Choice blog post -Math

Week 3 Choice blog post

1.What goal does this piece of work connect to? The goal that connects to my piece of work is ordering fractions with different denominators.


2.How well have you achieved this goal? Explain. I know this goal well because I got all the answers right and to me it is
knowledge.

3.What value have you shown with this piece of work? Why? I have shown Reflect because I thought that if I took my time I
would not have silly errors, and it worked.

Choice blog post - Writing

Week 2 Choice blog post

1.What goal does this piece of work connect to? The goal that connects to my piece of writing is writing at least 2 complex
sentences.

2.How well have you achieved this goal? Explain. I think I did well because I did 2 complex sentences which was what I
had to do.

3.What value have you shown with this piece of work? Why? I have shown create because I created 2 complex sentences,
3 compound sentences and many simple sentences.

Choice blog post - Math

Week 1 Choice blog post

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

2. How well have you achieved this goal? Explain I think I didn't do good because I didn't go to one of the workshops

due to explained reasons

3. What value have you shown with this piece of work? Why? I have shown brave because I didn't really know much about

the goal reflection.

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 unpack
the sentence in order and put what you think the meaning is in your own words.

How would you get a “3”? To get a three you have to unpack the sentence in order, put the
I think that means in your own words and you have to convince the person you are telling
the I think that means to.

What is a roadblock? A roadblock is when you have never heard the word, and you
don't know the meaning to it.

Term 2 Visual Art - “Creature Features”

Term 2 Visual Art - “Creature Features”

Name of your creature: Grizzly bear.

What part of your sketch did you find the most challenging and why? I found the mouth and nose the most challenging because it was very detailed and it had very strange shapes.

What part of your final piece do you like the most and why? I liked the mouth and nose because it looked very unique with the different shapes.

E-Portfolio Strand Maths Probability Term 2 2018

Probability Unit

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 - Probability means the chance of an event happening.

Impossible - Impossible means that it won't happen.

Unlikely - Unlikely means that it is not likely to to happen.

Even chance - Even chance means that the chance of something happening is equal.

Likely - Likely means that it will probably happen.

Certain - Certain means that it will definitely happen.