This document summarizes Moushomi Hanif's learning outcomes and skills developed during a school performance project. It describes how they worked independently and creatively to problem solve issues that arose, such as members leaving the group or coming up with alternative dance moves. It also discusses how they showed consideration to other groups, provided constructive feedback, and welcomed criticism to improve their own performance.

1. PLTS PERFORMANCE
NAME: Moushomi Hanif
Learning Skill (General) Skill (Specific) Description (How did you achieve
Outcome this PLTS?)
2.1 Independent 1 identify questions When the mime expert came in, we
Enquirers to answer and had to prepare and ask questions
problems to which will help us with the problems
resolve we’re having for our mime
presentations.
2.1 Independent 6 support My group for the performance
Enquirers conclusions, using (school) had to come up with final
reasoned arguments agreements about our storyboard as
and evidence two members left and we had to
quickly discuss and come up with
final ideas and stick to it.
2.2 Creative Thinkers 3 connect your own Shapla and I, both props managers,
and others’ ideas and had to connect ideas to think of a
experiences in way to buy the props.
inventive ways Also during rehearsals we had my
group and I had to work with each
other well in order to experience
new and good ideas.
2.2 Creative Thinkers 6 adapt ideas as Some members of our class weren’t
circumstances change comfortable with dancing some of
the dance movements so as class we
had to change parts so it suited every
individual. It helped because our
group were having the most
difficulties as members left and we
needed help to improve.

2. 2.2 Team Workers 4 show fairness and Some of the groups were not up-to-
consideration to date with their rehearsals and also
others some groups were cancelled because
of personal matters and other
problems occurred. My group and I
had to wait patiently while everyone
caught up with the class.
2.3 Team Workers 6 provide We had to watch every group
constructive support performance and give feedback
and feedback to which helped them because the
others changes were good.
2.4 Reflective Learners 4 invite feedback and The other groups watched our
deal positively with performance and gave back
praise, constructive criticism and areas on
setbacks and where we could improve. It helped
criticism
because our group were having the
most difficulties as members left and
we needed help to improve.