1. CLASS PROFILE
YEAR 11 CLASS PROFILE IN CONSIDERATION TO THE YEAR 9
NAPLAN RESULTS FROM 2014
2. CLASS PROFILE
• For the ease of management and
resources, the NAPLAN 2014 results
were used in consideration to the
year 9 results.
• These results give an indication of
the students profiles found within the
2011 Year 11 students.
(NAPLAN, 2014)
3. STUDENT SUMMARY
• Our classroom is of a standard Year 11 cohort that includes 15 boys and 11
girls.
• 2 student (one girl and one boy) are of the advanced ability to self-manage their
learning and ICT applications and as seen in recent NAPLAN results are
consisted above average in their abilities in literacy and numeracy.
• Of the remaining 14 boys, 3 were found to be below average in literacy and 2
was found to be below average in numeracy as well. These three students will
required additional modelling and scaffolding to achieve the learning outcomes.
• All Students are considered to be of average ability or above in their ICT skills
and have been confident and competent users of a variety of only line school
approved ICT programs.
4. ABSENT RATES
National Assessment Program Literacy and Numeracy
(2014) results align with the class cohort as described
below.
• With a 5.2 % absent rate in Queensland this is found to
be comparable to class absentees with on average 2
students are away each day.
• Due to the meeting the timeline of this project, the
central websites will incorporate the ability to be
contributed to on a 24 hrs basis, allowing students to
make up their missed time.
Example of student central website
(Google images, 2015)
5. ABSENT RATES CONT..
• All contributions will be monitored by
the teacher at all times and will have
to meet the behavioural standards
outlined by safely, legally and ethical
guidelines.
• All resources contributed in class by
the teacher to guide the students, will
be posted online and readily available
to be used to review or catch up on
missed lessons.
Bundaberg Council website (2015)
6. READING AND SPELLING
• Within the NAPLAN results for reading and spelling, 1.7 % of
students are below the national minimum standards and 7%
achieving at the national minimum standards. Thus 9% of
students achieve the minimum national standards or below.
• This is slightly higher in this class cohort, with 11 % of the
class reading and spelling below national standards. It should
be noted that one student has English as their second language
and one student is of aboriginal and Torres strait.
• These result correlate with regional results and as parts of the
catchment of this particular school has a high proportion of
low socio economic background.
(Google Images, 2015)
7. PERSUASIVE WRITING
• As noted in the 2014 NAPLAN results, regional Queensland had
over 18 % of students constructing persuasive writing below the
national minimum standard.
• These results has been noted in this particular class and
scaffolding and additional guidance will be used to help the
students develop their persuasive writing skills within this project.
• Additional resources and guidance may be needed for the students
who also struggle with reading and spelling.
8. PERSUASIVE WRITING AND PROJECT
CONSIDERATIONS
• In consideration to Persuasive writing
results, the learning objectives of this
project include the option of using
other multimedia programs to
develop their final report.
• Although there will be a minimum of
one written piece of work that will be
evidence of their learning and
developing skilling in persuasive
writing.
Persuasive Writing
Below National Average
At national minimum standard
Above national minumum standard
Absent
9. NUMERACY
• With the numeracy results of the 2014 NAPLAN Queensland showed to
have 4 % of students below the minimum standard in numeracy skills
and nearly 18 % meeting the minimum national standards as defined by
NAPLAN.
• These results also show a solid spread of above average students and
these results correlate strongly with the profiling on this class. This is
again consistent with the class profiling.
• It was found the class has closers to 7% of students below average, this
again is consisted with results shown for the regional centres in
Queensland.
10. CURRICULUM STANDARDS
• As seen within the Curriculum science Yr. 10 -
Science Achievement Standard, by the end of
Year 10 students have a strong understanding of
environmental influences and impacts on society.
• Students have the ability to plan and understand
how to develop questions and hypotheses and
independently design and improve appropriate
methods of investigation, including field work
and laboratory experimentation.
Case Studies sourced
from BCCA (2015)
11. CURRICULUM STANDARDS
• To achieve curriculum strands for Year 11;
• When analysing data, selecting evidence and developing and justifying conclusions,
they will identify alternative explanations for findings and explain any sources of
uncertainty.
• Students will evaluate the validity and reliability of claims made in secondary
sources with reference to currently held scientific views, the quality of the
methodology and the evidence cited.
• They will construct evidence-based arguments and select appropriate
representations and text types to communicate science ideas for specific purposes.
• They will explain how they have considered reliability, safety, fairness and ethical
actions in their methods and identify where digital technologies can be used to
enhance the quality of data.
12. CLASS PROFILE
CLASS GROUPS NAPLAN RESULTS GROUP SUMMARY
• The first group [1] of three male
students consists of the ‘academically at
risk’ students. These students require
management strategies to bring them
back to task, and to repeatedly give
them the specific step-by-step
instructions to undertake the work.
13. CLASS PROFILE
CLASS GROUPS NAPLAN RESULTS
GROUP SUMMARY
• The second group [2] of nine students
consists of 5 female and 6 male
students. These students are of mixed
academic ability who can achieve
medium outcomes.
14. CLASS PROFILE
CLASS GROUPS NAPLAN RESULTS
GROUP SUMMARY
• The third group [3] consist of higher
ability students. This group of ten
students consists of five female and five
male students. These students
assimilate the material quickly, but need
the time allowed to complete the
learning objectives
15. CLASS PROFILE
CLASS GROUPS NAPLAN RESULTS
GROUP SUMMARY
• The fourth group [4] consist of higher
ability students. This group of two
students consists of one female and one
male students. These students
assimilate the material quickly, they
need to be managed carefully to keep
them occupied and interested.
16. REFERENCE LIST
Bundaberg Regional council (2015) retrieved from
http://www.bundaberg.qld.gov.au/
Burnett Catchment Care Association (2015) BCCA
Website. Retrieved from http://betterburnett.com/
National Assessment Program Literacy and Numeracy
(2014) Achievement in Reading, Persuasive Writing,
Language Conventions and Numeracy. National Report
for 2014 http://www.nap.edu.au/results-and-
reports/national-reports.html
