in transition between primary and secondary school
It is the professional responsibility of each teacher to establish and communicate the home learning policy to parents early in the school year.
Home learning is updated to our website each week/or when available.
5.2 STUDENT ASSESSMENT AND REPORTING TO PARENTS
Assessment of Children’s Progress
Students are continually assessed by teachers to monitor progress and to assist them to
reach their full potential.
Various methods are used including:-
regular testing of skills
recording of work covered, knowledge, skills and attitudes developed and problems encountered
sharing of relevant work samples
methodologies that empower students to self and peer assess
clear criteria for assessment before a task is undertaken
Reporting to Parents
Parents receive two written reports each year at the end of semesters from teachers.
These reports focus on the child’s achievements and efforts, providing parents with first
hand information on how to support their child in their future learning.
Parents are always most welcome to discuss student progress with the class teacher
and/or the principal.
In some levels student portfolios are developed and these are shared with parents.
These folders provide examples of student work, details about the task students have
been asked to undertake and relevant comments about the child’s progress at all levels.
Senior classes are involved in Student Led Conferences as part of the reporting process.
Parent–Partnership meetings/information sessions are conducted early in first term, and
individual interviews are held following the mid year written report and on a needs basis
as requested by parents or teachers.
5.3 PLACEMENT OF CHILDREN IN CLASSES
The principal and staff make decisions about the number and structure of classes for the
forthcoming year, within the staffing formula allocated by DET.
Class lists are prepared considering the gender, academic, social, emotional and physical
needs of individual children. Parents are invited via the newsletter to provide written
information to the principal to discuss the special needs of individual children (eg.
specific areas of need, learning styles). This information is considered when looking at
the draft class lists.
Decisions are made with a view to establishing balanced, equitable class groups that will
potentially work well together.
In consultation with staff, final lists are established. The ultimate decision rests with
the principal. Parents and students will be informed of their placement before the end
of the year. Children are always consulted regarding friendships and placed in new
classes with friends.
At Edithvale Primary School we have developed an excellent transition program which
assists students as they move from one year level to the next. This allows them the
opportunity to meet their teacher and the students in their new class and begin to build
the relationships that are vital in fostering a love of learning.