A2's Learning Journey
Wednesday, 26 July 2017
Thursday, 6 July 2017
Art Assessment - Tapa Designs - Term 2
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Wednesday, 5 July 2017
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Design
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Design
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2 Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Art Assessment Term 2: Tapa Designs
Learning Intention: We are learning to create tapa designs that demonstrate geometric translations.
Success Criteria:
- Show examples of reflection, rotation, translation or tessellations
- Use traditional island designs
- Use traditional colours of a tapa cloth
Tuesday, 4 July 2017
Term Two SOLO Assessment: Ecology Topic
Upuia
Relational
Excellent work Upuia. Your effects side of your map is particularly strong as you have gone into great detail to strengthen your reasoning. Your causes are also well written, however they are a little similar in the explanations. You are showing a relational level of understanding as you are showing full connections between the causes of human impact on some of our native animals, and effects on these animals. I’d like to see deeper thinking in your overall conclusion next time i.e. more depth when explaining possible practical solutions to the problems, and also when making predictions for the future.
Term Two SOLO Assessment: Ecology
Ashton
Unistructural
Well done Ashton. You are nearly at a multistructural level of understanding. You have shown some great reasons, however your ‘because’ boxes are there to expand on your explanations. Some of your answers needed to be more specific. In your conclusion, I would like to see you write a general opinion on the effects humans are having on the habitats of our native animals - what is your thought, why and relate this to evidence you have read during your research.
Monday, 3 July 2017
Term 2 SOLO Assessment: Ecology
Learning Intention: We are learning to use a cause and effect map to analyse an environmental issue causing harm to a habitat.
Hoani
Unistructural
Well done Hoani. You are nearly at a multistructural level of understanding. You have shown some great reasons, however your ‘because’ boxes are there to expand on your explanations. Some of your answers needed to be more specific. In your conclusion, I would like to see you write a general opinion on the effects humans are having on the habitats of our native animals - what is your thought, why and relate this to evidence you have read during your research.
Term 2 SOLO Assessment: Ecology
Learning Intention: We are learning to use a cause and effect map to analyse an environmental issue causing harm to a habitat.
Tama
Unistructural
Well done Tama. You are nearly at a multistructural level of understanding. You have shown some great reasons, however your ‘because’ boxes are there to expand on your explanations. Some of your answers needed to be more specific. In your conclusion, I would like to see you write a general opinion on the effects humans are having on the habitats of our native animals - what is your thought, why and relate this to evidence you have read during your research.
Term 2 SOLO Assessment: Ecology
Learning Intention: We are learning to use a cause and effect map to analyse an environmental issue causing harm to a habitat.
Ake
Unistructural
Well done Ake. You are nearly at a multistructural level of understanding. You have shown some great reasons, however your ‘because’ boxes are there to expand on your explanations. Some of your answers needed to be more specific. In your conclusion, I would like to see you write a general opinion on the effects humans are having on the habitats of our native animals - what is your thought, why and relate this to evidence you have read during your research.
Term 2 SOLO Assessment: Ecology
Learning Intention: We are learning to use a cause and effect map to analyse an environmental issue causing harm to a habitat.
Glaysia
Unistructural
Well done Glaysia. You are nearly at a multistructural level of understanding. You have shown some great reasons, however your ‘because’ boxes are there to expand on your explanations. Some of your answers needed to be more specific. In your conclusion, I would like to see you write a general opinion on the effects humans are having on the habitats of our native animals - what is your thought, why and relate this to evidence you have read during your research.
Term 2 SOLO Assessment: Ecology
Learning Intention: We are learning to use a cause and effect map to analyse an environmental issue causing harm to a habitat.
Jaymee-Rose
Unistructural
Well done Jaymee-Rose. You are nearly at a multistructural level of understanding. You have shown some great reasons, however your ‘because’ boxes are there to expand on your explanations. Some of your answers needed to be more specific. In your conclusion, I would like to see you write a general opinion on the effects humans are having on the habitats of our native animals - what is your thought, why and relate this to evidence you have read during your research.
Term 2 SOLO Assessment: Ecology
Learning Intention: We are learning to use a cause and effect map to analyse an environmental issue causing harm to a habitat.
Cijay
Unistructural
Well done Cijay. You are nearly at a multistructural level of understanding. You have shown some great reasons, however your ‘because’ boxes are there to expand on your explanations. Some of your answers needed to be more specific. In your conclusion, I would like to see you write a general opinion on the effects humans are having on the habitats of our native animals - what is your thought, why and relate this to evidence you have read during your research.
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