Al-Madinah Milestone 6

BTG Milestone Goal #1

National Goal: Increase the capability of students to become successful digital citizens
Cluster Goal: Provide explicit opportunities for skilled and active development of the e-competencies. (Cobo Romani 2009)
e.g. e-awareness/ Media literacy/ Technological Literacy/ Digital Literacy/ Informational Literacy


Primary Evidence

BTG Milestone Goal #2

National Goal: Increase the capability of principals to lead the integration of e-learning in their schools (strategic and operational)
Cluster Goal: Strengthen leadership in the use of e-learning to enhance effective teaching and learning.


BTG Milestone Goal #3

National Goal: Increase the capability of teachers to integrate e-learning effectively into their practice creating an innovative and exciting learning environment for all students
Cluster Goal: Implement the principles of the New Zealand Curriculum/Te Marautanga o Aotearoa, through learning programmes that develop; an understanding of student learning outcomes through SOLO Taxonomy, and the effective integration of e-learning.


Primary Teacher Reflections


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Al-Madinah Year 1 Teacher Reflects:

Al-Madinah Year 3 Teacher Reflects

Al-Madinah Year 3/4 Teacher Reflects

Al-Madinah Year 5/6 Teacher Reflects

Intermediate Teacher Reflections

Secondary Teacher Reflections

Student Reflection and Learning Outcomes

Year 1
Learning Outcomes

Year 2
Room 2 students reporting on their learning outcomes with e-learning and SOLO Taxonomy
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Using Study Ladder

Using ICT Games

Using IXL


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Using SOLO Taxonomy

Learning Outcomes


Year 3
Learning Outcomes

Year 4

Year 4 student reflects on learning with SOLO Taxonomy

Using SOLO Taxonomy

Learning Outcomes


Year 5/6
Year 5 students (Room 20) reflect on their learning using SOLO taxonomy?
Trigger Questions
1. What did you think about learning before you were introduced to SOLO taxonomy?
2. How has SOLO impacted on your next learning steps?
3. When learning .... How do you know what you are doing?
4. When learning ... How do you know how well you are doing?
5. When learning ... How do you know what to do next?

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Question 1: Before SOLO


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Question 2: Impact of SOLO


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Question 3: What you are doing


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Question 4: How is going


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Question 5: Next steps

Learning Outcomes


Year 7 and 8
Intermediate students reflect on learning using SOLO Taxonomy
On Making SOLO Rubrics
On SOLO Learning Verbs

On Knowing SOLO Levels
On Knowing SOLO Levels (1)

How SOLO helps my learning.
How SOLO has changed my learning.

Learning Outcomes

Impromptu Speech

Y8 Girls Materials Technology Blog
This blog is designed for year 8 girls to record digitally their progress in materials technology. This will also enable you all to interactively reflect and help each other.

Year 8 Girls- Materials Technology
ESOL _ First PowerPoint

Evidence for use of SOLO and ICT

Using a Mimeo when teaching Poetry

SOLO Creative Writing Rubric

SOLO End of Unit Reflection - Creative Writing

Assessing ICT and Inquiry use in Science

SOLO Dance Drama Music Rubric

Year 9
Oral Presentation

Social Sciences
Human Rights
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Year 11
Technology - Game Making
Game making using MIT Scratch
The scenario and specification for the Scratch game
You are to write a computer program using Scratch for an educational game. Your older brother or sister is studying to be a primary school teacher. He/she would like a computer program that could be used to enable young children to learn
The game is to be constructed as follows:
  • Use any subject to design a game.
  • There should be an obstacle in your game.
  • There should be points scored when the students do a correct task

COLLECTING MONEY Game Instructions:
  • Click on the green flag, press the “s” key to start
  • Use the right arrow key to make the sprite move right and the left arrow key to move left.
  • Use the space key to jump.
  • Collect the gems and coins by touching them.
  • To collect the treasure chest, unlock them by answering the question.
  • Avoid the fire and the thief by jumping over them with the space key.
  • If the player loses 5 lives the game is over.
  • If the player reached the end, they win.
SKY Game Instructions:
  • Click green flag
  • Press left arrow to move left and right arrow to move right
  • Press space to jump
  • Answer the question asked by sprites correctly to get 2 stars but if a question is answered incorrectly 1 star will be removed
  • If the amount of stars go below 0 the game will end
  • Reach the last platform and the last sprite to move on to the next level
Scratch Project
Scratch Project

Technology - Flash Animation

Specifications for an interactive golf presentation:
using of multiple scenes and contains navigation between the scenes.
  • the navigation is functional and performs as intended
  • the embedded integrated digital media enhances the presentation. For example:
    • an image of a golf ball that makes the sound of a successful putt when clicked. The sound would have to be discreet and not distract from the presentation.
    • If the presentation was on an elite golf course then the images selected would need to be high quality, high resolution. These images would be used to enhance the presentation, but also promote the quality of the golf course.
    • the scripting performs as intended
    • the text content and other visual elements enhance the quality of the outcome (e.g. the embedded video is edited to run smoothly)
    • the presentation follows a logical sequence
    • includes content that is relevant to the context and target audience (i.e. the content fulfils the requirements of the interactive presentation)
Example animation 1
Example animation 2

Design and Visual Communication

Year 11 work for Design and Visual Communication. Presentation of own design to an audience.
Internal assessment for 4 credits. Effective use of ICT in learning.


Year 13
Y13 Chemistry - Student Reflection
Chemistry and Maths
Y13 Chemistry - Student Learning Outcomes

Use of SOLO maps in Maths and Science

BTG Milestone Goal #4

National Goal:Increase the capability of family and whānau to actively participate in their child’s learning
Cluster Goal/s:Communicate changes in pedagogy and use of e-learning to the school community.
Collaborate to ensure family and whānau participate in children’s learning.


BTG Milestone Goal #5

National Goal: Increase the capability of the sector by sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning
These reports will be shared with the sector online in the Virtual Learning Network [VLN] (//