On October 23rd, 2014, we updated our
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You have been ranked according to the following criteria
Open DS, find switch and turn it on.
Game in and on.
Enter details into game.
Use connectivity capacity.
How did you feel ?
Discovery learning uncertain
Where’s this going?
What makes you say that?
Hadn’t seen the DS Lites before
Hadn’t used a DS Lite
Out of comfort zone
Don’t like being told I have to do something
Hate not knowing what’s expected
What could have been done better?
Modelled how to use equipment
Worked in groups
Developed a common set of assessment criteria
Talked about desired goal of activity
Teaching / Learning Cycle
Teaching Learning Cycle
Staff felt that this model of T/L was far too teacher centred. If we are going to truly personalise the curriculum, engage students in their own learning and teach them how to learn and reflect upon what it is they need to learn and know then the T/L should read “we” rather than “me.” It is we rather me who negotiate according to needs interests and abilities. It is we who determine the criteria by which we are assessed. It is the teacher who knows what outcomes should be achieved and who is responsible for the planning and programming ensuring what the students want to learn is considered and catered for.
School Assessment Policy
Key ideas ?
Our focus is:
The students being at the centre of the teaching / learning cycle.
Our Goals are designed
To achieve our schools vision and the exit outcomes as discussed at the beginning of the year.
To ensure all staff are supported in their understanding that the application of the T/L Cycle is consistent across all stages and invariably begins and ends with assessment.
Assessment which is:
Undertaken on an interim basis
Negotiated and criteria are clear
Visible to all, ie, students, staff and parents
Self reflective / metacognitive
Our Goals are:
Focus on the positive and never accept anything that is second best.
3. Lead and model expectations of our profession and our school.