Learner: Ash               Learning Coach: Abby Morgan                  Date:10 February 2015

Learning Area: Math

Learning Observed

As part of identifying and developing the knowledge learners have about shapes and how they occur in our natural environment the learners were asked to identify as many shapes in Ormiston as possible. We began by discussing the shapes we knew and identifying the range of names some shapes have. We then talked about the properties - Ash was able to identify that squares have 4 sides and 4 corners. After this we then went about finding the shapes in our Habitat and school environment. Ash was able to identify squares in many different places around our habitat - in the capart pattern, the coloured glass outside, and the rectangles on the ceiling.

Evidence of learning

Ash identifying squares around our school.

Key Competencies/Vision Principles

During this experience Ash was applying her exisiting knowledge and identifying new knowledge. She was using the school vision principle of applying her capabilities to her learning. Ash was developing the Key Competency of Using Language, Symbols and Texts as she was using the appropriate mathematical language to identify the shapes in our environment. Ash was using Thinking to decode and identify the shapes found around Ormiston. At times Ash was also using her ability to Collaborate and work alongside others as appropriate.

Next Learning Steps

Record Ash’s knowledge of properties and attributes of shapes Explore 3D shapes and the language associated with them Use the magnetic shapes in the habitat to create 3D shapes Explore nets and construction of 3D shapes using paper

Social Play Wish List

Learner:  Ash                       Learning Coach: Luisa Maloni    Date: 20th March, 2015

Learning Area: iExplore: Social Play- ‘Wish List’/ Literacy

Learning Observed

During Developmental play time I noticed a group of girls including Ash really enjoying their learning play in the Social play- kitchen area. This is a great opportunity for learners to develop their language through play as well as extend their ideas through imagination and social interaction. I asked them what they were playing and Disha said ‘Mums and Dads’. I asked them if they had everything they needed to play their game. Ash said she would like a baby doll. I gave them a large sheet of paper and asked them to draw or write all of the things they would love to have in the Social play area. The girls all sat down and excitedly began to draw their ideas, occasionally sharing these ideas with one another. I told them that they were doing a ‘Brainstorm’ and they seemed very proud of this. Ash drew many items for the social play area. I asked her if she could write the word next to the picture e.g. the word ‘hat’ next to the picture of a hat. She was able to sound out the word 'hat' and write h as the first letter.

Evidence of learning

Ash is learning to share her ideas in a group setting and express them orally, visually and in written form .

Key Competencies/Vision Principles

Ash is demonstrating her developing Collaboration Skills as she shares ideas with a group and with a learning Coach (Participating and Contributing). She shows her Capabilities in identifying the first letter of words she wants to write by sounding the word out. (Using language, Symbols and Text). Using a brainstorm is a great way to organise her ideas (Thinking). Ash scored  29/54 on the Letter Identification Assessment and 4 years 8 months on the Oral Language Assessment. Participating in group brainstorm activities is a great way for her to learn new vocabulary, build her oral language skills as well as labelling pictures using her letter/sound knowledge.

Next Learning Steps

Label her pictures using letter/sound knowledge Use her brainstorm to decide upon and locate items her group wants for the social play area in a catalogue. With support, make a proposal letter or video, to ask for the items her group has decided on.