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1 July 2016

posted 30 Jun 2016, 18:38 by Carolyn Brett
It has been a great opportunity for teachers to discuss your child's progress against the National Standards with you over the last couple of weeks. The feedback has been rewarding as a large amount of teacher hours goes in behind the scenes. Firstly, teachers really have to 'know the learner'. This happens on a minute by minute, hour by hour, week by week........ basis. Things can change quickly! All of a sudden there can be a bridge crossed, a barrier removed or a hurdle cleared...... or, alternatively, a road block appears and the technicians need to figure out how to reroute the traffic! 

"Children are like popcorn, they pop at different times". However, we measure them according to time at school in the first 3 years and then at the end of Years 4, 5 and 6. You will have read about the making of Overall Teacher Judgements (OTJs) on the written report. This is a complex process. Here, because we work in teams, we naturally all contribute to the making of an OTJ. It's not one teacher's view. Each child's 'evidence' is carefully considered by the teaching team and, at times, across teaching teams before a decision is made.

"A range of approaches is necessary in order to compile a comprehensive picture of the areas of progress, areas requiring attention, and what a learner’s progress looks like. An OTJ draws on and applies the evidence gathered up to a particular point in time in order to make a judgement about a learner’s progress and achievement. This can include knowledge and appreciation of the child and their interests, observations as they learn, conversations, the child’s assessment of their own work, and results from standardised tests." (WBS reporting template, 2016) 

Final OTJs are collated and carefully analysed. These results are then discussed in relation to the 2016 achievement targets and used as the basis for 2017 targets........ from which a whole pile of planning 'falls out of'.

2016 targets are:

Maths
Target 1: Reduce the number of students, especially girls, achieving below the National Standard in Mathematics. 
Target 2: Increase the number of students achieving above the National Standard in Mathematics. 

Writing
Target 3: Narrow the gap between boys' and girls' achievement in Writing at Worser Bay School.
Target 4: Reduce the number of Maori students achieving below in Writing. 
Target 5: Increase achievement of Year 4 and 5 students in Writing.

Reading
Target 6: Increase the number of NZ Maori achieving ‘at or above’ in Reading. 
Target 7: Increase the number of Year 4 students achieving at or above.
Target 8: Narrow the gap between girls' achievement and boys' achievement.

Our school's 3 principles - valuing the whole child, knowledge building and inquiry, embracing collaborative learning - National Standards are an aspect of this.
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