Reporting to Parents: Reading, Writing and Maths
Learning Pathway Reflections are sent home at the end of Term 1 and Term 4. These learning pathways are a reflection on the goals set at the start of the term. The reflections are completed by teachers and children collaboratively.
At the end of the year a National Standards sheet is mailed home indicating where the children are working at in relation to the National Standards levels. Children in Years 1-3 will receive this sheet at the completion of 40 weeks, 80 weeks and 120 weeks at school.
Teachers arrive at this level based on a Overall Teacher Judgement. This judgement is made by considering a range of work completed by the child in each subject, and will be a combination of class work and standardised test results.
At the end of the year a National Standards sheet is mailed home indicating where the children are working at in relation to the National Standards levels. Children in Years 1-3 will receive this sheet at the completion of 40 weeks, 80 weeks and 120 weeks at school.
Teachers arrive at this level based on a Overall Teacher Judgement. This judgement is made by considering a range of work completed by the child in each subject, and will be a combination of class work and standardised test results.
Curriculum Levels
The New Zealand curriculum comprises of 8 different levels. As you can see by the diagram, the levels are quite fluid when placed alongside year groups. They are an indication of the level that children will be working at, and inform the teachers' planning.
The National Standards are set according to these levels.
The National Standards are set according to these levels.
Mathematics
The Numeracy project in Mathematics is organised into Stages. Teachers use the guidelines at each stage to inform their planning. Other strands of Maths (Measurement, Algebra, Statistics, Geometry) are guided by the curriculum levels. The diagram below shows how the Stages align to curriculum levels and year levels.
Junior Reading
For the first 2-3 years of school, children are assigned reading books based on the colour wheel (see diagram). This begins at Magenta. By the end of the first year of school (after 40 weeks of schooling) the target reading level is Green.
We find many children are reading at Blue after 40 weeks. Usually this is not a concern, as most children are reading at Turquoise level or above after 80 weeks (2 years at school).
We find many children are reading at Blue after 40 weeks. Usually this is not a concern, as most children are reading at Turquoise level or above after 80 weeks (2 years at school).
Other Reports
Other reports sent home are:
Key Competency Learning Stories
Our Learning Stories are based on learning activities that have demonstrated a key competency. They include self, peer and teacher reflections.
Our key competencies are: Managing Self; Relating to Others; Participating and Contributing; Thinking; Using Language, Symbols and Text
Inquiry Learning Journeys
The learning journeys communicate a child's learning progress through all steps of an Inquiry. For each Inquiry we have set Do's, Be's and Understands. We use SOLO taxonomy (informed by Pam Hook) to assess Inquiry. Children self-assess using evidence they have collated, and this is evaluated by the teachers.
Key Competency Learning Stories
Our Learning Stories are based on learning activities that have demonstrated a key competency. They include self, peer and teacher reflections.
Our key competencies are: Managing Self; Relating to Others; Participating and Contributing; Thinking; Using Language, Symbols and Text
Inquiry Learning Journeys
The learning journeys communicate a child's learning progress through all steps of an Inquiry. For each Inquiry we have set Do's, Be's and Understands. We use SOLO taxonomy (informed by Pam Hook) to assess Inquiry. Children self-assess using evidence they have collated, and this is evaluated by the teachers.
