math e portfolio knowledge

beach ed 2019

Music - E-Portfolio Sample

Achievement objectives:

Communicating and Interpreting:

Level 3:

Prepare and present brief performances of music, using performance skills and techniques.

Level 4:

Prepare, rehearse, and present performance of music, using performance skills and techniques.

Learning Outcomes:

This term we have been learning how to play some new songs on the keyboard, guitar, ukulele and the bucket drums.

This week we are celebrating Cook Island Language Week. We can say a basic a conversation in Cook Island Maori and have noticed that it is very similar to Te Reo Maori. 

There are 15 major islands and they are divided into two distinct groups - The Southern Cook Islands and the Northern Cook Islands.

Here is some other Information we have found out - 

*** Insert Photo of the work you have done here ***

*** Insert photo of your story***

wearable arts

persuasive writing

Term 2 Persuasive Speech Writing

The Fish Tank Crime

Our class fish tank was stolen during the Term 1 holiday break. We narrowed down the suspects to a group of staff members who had been around during the time of the crime. Students completed an interview with their groups chosen suspect and analysed the evidence that was presented to them. They then needed to consider themselves lawyers in court. Were their suspects innocent or guilty? They wrote detailed reports and shared these orally, to persuade the judges of what they had found. Who committed this unthinkable crime?

Level 4 Achievement Objectives: Processes and strategies Students will: Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas. Indicators: uses an increasing understanding of the connections between oral, written, and visual language when creating texts creates a range of texts by integrating sources of information and processing strategies with increasing confidence seeks feedback and makes changes to texts to improve clarity, meaning, and effect is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence. By using these processes and strategies when speaking, writing, or presenting, students will: Purposes and audiences Show an increasing understanding of how to shape texts for different purposes and audiences. Indicators: constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form conveys and sustains personal voice where appropriate. Ideas Select, develop, and communicate ideas on a range of topics. Indicators: forms and communicates ideas and information clearly, drawing on a range of sources adds or changes details and comments to support ideas, showing thoughtful selection in the process ideas show increasing awareness of a range of dimensions or viewpoints. Language features Use a range of language features appropriately, showing an increasing understanding of their effects. Indicators: uses a range of oral, written, and visual features to create meaning and effect and to sustain interest uses a range of vocabulary to communicate precise meaning demonstrates a good understanding of spelling patterns in written English, with few intrusive errors uses a wide range of strategies to self-monitor and self-correct spelling writes with increasing speed and endurance to suit the nature of the task and its purpose, without significant loss of legibility uses a range of text conventions, including grammatical conventions, appropriately, effectively, and with increasing accuracy. Structure Organise texts, using a range of appropriate structures. Indicators: achieves some coherence and wholeness when constructing texts organises and sequences ideas and information for a particular purpose or effect uses a variety of sentence structures, beginnings, and lengths for effect.

Publish your finished piece of writing here - You must ensure you have been teacher conferences and you re-read what you have written. Check for punctuation, spelling and capital letters!

Miss coleman is not  guilty (you can change the title if you like)

By _____max.d__________

Hello my fellow layrews my name is Max Dunbar and I am here t tell you that Miss Coleman is not guilty for stealing the fish in Tiwai East named Snoop and Dogg.

To me Miss Coleman is not guilty because at the scene of the crime My client was nowhere to be found.Another big clue is when the crime happened Miss Coleman and her daughter were playing with their dog I know this is true because I have seen their dog before.The only time miss coleman was at school was on Monday And Tuesday in week 1.

To be honest why would my client decide to steel fish she is just a kind and caring teacher in Kopapa.

To conclude this drama Miss Coleman is definitely not guilty and yeah that is it.

athletics day

statistical investigation

linear equations

frequent flyer miles 

acheive objective

NA4-7 form and solve simple linear equations 

learning intetion 

apply linear equations to real life activities 

READING E PORTFOLIO

EPortfolio - Term 2 Shape Strand

EPortfolio - Term 2 Shape Strand

Achievement Objectives:

Shape

• Identify classes of two- and three-dimensional shapes by their geometric properties
• Relate three-dimensional models to two-dimensional representations and vice versa.

   

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Learning Intention: Know and understanding vertices, edges, and faces of 2D and 3D shapes.

Learning Intention: Create and draw using isometric paper a 3D diagram of a shape.

Reflection:to glue in my sheets

EPortfolio - Term 2 Number Knowledge

EPortfolio - Term 2 Number Knowledge

Achievement Objectives:

Number strategies and knowledge

• Use a range of multiplicative strategies when operating on whole numbers.

• Apply simple linear proportions, including ordering fractions.

Add pictures or evidence showing your learning of these three learning intentions and reflection upon your next steps.

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Learning Intention: Know Square Roots and Square Numbers

Learning Intention: Know and understanding factors of numbers up 100

Learning Intention: Know and understanding multiples of numbers up 100

Reflection:to find least common multiples

te mare

Eportfolio - Maths Strategy

                                         

            

science slides

passion project term1

A Moment In Time - Camp

Camp Experiences

Learning Objectives:

Level 3

• Show a developing understanding of how to shape texts for different purposes and audiences.
• Select, form, and communicate ideas on a range of topics.
• Use language features appropriately, showing a developing understanding of their effects.
• Organize texts, using a range of appropriate structures.

Level 4

• Show an increasing understanding of how to shape texts for different purposes and audiences.
• Select, develop, and communicate ideas on a range of topics.
• Use a range of language features appropriately, showing an increasing understanding of their effects.
• Organize texts. Using a range of appropriate structures.

Learning goals:

• To hook the reader in with an interesting beginning
• A variety of sentence starters
• A variety of sentence lengths
• Edit and rework
• Effective peer checking and feedback

moment in time

As I looked down at the cottage mess I realized had made by not getting any veges because the mince was overcooked and it felt like chewing cardboard. I was gonna go back up and get some vegetables but the line was huge and I couldn't be bothered waiting. when I was chowing down on the cottage mess it felt like the pie was gonna come back up and go all over Milan's face. now the puddings arrived I thought it would be a big lead up, a horrible dinner but a beautiful pudding. I walked up with my heart racing knowing that I could vomit any time. I waddled back to the moldy table with my squashed up meringue and a pathetic scoop of ice cream. Yuck, it tasted like old moldy milk.so at the end of the day, the food was a 0.5 out of 10.