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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 can count on.

My next step is to do it better.

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 took my time doing my work and I worked together with my group and listened to them.

My next step is to get more information.

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 sound out words if I don't know them and I try them again.

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 did not need help with my work and picture.

My next step is to choose a different colour that matches my picture.

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