Choice blog post - Maths

Week 3 Choice blog post

    1. What goal does this piece of work connect to? The goal I used I can find fractions of numbers.

2. How well have you achieved this goal? Explain 

            I have achieved this well by thinking about previous questions to help me with big equations.

3. What value have you shown with this piece of work? Why? I showed reflect by looking back what I have done in

            the past.

Choice blog post - Writing

Week 2 Choice blog post

1. What goal does this piece of work connect to?

            use paragraphs with a topic sentence.

2. How well have you achieved this goal? Explain I think I did good at showing this by having the sound of a gun

          so my audience knows I'm in a war.

3. What value have you shown with this piece of work? Why? I showed brave by trying to make it like I was speaking

            in the story.

Choice blog post - Maths

Week 1 Choice blog post

1. What goal does this piece of work connect to? I know what fraction words mean.

2. How well have you achieved this goal? Explain I achieved this well because I knew what these word meant.

3. What value have you shown with this piece of work? Why? I showed reflect by looking back at what we had already

       learnt to get my answer.

E-portfolio sample Science - Forensics Term 2 2018

Science - Forensics

Level 3/4  -

NATURE OF SCIENCE

Understanding about science

• Appreciate that science is a way of explaining the world and that science knowledge changes over time.
• Identify ways in which scientists work together and provide evidence to support their ideas.

Investigating in science

• Build on prior experiences, working together to share and examine their own and others’ knowledge.
• Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.

Communicating in science

• Begin to use a range of scientific symbols, conventions, and vocabulary.
• Engage with a range of science texts and begin to question the purposes for which these texts are constructed.

Participating and contributing

• Use their growing science knowledge when considering issues of concern to them.
• Explore various aspects of an issue and make decisions about possible actions.

Specific Learning Outcomes:

Students will be able to…

• Find Evidence and catalogue it (using DNA information if required)
• Complete handwriting analysis of work
• Complete plaster casts of key evidence
• Complete fingerprint analysis of of evidence
• Interview suspects
• Work in a group to investigate a crime.

E-Portfolio sample - Reading Term 2 2018

E-Portfolio sample - Reading Term 2

LEARNING INTENTIONS:

• Use prior knowledge to connect with text
• Check accuracy and the meaning of text whilst reading (ITTM)
• Use prior knowledge and context to confirm author's meaning of words and phrases

When using the “I think that means” strategy, what do you have to do?
You have to put the sentence into your own words. You have to convince the teacher you
know what the sentence means and read it fluently.

How would you get a “3”?
In order to get a 3 you must convince the teacher that you know what the sentence
means and not parrot the words. You also have to keep this up for the entire sentence.

What is a roadblock? A word that you do not know and in order to clear it you  could
go on google and search up the definition. Before you check on google, you should try
to work out what it means by words inside it.

Term 2 Visual Art - “Creature Features”

Term 2 Visual Art - “Creature Features”

Name of your creature: Saltwater crocodile

What part of your sketch did you find the most challenging and why? I found the eyes the hardest
because the detail on the eyelids were extremely hard to replicate.

What part of your final piece do you like the most and why? I like the teeth the most because of the way
they are placed on the head.

E-Portfolio Strand Maths Probability Term 2 2018

Learning Outcomes

Level 2

Probability

• Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.

Level 3

Probability

• Investigate simple situations that involve elements of chance by comparing experimental results with expectations from models of all the outcomes, acknowledging that samples vary.

Level 4

Probability

• Investigate situations that involve elements of chance by comparing experimental distributions with expectations from models of the possible outcomes.
• Use simple fractions and percentages to describe probabilities.

1) Describe in your own words what these words mean.

Probability - It can happen but it also could not happen.

Impossible - It will not happen no matter what.

Unlikely - It probably won't happen but there is a slim chance it could.

Even chance -There is the same amount of chance for it not happening as it is for it happening.

Likely - It probably will happen but there is a slim chance it could. 

Certain - It will happen no matter what.