answered questions well responsive to enhacing his own questioning or what identified various and others syntax would and features of kodu learning. Created wouldn’t work. without help. Made own environment character moves Completed snakes and kodu move and a and explored other and changed MN ladders task. second character tools environment learning through reluctant to play was BP's contribute to needed assisstance strength in lesson group discussion. both peer and teacher today. Needs Must monitor to generate a keeping on task at progress closely BP WHEN/DO statement all times from now on. showed ability to apply when/do in her completed tasks to moves with instructions for her managed to apply a minimum but arrows, eats game of snakes and syntax and offer displays ability to apples, changed ladders. Able to offer a answers to use he features environment and when/do command for questioning when looked at in the added extra SR the robot. pushed lesson character shows awareness of WHEN/DO worked well very keen to put completed her in snakes and ladders previous learning own world with a activity and helping her into kodu today and theme, answers peer. Could offer helped peers when questions on why answers more freely in necessary and she environments group activity had completed her must be changed. completed all HS (confidence?!) own work. Helps others. tasks demonstrates awareness that order needs encouraging must be correct to share answers. (snakes and ladders Managed to get completed charcter moves MT activity) character to move majority of tutorial and eats apples. with support able to do the WHEN/DO for each with TA support task. With assisstance participated and able to answer the completed all task. questions in the robot Likes to ask lots of group activity on how questions to move the robot and surrounding topic completed themed why certain commands showing world with some completed all LV wouldn’t work enthusiasm. assisstance tasks with help Appendix 36- Notes on pupils progress tracker (L4+)
MN responsive to questioning or what syntax would and wouldn’t work. Completed snakes and ladders task. identified various features of kodu without help. Made kodu move and a second character answered questions well enhacing his own and others learning. Created own environment and explored other tools character moves and changed environment BP needed assisstance both peer and teacher to generate a WHEN/DO statement learning through play was BP's strength in lesson today. Needs keeping on task at all times reluctant to contribute to group discussion. Must monitor progress closely from now on. SR showed ability to apply when/do in her instructions for her game of snakes and ladders. Able to offer a when/do command for the robot. managed to apply syntax and offer answers to questioning when pushed completed tasks to a minimum but displays ability to use he features looked at in the lesson moves with arrows, eats apples, changed environment and added extra character HS shows awareness of WHEN/DO worked well in snakes and ladders activity and helping her peer. Could offer answers more freely in group activity (confidence?!) very keen to put previous learning into kodu today and helped peers when necessary and she had completed her own work. completed her own world with a theme, answers questions on why environments must be changed. Helps others. completed all tasks MT demonstrates awareness that order must be correct (snakes and ladders activity) needs encouraging to share answers. Managed to get character to move completed majority of tutorial charcter moves and eats apples. LV with support able to do the WHEN/DO for each task. With assisstance able to answer the questions in the robot group activity on how to move the robot and why certain commands wouldn’t work with TA support participated and completed all task. Likes to ask lots of questions surrounding topic showing enthusiasm. completed themed world with some assisstance completed all tasks with help Appendix 36- Notes on pupils progress tracker (L4+)
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