Mohammed's Drama Learning Story - May 20, 2015

Learner: Seth                                                                               Date: May 20, 2015

Learning Area: The Arts- Drama                                 Learning Coach: Diana Wilkes

Learning Observed

During iExperience this term with the Strategic Leadership Team (SLT), we have been learning how to use movement and space to effectively communicate.  The lasting understanding is that people represent their culture and heritage in different dramatic ways- past and present.  Learners had a variety of opportunities to explore the use of space, props and their body for communicating different ideas.  Seth worked in a group with Taanvi, Nehaal, Mohammed and Anjlii to use different techniques to explore drama elements and conventions and exhibited creativity and enthusiasm for performing.  When asked to initiate and develop ideas with others to create dramatic 1 minute skit about a culture, Seth worked well with others offering ideas and demonstrating creativity and a sense of fun. His group selected the American culture and crafted an entertaining performance indicative of this culture featuring some swish Michael Jackson dance grooves!

Evidence of learning

Seth makes effective use of space, imaginary props and movement.

Key Competencies/Vision Principles

Seth demonstrates that he can work Collaboratively with others towards a common goal. He shows his Capabilities in following complex instructions and strives to meet the success criteria- managing himself well. He is able to make Connections between what he knows about a culture and how to express that with movement, no sound and imaginary props.

Next Learning Steps

Further explore movements he can make with his body, use of his voice, and creation of facial expressions to enhance dramatic effect

Learner: Mohammed         Learning Coach: Ms Taylor         Date: 19 May 2015

Learning Area: iExperience - ANZAC

Learning Observed

Mohammed chose from a task sheet the options he wanted to use. These are below. Each one is worth a certain number of points. He was to select tasks and add them up to make 10 points altogether. He needed to record where his work could be found  (his Learning Book, iExplore Google folder or elsewhere as appropriate) on his copy of this document so his Learning Coaches could see his learning and provide feedback. Students hard work was recognised in Hui time.

Evidence of learning

ANZAC Task Sheet 1.3 points- Write an A-Z of words to do with ANZAC/ WW1.idea : use the iPad app puppet pals or Tellagami to share your complete ANZAC A-Z list. 2.1 points-Find a map that shows where Gallipoli is,Take a screenshot or copy it into your ANZAC google doc. 3.3 points-Weapons of war. Make a chart of weapons used in WW1 and what they did. 4.2 points- find and record a recipe for ANZAC biscuits 1 Bonus point- find out how the Anzac biscuits got it's name.

Key Competencies/Vision Principles

Mohammed was given a evaluation sheet to find out how well he did. See below for his answers. Evaluation of how I managed my learning during my ANZAC tasks. My answers are highlighted. Tasks: 1.I was able to pick my tasks to add up to 10 points. a) I read them on my own and picked my tasks                      b) I needed help to read them and them picked my tasks      c) I needed help to read them and help to pick my tasks         2.  I set up a new ANZAC folder in my iExplore. a) I did this on my own.   b) I needed help             c) I haven’t done it yet     3. I uploaded photos of my work to my iExplore folder and and cropped them.   a) I did this on my own   . b) I needed help              c) I haven’t done it yet      3. I completed my tasks on Friday 1st May a)I completed all my tasks    b) I completed three tasks   c) I completed 1 task             4. I could search for information and  find the answers to my tasks. a) I did this on my own. b) I needed help to find the words to start my search then finished the task. c) I needed help to find the words to start my search and help to write the answers.

Next Learning Steps

To try and do more things on my own Ask lots more “w” questions

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. .

All about me

Hi I am Mohammed
I'm good hard work and behaviour
Do you want hard work and behaviour me
And  I like mathletices, And writing, riding bike and
My best friend is Seth
My Facebook is Mohammed Mahzooz khan