ePortfolio Health and Technology

ePORTFOLIO - Inquiry into being SunSmart

Health

Personal Health

Safety management

• Students will describe and use safe practices when they keep themselves safe in the summer sun.

Healthy communities

• Students will identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices.

Be Safe in the Summer Sun

Key concepts

• Students will develop a positive and responsible attitude to their own well-being and show respect, care, and concern for other people and begin to be involved in personal and collective action to ensure individuals keep themselves safe from exposure to harmful UV radiation when they are out in the summer sun.

• Taha tinana - Students take actions to ensure their physical well-being by protecting themselves from harmful UV radiation, particularly during the daylight saving months.

Technology

Planning for practice

• Develop a plan that identifies the key stages and the resources required to complete an outcome.

Technological products

• Understand that there is a relationship between a material used and its performance properties in a technological product.
  
  

  Jessica wasn't able to find her poster for a photo.

I think I did well in our health unit because I learnt it is important to wear sunscreen.
My next step is to not forget to wear a hat also.

What I enjoyed most of our technology unit was making the hat.
My next step is to make the design simpler.

ePortfolio Reading

E-PORTFOLIO READING, TERM 4

ACHIEVEMENT OBJECTIVES:

Processes and Strategies

Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.

LEVEL 1 Indicator: Uses sources of information (meaning, structure, visual and grapho-phonic information) and
prior knowledge to make sense of a range of texts.

LEVEL 2 Indicator: Selects and uses sources of information (meaning, structure, visual and grapho-phonic
information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts.

LEVEL 3 Indicator: Integrates sources of information and prior knowledge with developing confidence to make sense of increasingly
varied and complex texts.

Ideas

Show some understanding of ideas within, across, and beyond texts.

LEVEL 1 Indicator: Understands that personal experience can influence the meaning gained from texts

LEVEL 2 Indicator: Uses their personal experience and world and literacy knowledge to make meaning from texts

LEVEL 3 Indicator: Uses their personal experience and world and literacy knowledge confidently to make
meaning from texts

I think I read well because I didn't muck up words.

I think I did well on my character profile sheet because I got all answers.

My next step is to read louder next time.

Ngā hākari

E-PORTFOLIO Te Reo

ACHIEVEMENT OBJECTIVES:

Learning Context

Ngā hākari (celebrations)

Birthdays

Waitangi

Hangi

Matariki

Success Criteria:

Communicate about personal information such as ...

- Birthday

- Date and month

- Day

- Ask and answer a question about your birthdate

I think I did well because I know some of my numbers.

My next step is to learn to know all my numbers.

ePortfolio - Science and The Arts

E-PORTFOLIO - Inquiry into Space and Production

Science

Nature of Science

Understanding about science

• Students will appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.

Investigating into Science

• Students will extend their experiences and personal explanations of the natural world through exploration, play, and asking questions.

Communicating in Science

• Students will build their language and develop their understandings of the many ways the natural world can be represented

Participating and contributing

• Students will explore and act on an issue that links their science learning to their daily lives.

Planet Earth and Beyond

Astronomical cycles

• Share ideas and observations about the Sun and the Moon and their physical effects on Earth.

The Arts

Dance

Developing Ideas

• Use the elements of dance in purposeful ways to respond to a variety of stimuli.

Communicating and Interpreting

• Share dance movement through informal presentation and identify the use of the elements of dance.

Drama

Developing Ideas

• Develop and sustain ideas in drama, based on personal experience and imagination.

Communicating and Interpreting

• Share drama through informal presentation and respond to elements of drama in their own and others' work.

What we did

This term our inquiry was based on our solar system. We researched our sun and moon, and our planets. The last weeks of term we started practising our production Next stop...Mars!

I think I did well in our space unit because I did research on a planet.
My next step is to do a slideshow on my own.

What I enjoyed most of our production is that my mum came to watch.
In my next production I want to try to get a role.

Music

Music

Achievement Objectives

Developing practical knowledge

·       Explore and identify how sound is made and changed, as they listen and respond to the elements of music and structural devices.

Developing ideas

·       Improvise, explore, and express musical ideas, drawing on personal experience, listening, and imagination.

Communicating and interpreting

·       Share music making with others, using basic performance skills and techniques.

·       Respond to live and recorded music.

Learning intentions

• Develop rhythmic playing skills on untuned percussion instruments.
• Identify the beat and play in time with a wide variety of music.
• Read and play music using both graphic notation and traditional staff notation.

ePortfolio Maths Number and Strategy

E-PORTFOLIO MATHS

Achievement Objectives:

Level 1

Number Strategies

Use simple additive strategies with whole numbers and fractions.

Number Knowledge

Know forward and backwards counting sequences with whole numbers to at least 1000.

Know the basic addition and subtraction facts.

Know how many ones, tens and hundreds are in whole numbers to at least 1000.

Know simple fractions in everyday use.

Level 2

Number Strategies

Use simple additive strategies with whole numbers and fractions.

Number Knowledge

Know forward and backwards counting sequences with whole numbers to at least 1000.

Know the basic addition and subtraction facts.

Know how many ones, tens and hundreds are in whole numbers to at least 1000.

Know simple fractions in everyday use.

With my number I suddenly remembered what the tens (skip counting in tens) were.

My next step is to get it right going backwards.

With my strategy I can share and everyone gets the same.

I need to do that every time.

ePortfolio Maths Strand - Geometry

E-PORTFOLIO MATHS STRAND - Geometry

Achievement Objectives:

Maths - Geometry - Position and Orientation.

Level 1

• Give and follow instructions for movement that involve distances, directions, and half and quarter turns.
• Describe their position relative to a person or object.

Level 2

• Create and use simple maps to show position and direction.
• Describe different views and pathways from locations on a map.

Level 3

• Use a coordinate system or the language of direction and distance to specify locations and describe paths.

I think I did well because I can give the directions.

My next step is to use north, east, south, west.

ePortfolio Physical Education and Writing

E-PORTFOLIO - Physical Education and Writing

Physical Education
Achievement Objectives:

• Identify risk and use safe practices in a range of contexts.

Writing
Achievement Objectives:

• Use basic text structure to organise writing effectively.
• Reread writing at various stages to check for meaning and fitness for purpose.

What we did
We spent two weeks swimming at the pool helping to improve our swimming skills and learning how to be safe in the water. During this time, we created a swimming themed writing booklet. This included comics, story writing, reflections and recounts. 

I think I did well in my writing because I used speech bubbles.
My next step in writing is to do more speech bubbles.

Maths - Number and Strategy

E-PORTFOLIO MATHS, TERM 2

Achievement Objectives:

Level 1

Number Strategies

Use simple additive strategies with whole numbers and fractions.

Number Knowledge

Know forward and backwards counting sequences with whole numbers to at least 1000.

Know the basic addition and subtraction facts.

Know how many ones, tens and hundreds are in whole numbers to at least 1000.

Know simple fractions in everyday use.

Level 2

Number Strategies

Use simple additive strategies with whole numbers and fractions.

Number Knowledge

Know forward and backwards counting sequences with whole numbers to at least 1000.

Know the basic addition and subtraction facts.

Know how many ones, tens and hundreds are in whole numbers to at least 1000.

Know simple fractions in everyday use.

I think I did well because I use my fingers to count on.

My next step is to slow down so I don't go too fast and forget what I got up to.

Social Studies

E-PORTFOLIO INQUIRY, TERM 2

IDENTITY, CULTURE AND SOCIAL ORGANISATION

ACHIEVEMENT OBJECTIVES:

Level 1

• Understand how belonging to groups is important for people.
• Understand how the cultures of people in New Zealand are expressed in their daily lives.

Level 2

• Understand how people make significant contributions to New Zealand society.
• Understand that people have social, cultural, and economic roles, rights, and responsibilities.
• Understand how cultural practices reflect and express people's customs, traditions and values.

Level 3

• Understand how groups make and implement rules and laws. 
• Understand how cultural practices vary but reflect similar purposes.

Specific Learning outcomes:

Students will identify that:
New Zealand has many different community groups

* We belong to some, not to others and this may change over time.

* Each community group plays a significant role in New Zealand society.

New Zealand is made up of many different cultures

* We belong to one or more.

* Each cultural group contributes significantly to New Zealand society.

I think I did well because I found the information on the computer.

My next step is to do more research.

Kia Kaha - Bully Free

E-PORTFOLIO KIA KAHA - BULLY FREE,
TERM 2

ACHIEVEMENT OBJECTIVES:

Personal Identity

Students will:

• Identify personal qualities that contribute to a sense of self-worth.

Relationships

Students will:

• Identify and demonstrate ways of maintaining and enhancing relationships between individuals and within groups.

Identity, sensitivity, and respect

Students will:

• Describe how individuals and groups share characteristics and are also unique.

Specific Learning outcomes:

Students will identify:

* a range of personal skills to prevent bullying from occurring.

* what they can do if they have been or are being affected by bullying behaviour.

* the impact of bullying.

* how to interact confidently with others.

* how to ask for help appropriately.

* useful strategies to stop bullying.

Reading

E-PORTFOLIO READING, TERM 2

Achievement Objectives:

Processes and Strategies

Acquire and begin to use sources of information, processes, and strategies to identify, form,
and express ideas.

Level 1 indicator

• Uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts.

Level 2 indicator

• Selects and uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge with growing confidence to make sense of increasingly varied and complex texts.

Level 3 indicator

• Integrates sources of information and prior knowledge with developing the confidence to make sense of increasingly varied and complex texts.

Ideas
Show some understanding of ideas within, across and beyond texts.

Level 1 indicator

• Understands that personal experience can influence the meaning gained from texts.

Level 2 indicator

• Uses their personal experience and world and literacy knowledge to make meaning from texts.

Level 3 indicator

• Uses their personal experience and world and literacy knowledge confidently to make meaning from texts.

I think I read well because I focus on sounding out words. I need to read slower so I don't make mistakes.

I think I did well on the comprehension sheet using the dictionary and finding the right word. Next time I could try a computer.

Printmaking

E-PORTFOLIO VISUAL ART - PRINTMAKING

Achievement Objectives:

Understanding the Visual Arts in context

Level 1 indicator

• Share ideas about how and why their own and others' work are made and their purpose, value, and context.

Level 2 indicators
Understanding the Visual Arts in Context

• Share ideas about how and why their own and others' works are made and their purpose, value, and context.

Developing Practical Knowledge

• Explore a variety of materials and tools and discover elements and selected principles.

Developing Ideas

• Investigate and Develop visual ideas in response to a variety of motivations, observations, and imagination.

Communicating and Interpreting

• Share the ideas, feelings, and stories communicated by their own and others' objects and images.

Level 3 indicator

• Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed and valued.

I think I did well because I drew a good picture.

My next step is to push harder with the ink.

Maths - Statistics

E-PORTFOLIO MATHS STRAND

Achievement Objectives:

Maths - Statistics

Level 1

• Conduct investigations using the statistical enquiry cycle: pose and answer questions; gather, sort, count and display category data; discuss the results.

Level 2

• Conduct investigations using the statistical enquiry cycle: Posing and answering questions, gathering, sorting, and displaying category and whole number data; communicating findings based on the data.
• Compare statements with features of simple data displays from statistical investigations or probability activities undertaken by others.

Level 3

• Conduct investigations using the statistical enquiry cycle: gather, sort, count and display multivariate category and whole number data and simple time-series data to answer questions; identify patterns and trends in context, within/between data sets; communicate findings, using data displays.

I think I did well because

My next step is to 

Floating and Sinking

E-PORTFOLIO INQUIRY, TERM 1

ACHIEVEMENT OBJECTIVES:

Nature of science

Students will:

Understanding about science -

Appreciate that scientists ask questions about our world that lead to investigations

and that open-mindedness is important because there may be more than one

explanation.

Investigating in science

Extend their experiences and personal explanations of the natural world through

exploration, play, asking questions, and discussing simple models.

Communicating in science

Build their language and develop their understandings of the many ways the

natural world can be represented.

Participating and contributing

Explore and act on issues and questions that link their science learning to their

daily living.

Physical world

Students will:

Physical inquiry and physics concepts -

Explore everyday examples of physical phenomena, such as movement, forces,

electricity and magnetism, light, sound, waves, and heat.

Seek and describe simple patterns in physical phenomena.

Specific Learning Outcomes:

What are the big ideas?

An object floats if it is less dense than the water it is floating in.

An object floats when its weight is equal to the weight of the water it displaces.

An object floats in water when this upthrust balances the object’s weight.