Trey Maxwell
Tuesday 28 November 2017
Technology - Biscuit Design
Trey's brief was to design a biscuit flavour and choose some ingredients to add to it. Trey chose the sweet oaty biscuit and added chocolate chips to his batter. Trey drew his design, coloured it and add the extra ingredients he chose. Trey made his biscuits and baked them.
Communication
Learning Goal: Trey can identify faces that show cross/angry, happy, sad and O.K/calm emotions.
Evaluation: Trey has worked hard with this task and has made some achievement in his ability to consistently choose an emotion and identify with it, rather than randomly pointing at a variety of emotion faces.
Next Steps: It is important that Trey continues to practice this skill and to become more able to identify when he is feeling different emotions.
Evaluation: Trey has worked hard with this task and has made some achievement in his ability to consistently choose an emotion and identify with it, rather than randomly pointing at a variety of emotion faces.
Next Steps: It is important that Trey continues to practice this skill and to become more able to identify when he is feeling different emotions.
Physical Education and Health
Learning Goal: Trey will participate in learning a range of team games that require hitting a ball, fielding and communicating as a team player.
Evaluation: Trey has participated in hitting, fielding and throwing balls while playing T-ball with his peers.
Next Steps: Trey will continue to experience team activities with the focus on working as part of one team to reach a goal.
Health
Learning Goals:
1.Engage in learning activities that involve keeping themselves safe.
2.Learn “who” are the people that can help them and how to access that help.
3.Engage in learning activities to develop friendship skills.
Evaluation: Trey has engaged in activities involving naming the people in his life who he would ask to help him if he needed assistance. He has role played situations where he has had to ask for help and he has chosen to ask parents for help at home, and teachers for help at school. Trey knows that a police person will help him if he needs help out in the community. As part of friendship activities this term, Trey has participated in learning to pay a compliment to friends in our class. As part of 'boys club' Trey has also practiced skills around wiping his bottom in the correct direction and until it is clean.
Swimming: Trey will learn to hold the float correctly, kick with arms extended on his front. He will play in the water, relax and enjoy. Trey will put his face under and begin to blow bubbles.
With assistance Trey holds the kick board out front with straight arms and kicks his feet. He has been putting his face under the water more often and I have been showing him how to blow bubbles. Trey enjoys being in the water and playing safely with his friends.
Fitness:
Trey participated in physical activities with the goal of extending his fitness and well being by running or walking around the school field 2 or more times daily.
Trey was a keen participant in this exercise and as a result of this extra activity became more physically fit and energized.
PMP:
Trey
PMP sessions this half of the year have focussed on teamwork, cooperation and decision making skills via a series of physical circuits, games and fun activities. Trey has had mixed success during these sessions and this is mainly due to his motivation at the time, when feeling comfortable Trey is able to accomplish most of the tasks asked of him and usually with a smile on his face. There have been times when he has required some ‘calming’ time but was then able to rejoin the group and continue on with the exercises.
Evaluation: Trey has participated in hitting, fielding and throwing balls while playing T-ball with his peers.
Next Steps: Trey will continue to experience team activities with the focus on working as part of one team to reach a goal.
Health
Learning Goals:
1.Engage in learning activities that involve keeping themselves safe.
2.Learn “who” are the people that can help them and how to access that help.
3.Engage in learning activities to develop friendship skills.
Evaluation: Trey has engaged in activities involving naming the people in his life who he would ask to help him if he needed assistance. He has role played situations where he has had to ask for help and he has chosen to ask parents for help at home, and teachers for help at school. Trey knows that a police person will help him if he needs help out in the community. As part of friendship activities this term, Trey has participated in learning to pay a compliment to friends in our class. As part of 'boys club' Trey has also practiced skills around wiping his bottom in the correct direction and until it is clean.
Swimming: Trey will learn to hold the float correctly, kick with arms extended on his front. He will play in the water, relax and enjoy. Trey will put his face under and begin to blow bubbles.
With assistance Trey holds the kick board out front with straight arms and kicks his feet. He has been putting his face under the water more often and I have been showing him how to blow bubbles. Trey enjoys being in the water and playing safely with his friends.
Fitness:
Trey participated in physical activities with the goal of extending his fitness and well being by running or walking around the school field 2 or more times daily.
Trey was a keen participant in this exercise and as a result of this extra activity became more physically fit and energized.
PMP:
Trey
PMP sessions this half of the year have focussed on teamwork, cooperation and decision making skills via a series of physical circuits, games and fun activities. Trey has had mixed success during these sessions and this is mainly due to his motivation at the time, when feeling comfortable Trey is able to accomplish most of the tasks asked of him and usually with a smile on his face. There have been times when he has required some ‘calming’ time but was then able to rejoin the group and continue on with the exercises.
EOTC
MacDonald's and Park Visit:
During term 3 our class outing involved a trip to MacDonald's where the students were given money to independently purchase an ice cream and sit with friends to eat and chat in the restaurant. Trey made his order, waited in the queue and took his seat with his ice cream.
After finishing ice creams, the class got back into the van and we went to play together at Brookside Park.
This term with his classmates, Trey has walked to The Barnyard Park or Brookside Park to participate in play in our school community. Trey has followed the safety rules while walking to and from the park and played safely whilst at the park. Trey played alongside his class mates at the park.
Technology - Halloween Cupcake Design
Trey's job was to design a decoration with a Halloween theme to top his cupcake. Firstly he looked at some Halloween designs, then he chose his design, drew a picture of it and coloured it. Trey made a prototype of the decoration using play dough. The final step involved Trey using royal icing to make his design and sticking it to the top of his cupcake.
Managing Self
Learning Goal: Trey can use a knife and fork to eat his food.
Evaluation: Trey has been practicing picking up a knife and fork in the correct hands to eat with and stabbing the play dough with his fork in readiness to cut with his knife. Trey is able to cut the play dough with his knife and fork.
Next Steps: Trey should put this into practice at home while eating his dinner. When he has a pie at school, he can also practice using his knife and fork.
Learning Goal: Trey can make a hot drink safely and independently.
Evaluation: Trey can organize himself very well to make a hot milo. He firstly puts enough water in the jug and turns it on. While the water is boiling, Trey gets his cup out and places the milo and milk into the cup. Trey then carefully puts the correct amount of water into the cup and stirs his drink.
Next Steps: Trey should continue to practice this skill at home and make others a hot drink at the same time.
Evaluation: Trey has been practicing picking up a knife and fork in the correct hands to eat with and stabbing the play dough with his fork in readiness to cut with his knife. Trey is able to cut the play dough with his knife and fork.
Next Steps: Trey should put this into practice at home while eating his dinner. When he has a pie at school, he can also practice using his knife and fork.
Learning Goal: Trey can make a hot drink safely and independently.
Evaluation: Trey can organize himself very well to make a hot milo. He firstly puts enough water in the jug and turns it on. While the water is boiling, Trey gets his cup out and places the milo and milk into the cup. Trey then carefully puts the correct amount of water into the cup and stirs his drink.
Next Steps: Trey should continue to practice this skill at home and make others a hot drink at the same time.
Literacy
ILP Learning Goal: Trey will become familiar with navigating the PODD book to the descriptions pages.
Evaluation: Trey has a new PODD book which he has been exploring and using in different settings, such as, while he is eating morning tea and lunch he uses his PODD to describe what he has to eat. When Trey is upset or confused, Trey uses the PODD alongside an adult to talk about his feelings. Trey's communication with the PODD is becoming easier and his feelings are being described more succinctly.
Next Steps: Trey will continue to learn to navigate his new PODD book and spend time on new pages learning how to use them to make his communication clearer. He will be challenged to use his PODD further with finding words for his writing, speaking and while he is reading through his reading book.
Writing Goal: Trey will use visual language to describe his technology constructions.
Trey is able to find adjectives, through discussion or from a word bank, to describe the technology he has achieved during literacy, and can write (using clicker docs) about and evaluate his creations.
Reading Goal: With support, Trey will read a book at level 1, participate in TEACCH alphabet activities, and Nuffield phonics activities.
Trey can use his understanding of the alphabet and letter sounds, along with interpretation of the illustrations in his book to read a story at Level 1.
Oral Language Goal: Trey will extend the use of his PODD or verbally, to use descriptors when delivering news.
Trey uses his PODD, when encouraged by an adult, to support his news by using the descriptions page to add detail to his information.
Evaluation: Trey has a new PODD book which he has been exploring and using in different settings, such as, while he is eating morning tea and lunch he uses his PODD to describe what he has to eat. When Trey is upset or confused, Trey uses the PODD alongside an adult to talk about his feelings. Trey's communication with the PODD is becoming easier and his feelings are being described more succinctly.
Next Steps: Trey will continue to learn to navigate his new PODD book and spend time on new pages learning how to use them to make his communication clearer. He will be challenged to use his PODD further with finding words for his writing, speaking and while he is reading through his reading book.
Writing Goal: Trey will use visual language to describe his technology constructions.
Trey is able to find adjectives, through discussion or from a word bank, to describe the technology he has achieved during literacy, and can write (using clicker docs) about and evaluate his creations.
Reading Goal: With support, Trey will read a book at level 1, participate in TEACCH alphabet activities, and Nuffield phonics activities.
Trey can use his understanding of the alphabet and letter sounds, along with interpretation of the illustrations in his book to read a story at Level 1.
Oral Language Goal: Trey will extend the use of his PODD or verbally, to use descriptors when delivering news.
Trey uses his PODD, when encouraged by an adult, to support his news by using the descriptions page to add detail to his information.
Maths
Maths
Learning Goals:
Trey will consolidate identification of NZ currency and use of it in role play to make purchases.
Trey will participate in position and orientation activities.
Trey will order New Zealand currency in value.
Trey will count forwards and backwards.
Evaluation: Trey has continued to practice using money to buy items from the shop in class, and by doing this becomes more familiar with New Zealand currency. Trey continues to learn about the value of the money and what he might buy with each piece. Trey continues to practice counting to one hundred with his classmates and can confidently count ton 20 on his own. Trey has successfully learned the correct words that describe position and orientation by playing bingo. He will accurately tell me if the bear is inside, beside, behind, or between another article.
Next Steps: Trey will continue to consolidate his numeracy skills by practicing counting games and handling objects that he can group and count.
Learning Goals:
Trey will consolidate identification of NZ currency and use of it in role play to make purchases.
Trey will participate in position and orientation activities.
Trey will order New Zealand currency in value.
Trey will count forwards and backwards.
Evaluation: Trey has continued to practice using money to buy items from the shop in class, and by doing this becomes more familiar with New Zealand currency. Trey continues to learn about the value of the money and what he might buy with each piece. Trey continues to practice counting to one hundred with his classmates and can confidently count ton 20 on his own. Trey has successfully learned the correct words that describe position and orientation by playing bingo. He will accurately tell me if the bear is inside, beside, behind, or between another article.
Next Steps: Trey will continue to consolidate his numeracy skills by practicing counting games and handling objects that he can group and count.
Thematic Unit
Science:
Learning Goal: To participate in hands on scientific experiments, where he could explore using descriptive language through scientific exploration and play.
Trey experienced a number of hands on experiments including make predictions about oil and water, thinking around why mentos makes diet coke explode into a volcanic eruption, questioning why white, brown and dark chocolate melt at different rates, predicting if ice melting will impact on the level of water, and predicting what impact salt has on the rate ice melts.
Evaluation: Trey participated in these experiments. He got to ask questions, make predictions and get involved in seeking answers for the questions we asked.
Fitness
Learning Goal: To participate in physical activities, such as, run around the field, to gain fitness and physical health.
Trey participated in physical activities with the goal of extending his fitness and well being by running or walking around the school field 2 or more times daily. Trey was a keen participant in this exercise and as a result of this extra activity became more physically fit and energized.
Technology
Learning Goal: To participate in hands on Technology practice to design and produce specific outcomes, and
to learn how to label and report information about technological practice.
Evaluation: Trey participated in technology practice by designing biscuits, making a mosaic photo frame, halloween cupcakes, and writing stories which were then made into imovies.
Mosaic Photo Frame: Trey rolled out salt dough, cut out small tiles and set aside to dry. He designed his photo frame, choosing 'I Love Dad' as his theme and decided his colours. He then glued the tiles to his photo frame and painted on his colour choices.
Learning Goal: To participate in hands on scientific experiments, where he could explore using descriptive language through scientific exploration and play.
Trey experienced a number of hands on experiments including make predictions about oil and water, thinking around why mentos makes diet coke explode into a volcanic eruption, questioning why white, brown and dark chocolate melt at different rates, predicting if ice melting will impact on the level of water, and predicting what impact salt has on the rate ice melts.
Evaluation: Trey participated in these experiments. He got to ask questions, make predictions and get involved in seeking answers for the questions we asked.
Fitness
Learning Goal: To participate in physical activities, such as, run around the field, to gain fitness and physical health.
Trey participated in physical activities with the goal of extending his fitness and well being by running or walking around the school field 2 or more times daily. Trey was a keen participant in this exercise and as a result of this extra activity became more physically fit and energized.
Technology
Learning Goal: To participate in hands on Technology practice to design and produce specific outcomes, and
to learn how to label and report information about technological practice.
Evaluation: Trey participated in technology practice by designing biscuits, making a mosaic photo frame, halloween cupcakes, and writing stories which were then made into imovies.
Mosaic Photo Frame: Trey rolled out salt dough, cut out small tiles and set aside to dry. He designed his photo frame, choosing 'I Love Dad' as his theme and decided his colours. He then glued the tiles to his photo frame and painted on his colour choices.
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