of collaboration. They are demonstrating the competency of relating to others and are participating and contributing to our school culture of making everyone feel welcome. During the collaboration process they are sharing their skills and learning from each other.

Next Learning Steps

Start filming on site. Mohammed to work with Kaori and have script segments filmed separately to edit in.

Mohammed's KDEC Sports Day Narrative Learning Story 19.03.15

Learner: Mohammed  Khan    Learning Coach: Margaret Patrick   Date: 19th March, 2015

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

Learning Observed

Mohammed 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 and  high jump. He was a place getter in the 100m heats and had a really good time which earned him a place in the finals. Then the heavens opened and the rain came down. Unfortunately the rest of the events were cancelled. Mohammed handled it very well. He will have to wait to challenge the record time for the next year age group up in 2016.He was so proud of his efforts. We had practiced how to start the sprints at school during PE time. He powered out of the start and you can in the photo how he was using his arms and his eyes were focused ahead. He was motivated to push himself as he had Taivero 2 lanes away. He caught up and passed all the other competitors in his heat.

Evidence of learning

Key Competencies/Vision Principles

Mohammed is always keen to join in physical activities. He is first to encourage and congratulate other students when they enjoy success at something. He relates well to others and through regular physical activity he is developing his capability and increasing his level of participation in sporting activities.

Next Learning Steps

Participate in athletics  when the school has a sports day. Participate daily in iActive. Join in team sports activities. Add his name for the soccer 7 a -side next term.

Mohammed's Creating a Habitat Treaty -Narrative Learning Story11.03.15

Learner: Mohammed K      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. Mohammed is signing LH1’s treaty and 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 manage his behaviour and be respectful.

Evidence of learning

Key Competencies/Vision Principles

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

Next Learning Steps

Focus during learning opportunities. Accept responsibility for his behaviour and consider how it impacts on others. Take care of our learning habitat.

Mohammed's I Explore Planning to Make a Film Stage 1 -Narrative Learning Story Feb 2015

Learner:  Mohammed Khan   Learning Coach: Margaret Patrick     Date: Feb 2015

Learning Area: Communication- Creating a film March 2015

Learning Observed

Michael wi who is a Deaf Maori mentor visited our school and wanted to  know about what to do when he arrived. this gave Mohammed an idea about making a video about our new school so that visitors could view it. It was really important that it was in NZSL so Deaf visitors could access the information. He knew what the wanted the result to be so then planned how he was going to achieve it. He prioritised the areas in the school people he thought people needed to  know about. He then made a list of things in each areas that needed to be highlighted. Mohammed interviewed Koral Doidge in the office to find out what people needed to do on arrival as well. I explained that he needed to use  a storyboard to record this information. We watched a few videos of filmmakers storyboards. he used an A3 sheet and divided it up into sections and sketched the areas and listed key information below the sketch and the range of shots for filming.

Evidence of learning

Key Competencies/Vision Principles

Mohammed’s passion is to ensure that visitors whether Deaf or hearing, feel connected to our school  when they arrive. He is demonstrating the competency of relating to others and is participating and contributing to our school culture of making everyone feel welcome.He is demonstrating Using Language, Symbols and text.

Next Learning Steps

Needs to collaborate with other hearing students to develop script. Ask Kaori Kobayashi to help with NZSL grammar and translation from English Start filming. .