Documente Academic
Documente Profesional
Documente Cultură
facts I know.
things I can practice.
showing how and why.
new and existing facts and information that we learn and remember.
a set of abilities that we can improve and develop through practice.
connecting acquired skills and knowledge to explain and solve problems.
Beginning
Working Towards
At the expected level
Above the expected level
Skills
Unlike knowledge, which can be right or wrong , skills development is a process and therefore
needs a different manner of describing achievement. We use skills rubrics; teacher rubrics and
student rubrics to help assess skills. The following statements are made for skills:
Beginning: The first recognizable performance of a given learning outcome.
Developing: A mid-point performance of a given learning outcome.
Mastering: The largely successful performance of a given learning outcome.
Each of these is relevant to any stage of performance development. We have different learning
outcomes for each Milepost that are age and developmentally appropriate, so while a Year 2 student
may be Mastering in a Milepost 1 rubric, he/she would be expected to start at Beginning in a Milepost
2 rubric on a similar/related skill the following year.
Beginning
Working Towards
Meeting Expectations
Exceeding
Skills
Unlike knowledge, which can be right or wrong, skills development is a process and therefore need
a different manner of describing achievement. Skills have to be observed in context to be effectively
assessed. Skills are assessed through provided rubrics (teacher & student), and results are to be
recorded and reported on. For skills we use:
An assessed skill level (by teacher and/or student) is against specific developmentally-appropriate
targeted skills, so. if a student at the end Year 2 is assessed as Mastering in a skill (e.g. related to
researching) that is appropriate for Year 2 (or Milepost 1), then we would expect him/her to start the
following year as Beginning for a Year 3 (or Milepost 2) skill related to researching.
Understanding
Understanding is developed, and can be evaluated by a judgement of observations carried out over
time. Activities are planned, and time given for students to reflect on their understanding. An
understanding comment will be reported on in each report card.
a.
b.
c.
d.
We hold periodic parent evenings/workshops and/or courses throughout the year, to provide
opportunities for our community, whether parents, care-givers, and/or the wider community, on
relevant learning topics including, but not limited to:
brain research and learning,
integrating faith and studies,
knowledge, skills & understanding
curriculum (in particular the core of IPC)
Policy 6.101 refers